Transcendentalism

 Hello, 

This blog is based upon Thinking activity given by Vaidehi Hariyani Ma'am. 

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Transcend - go above, beyond. 

1) ) Transcendentalists talk about the Individual’s relation with Nature. What is Nature for you? Share your views.

Nature for Transcendentalists wasn't just a collection of rocks and trees, but a living, breathing entity brimming with spiritual significance, profound knowledge, and a powerful call to action. It was a teacher, a sanctuary, a mirror, and a responsibility – all woven into the very fabric of their existence.

Imagine nature as a giant, awesome book. For Transcendentalists, it wasn't just about pretty pictures (mountains, sunsets), it was about the deep meaning hidden within. for Transcendentalists, nature wasn't just "outside," it was a big part of who they were and what they believed in. 

The Divine in Nature: Transcendentalists like Emerson and Thoreau believed that Nature was not just a collection of rocks and trees, but a manifestation of the divine, a living expression of the universal spirit. They saw the beauty, order, and power of nature as evidence of a higher reality, and sought to connect with this divine essence through direct experience and intuition.

A Refuge from Society: Transcendentalists often viewed society as corrupt and artificial, constraining the individual's true potential. Nature, on the other hand, was seen as a place of freedom and authenticity, where individuals could escape the pressures of society and reconnect with their true selves.

A Symbol of Individuality: The vastness and diversity of nature resonated with the Transcendentalist emphasis on individuality. They saw in nature a reflection of the unique potential within each individual, and believed that by communing with nature, individuals could discover their own unique voice and purpose.

A Source of Truth and Inspiration: Nature, for Transcendentalists, was not just beautiful, it was also a source of truth and inspiration. By immersing themselves in the natural world, they believed they could gain insights into the human condition, the meaning of life, and the interconnectedness of all things. Nature served as a teacher, offering lessons in simplicity, self-reliance, and harmony.

A Force for Change: While Transcendentalists found solace and inspiration in nature, they were not passive observers. They believed that individuals had a responsibility to protect and preserve the natural world, and to work towards a more harmonious relationship between humanity and nature.

Transcendentalists, nature was not merely scenery, but a multifaceted and essential element in their philosophical and spiritual framework.

2) Transcendentalism is an American Philosophy that influenced American Literature at length. Can you find any Indian/Regional literature or Philosophy that came up with such similar thoughts?

Transcendentalism is indeed an American philosophical and literary movement that emerged in the 1830s and 1840s. It is closely associated with a group of thinkers and writers in New England, including Ralph Waldo Emerson, Henry David Thoreau, Margaret Fuller, and others. Transcendentalism emphasizes the inherent goodness of people and nature, as well as the idea that individuals can transcend, or go beyond, the everyday experiences and limitations of the material world through their intuition and spiritual connection with nature.

Bhakti poetry offers a fascinating case study in how Indian literature and Transcendentalism share themes of emotional connection to the divine.

Mirabai:

• Mirabai, in 16th-century , defied societal norms through her intense devotion to Krishna. Her poems express passionate love and longing for him, transcending earthly constraints and social hierarchies. This mirrors Transcendentalism's emphasis on individual experience and breaking free from societal limitations to connect with a higher power.
• Lines like "My heart is a temple where Krishna resides," or "The world is a cage, and I long to fly free to Krishna's abode," showcase her yearning for divine union, similar to Transcendentalist poets seeking oneness with the oversoul.

Kabir:

• Kabir, a 15th-century mystic poet, transcended religious boundaries and preached a message of universal love and unity. His poems emphasize direct experience of the divine within, rejecting rituals and dogma. This aligns with Transcendentalism's focus on intuition and individual spiritual exploration.
• Lines like "I see God in all beings, the high and the low," or "The truth is not found in temples or mosques, but in the heart of a true seeker," echo Transcendentalist ideas of seeing divinity everywhere and finding truth through personal awakening.

  Bhakti poets like Mirabai, and Kabir poured their hearts out in poems expressing love and longing for the divine. They didn't care about strict religious rules, just feeling that connection directly.Transcendentalist writers like Emerson and Thoreau also wanted to break free from limitations and experience something deeper. They found that connection in nature, intuition, and individual exploration.

