Sem 3 Presentations

Semester 3 Presentations:
1) Paper 10: The American Literature: Psychological Study of Tell-Tale Heart by E.A. Poe

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2) Paper No. 12: ELT-1: Observation

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3) Paper No 11. Post Colonial  Literature. Post Colonial Term (Imperialism, Nationalism-Nation)


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4) Paper No:9 The Modernist Literature. (Universal Human Laws In The waste Land)

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Character of Old Man (Santigo)

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2015-2016

Name:   Baldaniya Vanita Velabhai

Semester: 3

Roll No: 29

Topic: Character of Old Man

Work: Assignment

paper: Course No: 10

The American Literature.

Date: 19/10/2015

Email id: vanitabaldaniya0806@gmail.com

Submitted by: Smt. S. B. Gardi,

Maharaja Krishnakumarsinhji Bhavnagar University.

Bhavnagar.

Department of English

Character of Old Man

               

The Old Man and The Sea

by- Ernest Hemingway

-1952

American Literature.

     Ernest Miller Hemingway was born on  July 21, 1899 in Oak park, a suburb of Chicago, Illinois. He spent much of his early life in the great lakes region, which provided the setting for his early stories. In the short time that Hemingway worked for THE KANSAS CITY star he learned some stylistic lessons that later influenced his fiction.  The newspaper advocated short sentences short paragraphs, active verbs, authenticity, compression, clarity and immediacy. Hemingway later said:

                                "Those were the best rules I ever

                                learned for the business of writing.

                                I've never forgotten them."

                His Famous work:

                1) men without women (1927)

                2)winner take nothing (1933)

                3) Death in the Afternoon (1932)

                4) The Green Hills of Africa (1935)

                5) Bell Tolls

                                The old man and the sea 1952, a parable novella about man's struggle against nature. Hemingway was awarded the noble prize in 1954, and wrote little thereafter. Having been seriously ill for some time , he shot himself on July, 2, 1961.

                                                                Santiago

                                "The Old man and the Sea " is title is a fisher man by trade. He bears the fitting name of Santiago. The word Santiago it literally mean, Saint James who was originally a fisherman living close to the sea of Galilee and subsequently become an apostle. Eventually he suffered martyrdom early one morning after months of bad fishing Luck, he rows out alone into the Gulf  stream near the Island of Cuba.

                                Towards noon of the first day, he hooks a gigantic Marlin for two days and two nights it pulls him in his boat far to the north word and the eastward while he hang  for dear life on to the heavy line, a human towing boat fishing a battle of endurance against the power of the fish on the third day, again nearly at noon, he succeeds in bringing the Marlin to the surface and killing it with his harpoon.

                                Since it is too large to be put  aboard, he lashes, it alongside his skiff and sets his small, patched sail for the long voyage home. Then one by one, two  by two and later in large numbers the sharks attack the dead Marlin. By the time the old man has reached his native harbor, there is nothing left of the Marlin except the skeleton, the phony head and the sail like tail.

                                He is a man of courage  tremendous  capacity for endurance and patience. He suffers and kills, and his suffering raises his stature. He freedoms a symbol of Christ in his  killing which causes him to suffer in his encounter with the Marlin , he shows his gallantry, skill, power of endurance and faces hunger and starvation for three days, He never loses  hopes

                                The old man has fought and struggle and there is glory in his suffering his image reminds us of the suffering of Christ Carlos Baker has remarked;-

"Santiago shows, it his own right, certain

qualities of mind and heart which are clearly

associated with the character and personality

of Jesus Christ in the Gospel stories. There

is the essential gallantry, a kind of military.....

There is the ability  to  ignore. Physical pain while

concern treating on the large of leet which is to be

achieved."

                The old man loses the battle he has won. He winners takes nothing but the sense of having fought the fight to the limits of his strength of having  shown what a man can, do when it is necessary. He is undefeated only because he has gone on trying.

                The warmth of our sympathy can be traced in part to the way in which the portrait of Santiago himself has been drawn. He was an old man the story begins;,

                                "Who fished alone in a skiff in the gulf

                        stream and he  had  gone eight four days

                        now without taking a fish. In the first

                        forty days a boy had been with him. But

                        after forty days without a fish the boy's

                            parents had told him that the old man was

                            definitely   and  finally salvo, which it the

                        worst from of unlucky, and the boy had

                        gone at their orders in another boat

                        which caught three good fish the first week..."

                Everything about him was old except  his eyes and they were the same color as the sea and were cheerful and undefeated.

