Re: Survival langauge


"Purl Gurl" <purlgurl@xxxxxxxxxxxx> wrote in message
news:Ltudnb7sWqKbVSHeRVn-rQ@xxxxxxxxxxxxxxx

> Boy, that is a complex one. I will have to digest
> this one for a bit of time.

I have been quoting 4 poets recently- its interesting that they span some
100 years apart, and one not a native speaker of English; interesting
because they are difficult to distinguish when choosing a similar thema

> http://www.neh.gov/whoweare/vendler/lecture.html

Well... this entire article is very good! I would immediately like to add to
it by challenging 2 of its precepts; [by argument we add to an acknowledged
source if we engage it in its own terms]

I was interested in the use [the definition] of 'philosophy', and what she
writes /is/ of contemporary usage of the word, but certainly not the only
one, and something other than its very early Greek use; which is much
simpler, but which has a radically different perspective. The Greek sense
was to reflect upon what one [loved/Philo] to do. That is, a reflection upon
experience. This modern use, which is widespread, indeed 'normative' is
really meaning something else that that - it is speculatory intellection on
possibilities, whether the speaker has experience or not.

It is a European adoption - though people like Heidegger resented it, and
said that people in discussion of things for which they did not have an
experience were conducting 'a pathic discourse'.

---------

The other point I noticed and would want to amplify is more sympathetic to
her own sense of things: she asks of educational establishments 'why the
arts?' and suggests more exposure to them outside the classroom, and then
enters a quaere on current shortcomings within the classroom. My point would
be to note that the subject of creativity is not /done/ in the classroom
[done in my sense of philosophy, above - I do not mean 'studied'], and
instead students are /required to analyse/ texts and other media in the
humanities.

I take note of, and exception to, that /required to analyse/ as an
equivalent to 'inform', and consequently, to 'engage'.

If such analysis is all the active engagement a student gets in the arts,
then perforce they will only have pathic knowledge, which is a form of
saying that people do not know what they talk about! ~ Only what other
people have talked about. Dostoyevski's dispossessed - and here dispossessed
of themSelves.

> If you will look at the very bottom of that page, you
> will find an interesting analysis by Helen Vendler
> of your quoted Wallace Stevens' poetry, along
> with a lengthy discussion of Stevens, prior.

Rather than go on too long in this post - I see she refers the reader to
Steven's antecedent Wordsworth, would that she had spoken of the Duende too!
And of Lorca. She might have to some advantage, but even a sense of what is
'duende' is rare with Literats, under whatever name it goes, and which is a
cultural observation.

Cordially, Phil Innes


>
> Purl Gurl


.

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