So, even though they come from different places and times, both Bhakti poetry and Transcendentalism are about looking beyond the everyday and feeling that powerful connection to something bigger. They remind us that spiritual experiences can be deeply personal and emotional.

The relationship between Transcendentalism and Indian thought is complex and multifaceted. While there are undeniable parallels, each tradition has its unique history, context, and development.

3.)Write in short about your understanding of the following essay "The Great Lawsuit" Margaret Fuller''

"The Great Lawsuit" is an essay written by Margaret Fuller, an American journalist, editor, and women's rights advocate in the 19th century. The essay, also known as "Woman in the Nineteenth Century," was published in 1845. In simple terms, the essay is a powerful call for women's rights and equality.

Margaret Fuller explores the status of women in society during her time, highlighting the limitations and restrictions they faced. She argues that women should have the same opportunities as men in education, work, and public life. Fuller challenges traditional gender roles and emphasizes the importance of women having a more active and equal role in society.

The title, "The Great Lawsuit," suggests a metaphorical legal battle for women's rights and a challenge to the societal norms that oppressed women. Fuller urges women to strive for intellectual and spiritual fulfillment, encouraging them to pursue knowledge and self-realization. Overall, the essay is a significant early feminist work that contributed to the ongoing conversation about gender equality in the 19th century.

1. Educational Disparities: Historically, girls lacked thoughtful education, emphasizing the need for a relevant curriculum.

2. Women in Education: Women often lead girls' education but lack innovation, and societal norms impact its effectiveness.

3. Societal Influence: Despite good education, societal norms often contradict female empowerment gained through education.

4. Self-Dependence: The rise of "old maids" is seen positively, contributing to society in unique ways.

5. Spiritual Dignity: Acceptance grows for women's spiritual contributions, citing figures like Joanna Southcote and Mother Ann Lee.

6. Magnetism and Women's Intuition: The potential of women's electrical and magnetic elements, including rapid and correct intuitions, is discussed.

Word Count: 1118

Images: 5

Video: 1

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Film Screening - 12th Fail

 This blog is a part of Comaparative study and Film Review. 

Director:- Vidhu Vinod Chopra

Introduction:- 

12th Fail" is a movie about a young person who didn't pass their 12th-grade exams. It explores their journey, challenges, and experiences as they navigate life without completing high school. The film sheds light on the struggles and opportunities that arise, emphasizing the importance of determination and unconventional paths in achieving success. 

Theoretical Framework:

"12th Fail" is a compelling movie that lends itself well to theoretical analysis within literary and film studies. Drawing on narrative and semiotic theories, one can delve into the film's cinematic elements, exploring how it uses symbolism and storytelling techniques to convey its message. Moreover, the movie provides an opportunity to examine how it aligns with or challenges established theoretical frameworks, enriching the discourse on contemporary cinema.

Based on a real-life character, here is a chap from Chambal who doesn’t pick up the gun when his father is punished for his honesty. He doesn’t turn hostile when the local MLA stalls his wheels when he and his brother try to eke out a living. Instead, drawing inspiration from an upright police officer (Priyanshu Chatterjee), Manoj Kumar Sharma (Vikrant Massey) wields a pen and learns to write his own destiny in the allotted time so that he can also don the uniform and deliver the elusive justice. Cheating is a way of life in his surroundings but Manoj carries the righteous swagger imbibed from his father (Harish Khanna) and grandmother (Sarita Joshi).

Be it the cheating mafia working under political patronage to keep the masses ignorant or the excruciatingly slow wheels of justice that break the spirit of the common man, Chopra perceptively captures the everyday discrimination and dehumanisation that pushes the deprived to seek posts that exude power.

In terms of contextualization, "12th Fail" can be situated within broader discussions on education systems and government job aspirations. Analyzing its portrayal of youth aspirations and societal expectations, the film offers insights into the cultural context it emerges from. Additionally, exploring its socio-cultural relevance allows for a nuanced understanding of the film's impact on viewers and its potential contribution to ongoing societal conversations.