                                Other qualities of Santiago deserve attention in this connection. They are Santiago's humanity, his natural piety and his compassion, His  humanity is of that well tested kind which can co exist pride.

"He was too simple to wonder when he had

attained humanity. But he know he know he

had attained it and he know it was not disgraful

and it carried no loss of true pride".

When  his own disciple, Monolin. Call him the best fisher man Santiago replies

;

"No I Know other better".

The boy then says;

"There are many good fisherman and

some great ones but there is only you".

To this the old man replies;

"Thanks you. you make me happy I

hope no fish will come along so great

that he will prove us wrong".

Although Santiago is often  jawed about his religion he is yet a pious old man. The piety appears in his  constant unquestioning awareness of a Supernatural power, at once outside and inside his personal struggle. His accessions to Christ   to God and to the virgin are never cates they are simple petitions request to a supposedly available source of strength of which he feels the need, for instance, the old man says,;

"I am not  religious , But I will say ten our

fathers and the tail narus   that I should

catch thing fish and I promise to make

a pilgrimage to the virgin do catch him that

is a promise."

                Some consider Santiago to be a biblical hero, and some find similar conditions between him and the Christ whatever we may say about him the fact remains that he ultimately comes nearer the Greek hero by virtue of his prowess and nobility. He knows that a man should fight to the last. He has last capacity to endure things pain  does not matter to him. He accepts his destiny as a fishfock very cheerfully. Perhaps he wouldn't like to exchange it. It with a Million ours. He is happy in spite of his being be sieved by the sharks. The old man may get awfully tired, but he keeps on dreaming for a life at sea. He dreams of the lions on the feathers in Africa.

                It means that he still is prepared to be on the sea, which is in his flood his ego 95 most resonantly very inflated. He   does not suffer a fall because of his pride, but because of the natural circumstances Santiago as a hero is marvelous . He is the most representative of the modern heroes in literature.

                 Hemingway in creating such  a character has again reaffirmed his belief in human dignity and manly fight against the odds in life.

                                "A man can be destroyed but not defeated".

                This is how Hemingway states his theme in this novel. And the theme is familiar to Hemingway readers familiar too is the remark ;" What a man can do and cannot a man endures".

                                This is the first time, in all Hemingway work that the code hero and the Hemingway hero become almost one Santiago represents the Hemingway hero having developed in to the code hero.

                                Story of old man and the sea and old man is struggling hero. He always not accept defeat. The story concern an old man who battles a giant Marlin for three days and nights. This novella was awarded the Pulitzer prize for  fiction in 1953. The old man  and the sea is picaresque novel. Picaresque means   when hero journey without heroin in novel that is picaresque  novel. So old man is also alone and he was journey without heroin so that   is picaresque novel.

                Old man are experience  people and very old and experience are more and more in his life so Ernest Hemingway choice old man hero in his novel. For example: Robinson Crusoe. Daniel Defoe write this  picaresque novel because Robinson also journey without heroin.

                Santiago is a protagonist  of the novel " The Old Man And The Sea" . Old man is fisherman and His knowledge of the sea and its creatures of his craft. Because  he was old and passes his life so knowledge and he is brave, confidence, cheerful and optimistic person. He was a resourceful person. Santiago said that:,

                                " A mirror or contrast image of Hemingway's

                        Biography".

                                Simple, but deeply meaningful story old man's struggle for survival Santiago who have all good and bad experience of life. He fight against nature. The novel suggests that it is possible to transcend this natural law. Death is the unavoidable force in to novella, kind of open-ended.

                                He is regarded as a has been because he has go 84 days journey and after 84 days coming without fish but he is not accept defeat . Hemingway's loneliness is  apparent in Santiago's characterization and external conflict. Hemingway was an expert at deep sea fishing and had own several prizes in various competitions.

                                The Background in the Old Man And The sea is divided from real life Cuban fishing villages near the Gulf stream. The subject of the luckiness old man who caught a giant fish also came from personal experience.

SANTIAGO;

                                "Everyday is new Day"

                                Santiago never accept defeat but was "hope" is chief thing. Hemingway description to words nature life giver and life taker old man's struggle is repetitive same in Hemingway life. Struggle is ultimately futile.

                                Hemingway's hated of women is also apparent in this story. because of Hemingway's native experience to women, most of the reference to females in The Old Man And The Sea, are negative. Hemingway exalts males further  deprecates females. He believed that women luck self control, and they are deceptive.