Thematic Study:

"12th Fail" intricately explores the theme of education struggles, focusing on the protagonist's journey after failing the 12th grade. The film delves into the societal pressure and expectations surrounding academic success, portraying the challenges individuals face when they don't conform to traditional educational norms.

12th Fail explores education systems from a lower-class background, it could potentially shed light on the challenges faced by individuals with limited resources and opportunities. This might include issues such as:

Limited Access to Quality Education: Individuals from lower-class backgrounds often struggle with limited access to quality education due to financial constraints, lack of resources, or inadequate educational infrastructure.

Societal Pressure and Stigma: The movie might address the societal pressure and stigma associated with academic failure, especially in societies where success in education is often linked to social status.

The narrative unfolds as the protagonist navigates a path less traveled, pursuing unconventional dreams in the face of skepticism. The theme of societal expectations becomes evident as the film highlights the rigidity of conventional success metrics, challenging the notion that academic achievements are the sole determinants of a person's worth.

Moreover, the movie serves as a societal commentary by shedding light on the broader implications of rigid educational systems. It prompts reflection on the need for a more inclusive definition of success, acknowledging diverse talents and unconventional paths. The thematic study reveals how the film uses its narrative to advocate for the recognition of individual aspirations and talents, contributing to a broader discourse on societal values and expectations.

Comparative Analysis:

While "12th Fail" and "Newton" explore distinct themes, there are some underlying similarities in the societal context and challenges faced by their protagonists:

1. Individual Struggle Against the System:

   - In "12th Fail," the protagonist likely faces judgment and societal expectations due to academic failure, showcasing the struggle of individuals against traditional educational norms.

   - Similarly, in "Newton," the titular character confronts the complexities and challenges within the government system, highlighting an individual's battle against bureaucratic hurdles and societal issues.

2. Idealism and Integrity:

   - Both films may touch upon the themes of idealism and integrity. The characters in "12th Fail" might strive to prove their worth beyond academic success, emphasizing personal growth and self-worth.

   - In "Newton," the protagonist's commitment to conducting fair elections in a challenging environment underscores the theme of maintaining integrity within the government job sector.

3. Social Commentary:

   - Both films likely provide social commentary on different aspects of the Indian society. "12th Fail" may comment on the pressures and expectations surrounding education, while "Newton" might critique the bureaucratic and political challenges in the government system.

4. Character Development:

   - Both movies likely involve character development as the protagonists navigate their respective challenges. Whether it's redefining self-worth in "12th Fail" or upholding ideals in the face of adversity in "Newton," character growth is a common element.

While the themes and settings are different, these similarities suggest that both films may offer insightful perspectives on individual struggles within the broader context of societal expectations and challenges in India.

Reference 

chopra, vidhu vinod, director. 12th Fail. 2023.

Masurkar, Amit V., director. Newton. 2017.

I.A Richard : Reading Poems

This blog is based upon thinking activity, focused on I.A. Richards' practical criticism regarding figurative language. 

The song "Khalasi" is composed by Achint Thakkar and performed by Aditya Gadhvi. Saumya Joshi wrote the lyrics. 

 [Intro]

 Gotilo, tame gotilo gotilo gotilo gotilo, 

tame gotilo gotilo gotilo 

Nathi je majhaama

 Khaali vaavataa dhajaa maa 

Evo haad no pravaasi gotilo Gotilo, 

tame gotilo gotilo gotilo Gotilo, 

tame gotilo gotilo gotilo

 Nathi je majhaama 

Khaali vaavataa dhajaa maa

 Evo haad no pravaasi gotilo 

[Verse 1] 

Kaanthethi jaa tu jaa,

 dariye Dariye thi jaa tu jaa, 

taliye Kaanthethi jaa tu jaa Gotilo,

 tame gotilo gotilo gotilo, 

ohho Kaanthethi jaa tu jaa-jaa

 Dariye thi jaa tu jaa, 

taliye Kaanthethi jaa tu jaa Gotilo, 

tame gotilo gotilo gotilo

[Pre-Chorus]

 Ae vehva do, vehva do,

 vehva do jyan vahiye Vehva do vehva do, vehva do Revaado, 

revaado, revaado 

jyaan chhaiye Revaado, revaado, revaado 

Vehva do, vehva do, vehva do,

 have Revaado, revaado, revaado, have

[Chorus] 

Nathi je majhaama 

Khaali vaavataa dhajaa maa

 Evo haad no pravaasi gotilo

Evo kon chhe khalaasi

 mane kaidone

 Enaa thaam ne thekaana 

mane daidone 

Evo kon chhe khalaasi 

mane kaidone Gotilo,

 tame gotilo gotilo gotilo

 Evo kon chhe khalaasi 

mane kaidone

 Enaa thaam ne thekaana 

mane daidone

 Evo kon chhe khalaasi

 mane kaidone Gotilo, 

tame gotilo gotilo gotilo

[Verse 2] 

Khevaiyaa, o khevaiyaa Hambo re hai, 

hai, haiyaa 

Niklijaa laine tu taari naiyaa

 Hambo re, hai, hai Hambo re hai, aye Khevaiyaa, 

o khevaiyaa Hambo re hai,

 hai, haiyaa Niklijaa laine tu taari naiyaa Hambo re, 

hambo re hai, hai, haiyaa

[Pre-Chorus] 

Ae vehva do, vehva do, 

vehva do jyan vahiye Vehva do vehva do, 

vehva do Revaado, revaado, revaado jyaan chhaiye Revaado, 

revaado, revaado Vehva do, vehva do, vehva do, 

ahi Revaado, revaado, revaado, ahi

[Chorus]

 Nathi je majhaama Khaali vaavataa dhajaa maa

 Evo haad no pravaasi gotilo 

Evo kon chhe khalaasi

 mane kaidone

 Enaa thaam ne thekaanaa

 mane daidone

 Evo kon chhe khalaasi mane kaidone gotilo,

 tame gotilo gotilo gotilo 

Evo kon chhe khalaasi mane kaidone

 Enaa thaam ne thekaanaaane daidone

 [Post-Chorus] 

Are, jadelu na shodhe

 Ane shodhelu na gote

 Evo khaarvo khalaasi goti lo

[Verse 3]

 Are, kinaaraa toh sthir ane salaamat hoy

 Pan maanas ena maate nathi sarjaano 

Arre kharvo khalasi toh ee kehvaay 

Ke je fanidhar naag jeva dariya ni haame utre Ane utarvu pade kaaranke...

 Kinaare to Khaali pade

 naani naani pagli ne 

Naanaa eva sapnaa ni ret vaali dhagali ne 

Tofaano taraap maare Halesaao haanfi jaay 

Toy jeni himmat Ane haam nahi haanfe

 Evo khaarvo khalaasi 

Evo haadno pravaasi

 Evo khaarvo khalaasi 

Evo haadno pravaasi

[Hook]

 Gotilo, gotilo Gotilo, gotilo Gotilo, 

gotilo Gotilo, gotilo

 Potaanaa j dariyaamaa 

Potaanij dubkithi Jaatnu amulu moti lo 

Nathi je majhaama 

Khaali vaavataa dhajaa maa 

Evo haad no pravaasi gotilo

[Chorus] 

Evo kon chhe khalaasi mane

O khevaiyaa 

Evo kon chhe pravaasi mane Hai, 

hai, haiyaaEvo kon chhe khalaasi

 mane Laija naiyaa Gotilo,

 tame gotilo gotilo 

Evo kon chhe khalaasi mane

 O khevaiyaa 

Evo kon chhe pravaasi mane Hai,

 hai, haiyaa 

Evo kon chhe khalaasi 

mane Laija naiyaa Gotilo, 

tame gotilo gotilo

[Chorus] 

Evo kon chhe khalaasi mane 

O khevaiyaa

 Evo kon chhe pravaasi mane Hai, 

hai, haiyaa 

Evo kon chhe khalaasi mane 

Laija naiyaa Gotilo,

 tame gotilo gotilo

 Evo kon chhe khalaasi mane 

O khevaiyaa 

Evo kon chhe pravaasi mane Hai, 

hai, haiyaa

[Outro]

 Nathi je majhaama

 Khaali vaavataa dhajaa maa 

Evo haad no pravaasi gotilo Ae, 

Gotilo, tame gotilo gotilo 

 

In "Khalasi" by Aditya Gadhvi, the term "khalasi" refers to a sailor The song uses the metaphor of a sailor's life to represent the journey of life itself. It portrays the challenges, struggles, and resilience of a sailor navigating through the rough seas, analogous to the hardships and obstacles faced in life. 