                                 Santiago represents a noble and tragic individualism revealing what man can do in an indifferent universe which defeats him, and the love he can feel for such a universe ad his humanity before it Hemingway  has been increasingly concerned with the relationship between individualism and inter dependence.

                                The old man and The Sea is manifestation of Hemingway's life and experience. so that  is Hemingway written "The Old Man And The Sea" 's character The Old Man.

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Classroom Interaction ( English language Learning)..

To evaluate my assignment, click here2015-2016

Name: Baldaniya Vanita

Semester: 3

Roll No: 29

Topic: Classroom Interaction

Work: Assignment

Paper: Course No 12, (A)

English Language Teaching

Email id: vanitabaldaniya0806@gmail.com

Date:19/ 10/ 2015

Submitted By: Smt. S. B. Gardi,

                           Maharaja Krishnakumarsinhji

Bhavnagar University

Department of English.

Bhavnagar.

    

                                Classroom Interaction

                                The term classroom interaction refers to the interaction between the teacher and learner and among the learners, in the classroom. Earlier studies of second language classroom interaction focused on the language  used by the teacher and learners. The interaction generated and their effected on L2 learning. There recent studies have began to investigate the underlying factor which shape interaction in the classroom.

                                E.G:

                                 teacher and learner beliefs, social and culture background of the teacher and learners,  and the psychological  aspects of second and Foreign language learning  providing further insights into the complexities of classroom interaction.

                                Second language classroom interaction research begun in the 1960s with the aim of evaluating the effectiveness of different   methods in Foreign language teaching in the hope that the findings would show the 'best' method and its characteristics. The methodology adopted was strongly  influenced by first language classroom teaching research which was motivated by the need to assess objectively the teaching performance of student teachers during practical teaching.

                                These interaction analysis studies revealed that classroom processes are extremely complex  and that a prescriptive approach to ascertain the 'best' method would  be fundamentally flawed if the descriptive technique are inadequate.

                                Description of classroom  interaction focused initially on the language  used by the teacher, especially teacher  question and the learner responses elicited teachers feedback and turn allocation behaviour. The study of language and interaction in the classroom  is not peculiar to second language L2 classroom.

                                Features of talk at home which helped children to learn how to mean were identified, such as caretaker speech, scaffolding, exploratory talk and collaborative  construction of meaning. These finding s have provided insights for second language L2 classroom interaction research. It was felt that the unobservable in the classroom. Such as teachers and learners psychological states, including beliefs attitude motivations self perception and anxiety, learning style and cultural norms play an important part in shaping  classroom interaction. Approaches to analysing classroom interaction also moved from solely an observer's perspective to include a participant's perspective and using a variety of sources of data apart from classroom  discourse data.

                                Research on the observable aspect of classroom interaction pertain to three main aspect:

                                1) Input interaction  and output.

                                2) Input refers to the language used by the teacher.

                                3) Output refers to language produce by learners and  interaction refers to the language produce by learners and interaction refers to the interrelationship between input and output with no assumption of a linear cause and effect relationship between the two.

                                The research summarized above focuses primarily on what is observable in the classroom. This focus leads to a partial understanding of classroom processes.

                For example:

                                Studies on learner participation focused on observable turns taken by learners as the sole indicator of participation: However learners could participate by taking private turns or even mental turns which are observable.

                                Current research on classroom interaction has began to investigate observable aspect of classroom interaction observable interaction could be affected by a number of factors.

                For example:

                                Individual learning style while some learn better by

                           actively participating. others, learn better by listening and

                          interaction the input.

                                Jonson includes learners perception of classroom events as an important part of understanding classroom  processes. Until recently, L2 second language classroom research was drawing on insights largely from L1 and SLA research because of its focus on linguistic aspects of classroom interaction.

                                The way a teacher allocates tarns in the classroom can also affect student's classroom interaction. In classroom where, interaction is highly controlled by the teacher, as in many Asian  classroom, patterned of turn allocation is an important factors.

                                In a study of his own turn allocation behavior by recording the number of turns he allocated to which learner, a teacher found that, contrary to his perception of himself as allocating turns evenly, he frequently allocated turns to the same learners.

                                On reflection, he realized that these learners were those who could usually answer correctly, and that he subconsciously turned to these learners whenever he wanted to progress quickly. To ensure more even turn  allocation, he kept a class list and put a tick against a student whenever he allocated him or her a turn.