Questions That arise while reading:-

1) નથી જે માઝામા

ખાલી વાવતા ધજા મા

એવો હાડ નો પ્રવાસી ગોતીલો 

The meaning of વાવતા ધજા મા

2) In the pre chorus,

વેહવા દો, વેહવા દો, વેહવા દો જ્યાં વહિએ

વેહવા દો વેહવા દો, વેહવા દો
રેવાદો, રેવાદો, રેવાદો જ્યાં છાઇએ

રેવાદો, રેવાદો, રેવાદો 

 What is the meaning of these? Do we proceed with the flow, or do we stick with our current position?"

3)  Khevaiyaa, o khevaiyaa Hambo re hai, hai, haiyaa, Meaning.

 

હાડ નો પ્રવાસી - Soul of body 

ખલાસી - નાવીક

In Verse 1 the writer is telling that step out of our comfort zones, be brave, and discover who we really are. It's like a message to our inner selves, deep thoughts, and encouraging us to explore and grow. in the post chorus the meaning which i understand is, The already-found is not what we desire; we need to search for that which remains undiscovered. in the verse 3 While the sea shore offers stability and safety, it's crucial to step out of our comfort zone and delve into deeper waters, recognizing that the shore has its constraints. In the Hook of the song, it is trying to say that it's essential to recognize our own worth and embark on a journey of self-discovery."

Explanation By AI Bard

Verses:

First Verse: The sailor sets sail, leaving behind familiarity and facing the unknown. He confronts fears and doubts, symbolized by the waves and storms.

Second Verse: The melody shifts to a more introspective tone. The sailor reflects on what he cherishes most – his loved ones, memories, and dreams – which become his guiding stars amidst the darkness.

Third Verse: The music picks up again, showcasing the sailor's determination. He embraces the journey, finding beauty and strength in the struggle. He learns to dance with the waves instead of fighting them.

Chorus:

The chorus serves as a powerful chant, repeating "Aaaj Khalasi..." It signifies acceptance of the present moment and choosing to move forward with courage and resilience.

Final Chorus:

The final chorus reaffirms the message of perseverance. The sailor finds his inner strength and sails on, his spirit buoyant with hope and optimism.

Understanding the Zeitgeist of the 20th Century: From Modern Times to the era of Great Dictators

The Modern Times

Modern Times is a 1936 American part-talkie social comedy film written and directed by Charlie Chaplin in which his iconic Little Tramp character, his last performance as the character, struggles to survive in the modern, industrialized world. The movie stars Chaplin, Paulette Goddard, Henry Bergman, Tiny Sandford and Chester Conklin.

Charlie is a factory worker in this hectic age - a minor cog in the grinding wheels of industry. His job -mechanically tightening bolts on a moving belt. The monotony of the work drives him beserk. Taken to hospital he soon recovers and is discharged, cautioned to avoid excitement.

The Tramp works on an assembly line, where he suffers greatly due to the stress and pace of the repetitive work. He eventually suffers a nervous breakdown and runs amok, getting stuck within a machine and throwing the factory into chaos; he is then sent to the hospital. Following his recovery, the now unemployed Tramp is mistakenly arrested in a Communist demonstration.

The factory scene in "Modern Times"

The factory scene in "Modern Times" depicts Charlie Chaplin's character, the Tramp, working on an assembly line. It's a satire on the dehumanizing aspects of industrialization. Chaplin portrays the struggles of workers in a mechanized world, showcasing the relentless pace, repetitive tasks, and lack of concern for workers' well-being.

The scene symbolizes the loss of individuality in the modern industrial age, where people become mere cogs in a machine, highlighting the challenges and alienation faced by the working class. It's a commentary on the dehumanizing effects of mass production and the need for humane treatment of workers.