                                The above pedagogical practice to improve classroom interaction must be implemented with the teacher's awareness of L2 learning as a psychologically unsettling and potentially face threatening experience which can generate debilitating anxiety. The teacher needs to be sensitive to the psychological state   of the students and to be supportive and appreciative of any effort made by the students to learn the target language. Only then will the teacher be able to generate the kind of classroom interaction which will facilitate meaning fall and enjoyable learning.

                                For a new English as a second language teacher figuring out classroom interaction  can be tricky. A language learning classroom tends to run much differently from a typical lecture style classroom. No matter what the age of your students consider the type of classroom interaction that will be most beneficial for the particular lesson you are teaching.

                                 The type of classroom interaction you employ will largely depend on your own teaching philosophy and training. Some teachers stress the grammar translation method and teach English  through the students native language.

                                Other teachers use a more communicative method in which grammar construction are not overtly explained or drilled community language learning is another strategy for language teaching. A CLL teacher avoids lecturing and allows students to correct and learn from each other. Some teachers advocate "the silent way" a strategy where the teacher says as little as possible and the student are encouraged to "discover" the language on their own.

                                Most  teacher do not strictly stick to one teaching method or  strategy, but rather combine different aspects of several strategies to create effective classroom interaction students need input from a source who knows  the target language. Which is why "The Silent Way" is not a very effective teaching  method. Students will not learn to produce a language without input and exposure, and both vocabulary and grammar are important tools for language for language learners. In addition to exposure, students perform better when they have motivation to communicate.

                                First and foremost, you should enforce an "English Only" policy in the classroom. Beyond this, you can create motivation in the form of interactive games or activities where the students need to communicate in  order to complete a task also known as a "task based" activity. An example of this type of activity is a "gap fill, one student has the information that his partner need to fill in the blanks.

                                There are different type of classroom interaction you can use to vary your lesson plan. Teacher cantered   activity is when the teacher controls the group. This can consist of lecturing, explaining a new  grammar concept on the board having a whole class choral drilling or asking individual students questions.

                                Ultimately, student can work  individually in pairs or in groups you can even have the entire class working together on a project or game, with you as the teacher simply in the role of facilitator. At times you can assign a student to be in charge of running a game, and you can sit with the class and be  a participant. Mixing up the type of classroom interaction used in your ESL  class can help students stay attentive and interested.

                                Before deciding on what type of classroom interaction you want to use for a particular lesson activity think about whether the goal of the activity is fluency or accuracy. In fluency oriented activities, you will want the student to be able   to speak without much interruption. The point of fluency  activities is to encourage the students to use as much language as they know in order to communicate fluidly without halting. The point of accuracy oriented activities is the opposite. You want students to focus on a particular  point, usually grammar or vocabulary, and getting it right.

                In  accuracy exorcise, the flow is not as important as pronouncing or saying the target vocabulary or grammar correctly. Another key part of classroom interaction is teacher feedback. In order to improve students must get feedback and correction. During accuracy exercises you may choose to correct students right away, while during fluency exercises you may want to simply listen and jot down    any glaring mistakes.

                                You can give feedback orally or in writing. Sometimes you may want to correct an individual student in front of other students, while at other times it is better to offer general suggestions and corrections for the entire group. When giving feedback, always bear in mind the cultural context, as some students may not be comfortable receiving individual correction in front of their peers.

                                This theme addresses how well students communicate with one another in class. Classes where students have opportunities to communicate with each other help students effectively construct their knowledge. By emphasizing the collaborative and cooperative nature of scientific work, students share responsibility for learning with each other, discuss divergent understandings and shape the direction of the class.

                                The pedagogy in action module on cooperative learning is a great place to learn more about structuring student-student interactions both in and out of the classroom. The cutting edge teaching method module on using concepts in the classroom also has tips for integrating think pair share activities into even large classroom.

                                Classes that have low interaction among students are more lecture focused, often well organized, and tend to present material   clearly with minimal text and well chosen images. The instructor is usually well versed in the content but teaches in a way that does not provide an opportunity for interactions among students.

                                In contrast, a more student focused class provides multiple opportunities for students to discuss ideas in small groups and may support a whole class discussion. One simple measure of this is the proportion of the class dedicated to students talking to one another. The quality of the discussion is also important, talks that have the potential for more than one answer can generate deeper thinking processes and may also skiff the direction of the lesson.

                                Successful discussions are  characterized by small group conversations that seek to give voice to all students and to provide sufficient time and opportunity to listen and  consider the ideas of others.