The Factory Owner's Behavior: The factory owner symbolizes dictatorial behavior with a lack of empathy for workers. His decisions focus solely on profit and efficiency, showcasing the callousness of those in power.

The Police and Authorities: Throughout the film, the authorities represent the oppressive nature of the system. The Tramp constantly finds himself at odds with the law, which serves the interests of the wealthy and powerful.

The protest Scene:

The factory workers' strike showcases the struggle for fair treatment and rights in the workplace. The response of the authorities, along with the factory owner's disdain for the workers' demands, underscores the power dynamics and lack of empathy toward the working class.

The Wealthy Party Scene: The party at the wealthy couple's house portrays the lavish lifestyle of the elite, contrasting sharply with the Tramp's struggles. It underscores the opulence and extravagance of the wealthy while emphasizing the stark poverty experienced by the common people during the Great Depression.

The Great Dictator

The Great Dictator is a 1940 American anti-war political satire black comedy film written, directed, produced, scored by, and starring British comedian Charlie Chaplin, following the tradition of many of his other films. Having been the only Hollywood filmmaker to continue to make silent films well into the period of sound films, Chaplin made this his first true sound film. 

On the Western Front in 1918, a Jewish soldier fighting for the Central Powers nation of Tomainia[8] valiantly saves the life of a wounded pilot, Commander Schultz, who carries valuable documents that could secure a Tomainian victory. However, after running out of fuel, their plane crashes into a tree and the soldier subsequently suffers memory loss. Upon being rescued, Schultz is informed that Tomainia has officially surrendered to the Allied Forces, while the Jewish soldier is carried off to a hospital.

Twenty years later, still suffering from amnesia, the Jewish soldier returns to his previous profession as a barber in a ghetto. The ghetto is now governed by Schultz who has been promoted in the Tomainian regime, which now transformed into a dictatorship under the ruthless Adenoid Hynkel.
One of the pivotal scenes in "The Great Dictator" that encapsulates the setting, dehumanization, and class difference is when the dictator Adenoid Hynkel (played by Charlie Chaplin) conducts a grand military parade in the streets of his fictional country, Tomainia. The extravagant display of power and authority by Hynkel amidst a highly regimented and controlled setting emphasizes the oppressive nature of his rule.

During this parade, Hynkel's totalitarian regime is on full display, with elaborate displays of military might and a sense of grandeur while the oppressed citizens, representing the lower class, are forced to cheer in fear and obedience. The stark contrast between the opulence of the ruling elite and the dehumanized, fearful masses in poverty-stricken conditions illustrates the vast class differences and the dehumanizing effect of the dictatorship. This scene effectively portrays the setting, the dehumanization of the populace, and the immense gap between the ruling class and the oppressed.

The Barber and the Globe: In a powerful and symbolic moment, the Jewish barber (also played by Chaplin), mistaken for the dictator Hynkel, delivers a heartfelt speech pleading for peace and understanding. This scene, set in the dictator's opulent office, contrasts the harsh reality of the oppressed masses outside with the lavish surroundings of the ruling class, highlighting the stark class differences. The speech also emphasizes the dehumanizing effects of war and hatred.

The Dance with the Globe: There's a famous sequence where Hynkel, representing Hitler, performs a grotesque and dehumanizing ballet with a globe, whimsically playing with countries and territories as if they were toys. This scene symbolizes the dictator's control and manipulation over the world, showcasing the disregard for the lives and struggles of ordinary people.

The Ghettos: There are glimpses of the ghetto where the Jewish barber lives. The dilapidated, impoverished surroundings and the fear of persecution within the ghetto serve as a representation of the dehumanization and oppression faced by minority groups under totalitarian regimes.

Each of these scenes contributes to illustrating the setting's contrast between opulence and poverty, the dehumanization of the oppressed, and the vast class differences prevalent in the society depicted in the film.

Tradition and Individual Talent

                   Thinking Activity 

 Hello, This blog is based upon thinking activity on Tradition and The Individual Talent by T.S Eliot. 