                                Classroom interaction research started off with the aim of investigating the effectiveness of teaching methodologies and the behaviors of effective teachers. Such investigations revealed that classroom processes are extremely complex and the research focus soon shifted from prescription to description from evolution to awareness raising. For  a long time, research consisted of largely quantitative studies focusing on observable and linguistic aspects of interaction conducted from an observer's perspective.

                                Recently there has been an increase  in classroom interaction research adopting an ethnographic approach . While such studies yielded interesting insight lacking in experimental and quantitative studies, it should be noted that the two approaches are not mutually exclusive paradigms. Classroom interaction studies have benefited and will continue to benefit from an open minded attitude to an eclectic combination of research methods as well as to insights from a number of disciplines.

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Orientalism (What is Orientalism?

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 2015-2016

Name: Baldaniya Vanita Velabhai

Semester: 3

Roll No: 29

Topic:  Orientalism

Edward Said (1977)

Work: Assignment

Paper: Course No: 11

The Postcolonial Literature.

Date: 19/10/2015

Submitted By: 

                       Smt. S.B.Gardi,

              Maharaja Krishnakumarsinhji Bhavnagar University

                                        Department of English.

         Orientalism

 What is Orientalism?

                        The term orient is derives from the Latin words 'Orients' meaning 'East'. The country of the cast specially East Asia. Study of orient means study of orients.

The Methodological problems?

                        (A) Historically and Materially

                        (B) Academic

                        (C) Imaginative Meaning

Different between orient and occident?

The relationship between orient and occident and is a relationship of power and domination.

Three contemporary aspect:

                   1) The distinction between pure and political

                   2) The Methodological question

                   3) The personal dimension

What do we means by "Orientalism".

                   -Arabic - Islamic world.

                   - Old civilization with and old knowledge system.

                   -Problem between white and Muslim people

                   -A story of middle East.

               Act of gazing and act of construction. East/ orient is orientalism. Orient is all about geography interesting play. Indian History  is rediscovered to Orientalism. The reader they by orientalism I means several things, all of them in my opinion, interdependent. The most reading accepted designation of orientalism is an academic one, and indeed the label still serves in a number of academic institutions.

                   Definition of Orientalism:

                                  ' Orientalism is  a style of thought based upon an

                                   ontological and epistemological distinction made

                                    between the "Orient" and the "Occident".'

                                My contention is that without examining orientalism as a discourse one cannot possibly understand the enormously systematic discipline by which European culture was able to manage and even produce the orient politically sociologically, militarily , ideologically , scientifically and imaginatively during the past enlightenment period.

                                Human make History and humans make a agency removed supernatural power. Good and bad separate dominance lack of humanist create history, culture entities geography, orient is material idea, music supernatural, governess, imperial policy is very much materialistic orientalism is academic.

Main Themes:

Ø  Exotic East (east is east, west is west)

Ø  White man's burden

Ø  exotic east means to Maharaja's portrayals, that how they are portrayal in it there media also play  ideal role because how they are portraying.

Ø  Differentiation creates problems specially politically problems.

Ø  Hegemony

Michel Foucault gives  these idea:

                                A) Nation of Discourse

                                B) Idea of power

Ania Loomba's colonialism/post colonialism:

         She received B.A, M.A, M.Phill degree from the Delhi University.

        She researches and teachers early modern literature, histories of race and colonialism, post colonial studies, feminist theory and contemporary Indian literature and culture.  

Ania Loomba's view about colonialism and post colonialism:

                                Colonialism is the physical occupation of territory and post colonialism deals with the effects of colonialism on culture and society.

A) Imperialism

B) Neo Colonialism

C) colonial Literature

(A) Imperialism:

                                The oxford English Dictionary defines  ' imperial' as a 'pertaining to empire' and ' imperialism' as the rule of an emperor, specially when depolie and     arbitrary.                                                                                                                                                                                                                                                                       This word is coined by British prime minister Benjamin.

.

(B) Neo-colonialism:

                                It is highest stage of colonialism. The main aim of it is that offer world war it maintain control of their formal colonies and economic arrangement.

(C) Colonial literature:

                                War creates the vast influence on the mind of the writers.

·         Aime cesaire's - " A Tempest"

·         Girish karnad's - " Hayavadana"

·         Gayatri spivak's - "Can the subaltern speak"

                On a visit to Beirut during the  terrible civil war of 1975-1976 a French journalist wrote regretfully of the gutted downtown area that..........

                                "It had once seemed to belong

                                to... the orient of chateaubriand

                                 and nerval"

                The orient was almost a European invention ,and had been since antiquity place of romance, exotic beings, humaniting memories and landscapes, remarkable experience.

Perhaps it seemed irrelevant that orientals themeselves had something at atake in the process, that even in the time of chateubriand and nerval orientals had lives there and that now it was they who were suffering, the main thing for the European visiter was a European representation of the orient and its contemporary fate, both of which had a privilege communal significance for the journalist and his French readers.

   The orient is not only adjacent to Europe; it is also the place of Europe's greatest and richest  and oldest colonies the source of its civilization and languages, its cultural contestant and one  of its deepest and most recurring images of the other.

  To speak of orientalism therefore is to speak mainly although not exclusively, of a British and French cultural enterprise a project whose dimensions take in such disparate realms as the imagination itself, the whole of India and the Levant, the biblical texts and the biblical lands, the spice trade, colonial armies and a long tradition of colonial administrators, a formidable scholarly corpus, innumerable oriental "expert " and "hand" an oriental professorate a complex array of "oriental" ideas, many eastern sects, philosophies, and wisdoms domesticated for local European use the list can be extended more or less indefinitely.

 My point is that orientalism drives from a particular closeness experienced between Britain and France and the orient, which until the early nineteenth century had really meant only India and the bible lands. I have begun with the assumption that the orient is not an inert fact of nature. 

  We must take seriously vico's great observation that men make their own history , that what they can know is what they have made, and extend it to geography : as both geographical and cultural  entities - to say nothing of historical entities - such locales, regions , geographical sectors as "orient" and "occident" are man made".

   In the first place, it would be wrong to conclude that the orient was essentially an idea , or a creation with no corresponding  reality.

A second qualification is that ideas , cultures and histories cannot seriously  be understood or studied without their force, or more precisely their configurations of power, also being studied.

 This brings us to a third qualification one ought never to consume that the structure or orientalism is nothing more than a structure of lies or of myths which, were the truth about them to be told, would simply blow away.

 In a quite constant way, orientalism depends for its strategy on this flexible positional superiority, which puts the westerner in a whole series of possible relationships with the orient without ever losing him the relatives upper hand.

The distinction between pure and political knowledge : 

 One reason for saying that a humanist who writes about words worth , or an editor whose specialty is Keats, is not involve in anything political is that what he does seems to have no direct political effect upon reality in the everyday sense nevertheless the determining impingement on most knowledge produced in the contemporary west is that it be non-political that is, scholarly, academic, impartial, above partisan or small - minded doctrinal belief.

 Fore orientalism brings one  up directly against that question - that is, to realizing  that political imperialism governs an entire field of study , imagination, and scholarly institutions - in such a way as to makes its avoidance an intellectual and historical impossibility.

The methodological question :  

 A major lesson I learned and  tried to present was that there is no such thing  as a merely given, or simply available , starting point : beginning have to be made for each project in such a way as to enable what follows from them.

 Yet what German orientalism had in common with Anglo French and later American orientalism was a kind of intellectual authority over the orient within western culture. There is nothing mysterious or natural about authority.

My principal methodological devices for studding authority here are what can be called  strategic  location , which is a way of describing the author's position in a text with regard to the oriental material he writes about, and strategic formation, which is a way of analyzing the relationship between text and the way in which groups of texts, types of texts, even textual genres, acquire mass density , and referential power among themselves and thereafter in the culture at large. He is never concerned with the orient except as the first cause of what he says.

   Another reason for insisting upon exteriority is that I believe it needs to be made clear about cultural discourse and exchange within a culture that what is commonly circulated by it is not "truth" but representations.

  For students of literature and criticism, orientalism offers a marvellous instance of the interrelations between society history, and textuality ; moreover, the cultural role played by the orient in the west connects orientalism with ideology, politics, and the logic of power, matters of relevance , I think, to the literary community.

  There are two sets of problems that I'd like to take up, each of them deriving from the general issues addressed in orientalism , of which the most important are : the representation of other cultures , societies , histories ; the relationship between power and knowledge ; the role of the intellectual ; the methodological questions that have to do with the relationships between text and context between text and history.

as a department of thought and expertise , orientalism of course refers to several overlapping domains first , the changing historical and cultural relationship between Europe and Asia , a relationship with a 4000 years old history secondly , the scientific discipline in the west according to which beginning in the study of various oriental cultures and traditions and thirdly , the ideological supposition , images , and fantasies about a currently important and politically urgent region of the world called the orient.

In short , orientalism  reconsidered in this wider and libertarian optic entails nothing less than the creation of new objects for a new kind of knowledge. 

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