Tradition and the Individual Talent" is an essay written by T.S. Eliot, first published in 1919. Eliot was a renowned poet, essayist, and literary critic. In this essay, he explores the relationship between the individual artist and the broader tradition of art and literature, discussing how past works influence and shape the creativity of present and future artists. Eliot's ideas in this essay have had a significant impact on literary criticism and the understanding of artistic creation.

1) How Would you like to explain Eliot's Concept of Tradition? Do you agree with it? What do you Understand by Historical Sense? 

"The Historical Sense involves a perception, not Only of the pastness of the past but of it's presence."

T.S. Eliot had this idea called the "Concept of Tradition." It's basically about how writers and artists are influenced by the past. Eliot believed that for new works to be good, they should be connected to and influenced by old works.

The "Historical Sense" that Eliot talks about means not just knowing that something happened in the past, but feeling like it's still here with us in the present. It's like seeing how the past affects what's happening now.

So, the quote you mentioned is saying that having a Historical Sense means understanding that the past isn't just gone—it's still kind of around us, shaping what we see and do today. It's like history is not just something that happened a long time ago; it's still influencing us in the present.

"This historical sense, which is a sense of the timeless as well as of the temporal, and of the timeless and of the temporal together, is what makes a writer traditional."

T.S. Eliot means that having a historical understanding isn't just about knowing something happened a long time ago. It's about feeling like those past events or ideas still affect and shape our lives today. It's like seeing the past as something that's not just gone but still leaves a mark on what we experience in the present.

In his essay "Tradition and the Individual Talent," Eliot talks about how a writer isn't just creating something completely new.

2) What is the relationship between "tradition" and "individual talent," according to the poet T. S. Eliot?

T.S. Eliot talked about how tradition and individual talent are connected. He believed that for a writer to be really good, they need both. Tradition is all the stuff from the past that influences us, like old ideas and works of art. But individual talent is what each writer brings—their unique thoughts and creativity.

"Some can absorb knowledge; the more tardy must sweat for it. Shakespeare acquired more essential history from Plutarch than most men could from the whole British Museum".

This quote is saying that some people have a natural talent for learning, almost like they can easily soak up knowledge without much effort. On the other hand, there are people who need to put in a lot of hard work and effort to learn things. Shakespeare, who was very knowledgeable, learned a great deal from reading Plutarch's stories. The quote suggests that Shakespeare gained more important information from reading Plutarch than most people could ever gather by reading numerous books in a huge library. It emphasizes how different people have different ways of learning, some absorbing knowledge more easily while others have to work harder for it.

"Honest criticism and sensitive appreciation are directed not upon the poet but upon the poetry."

This quote means that when people talk about a poem, they should focus on discussing the poem itself, not the person who wrote it. Instead of criticizing or appreciating the poet personally, they should concentrate on discussing the elements, meaning, and beauty within the poem. In essence, the attention and discussion should be about the poem's content and craftsmanship, rather than judging or praising the poet as a person.

3) How would you like to explain Eliot's theory of depersonalization? You can explain this with the help of a chemical reaction in the presence of a catalyst agent, platinum.

 "Poetry is not a turning loose of emotion, but an escape from emotion; it is not the expression of personality, but an escape from personality. "Write two points on which one can write a critique of 'T.S. Eliot as a critic'.

T.S. Eliot talked about depersonalization in poetry, comparing it to a chemical reaction with a catalyst like platinum.  

                                          

                                Catalyst 

                 SO₃ + H₂O ⟶ H₂SO₄

                                                   Platinum 

platinum helps a reaction without itself being changed, Eliot believed that poetry should convey emotions without focusing on the poet's personal feelings. 

Eliot said that poetry isn't just letting out feelings but escaping from them. It's not showing who you are, but actually getting away from that. T.S. Eliot believed that poetry isn't just about expressing emotions or showing who you are; instead, he thought it was a way to step away from those emotions and personal traits. Some might criticize Eliot for being too focused on old ways of writing poetry, limiting newer styles, and for letting his personal preferences influence his critiques, which might not have been entirely fair to different kinds of poetry.

● Sum up video of T.S Eliot's Tradition and Individual Talent.