Today on 21st July 2023, we, the students of the Department of English, had the privilege of attending a captivating talk on "Wildlife Stories: Indian Tigers" by the renowned wildlife photographer, Mr. Kaushik Ghelani. The event was organized by the Life Science Department of MKBU, and it proved to be an immensely enlightening experience, deepening our understanding of the world of wildlife.
The talk centered on Mr. Ghelani's real-life encounters with wildlife, which was the primary reason why I found the session immensely enjoyable. As a wildlife photographer and filmmaker, his work has been admired by many wildlife enthusiasts. Notably, his wildlife photographs have garnered recognition from the Government of Gujarat, and his documentary titled "Vasudheiv Kutumbakam" received the government's endorsement, showcasing the wonders of the wildlife.
The documentary, which we had the pleasure of witnessing, was truly awe-inspiring, offering a captivating glimpse into the wonders of the wild. Throughout the session, sir eloquently emphasized the significance of nature and wildlife. He expressed his deep connection with nature, a sentiment beautifully mirrored in his breathtaking photographs. As he put it,
"Nature is, to me, a university for learning."
One of the highlights was his discussion on the renowned Jim Corbett National Park and Dhikala and its majestic tigers. Before delving into the tigers' captivating stories, he provided a brief historical overview of the park's name. The photographs he shared showcased his remarkable skills in capturing wildlife in its raw essence. Particularly fascinating were the insights into the tiger's behavior - how they raise their cubs, mark their territory, and train their offspring. He vividly illustrated how tigers, like humans, mark their homes and engage in territorial disputes, even fighting their own siblings. The evidence presented left no room for doubt.
He went on to describe the nurturing role of tigresses in raising their cubs. They teach their young how to hunt and grow stronger, for, as in the human world, strength prevails in the wild. The tales of individual tigers, with names such as Charger, Karnkati, and Maya, were enthralling. Moreover, his exhibited pictures of how tigers strategize their hunts, adding another layer of fascination to the session.
Moving forward, He enlightened us about bird sanctuaries, showcasing beautifully captured pictures of various bird species. His passion for wildlife and nature was evident in each image he shared.
Throughout the session, he stressed the importance of immersing oneself in nature and forming connections with native people to truly capture the essence of wildlife. One anecdote he shared was about spending a night in the jungle. Though it was not permitted, he worked as a laborer through the night, singing to protect the sugarcane farms from wild animals while observing wildlife. His dedication and passion were truly inspiring.
Towards the conclusion, he offered valuable conservation tips, emphasizing the need to let nature be, undisturbed by human interference. Even in our pursuit of capturing wildlife, we must ensure minimal disturbance to their natural habitat. He encouraged us to visit jungles at least once a year to foster a deeper appreciation and understanding of nature.
At the end of this remarkable session, I had the opportunity to express gratitude on behalf of the Department of English. I highlighted how, as students of literature, we explore the intricacies of nature as well as the complexities of human nature. The fusion of both aspects enriches our understanding and contributes to making the world a better place, an idea fostered by Dilip Barad sir. I extended heartfelt thanks to Bharat Sir for giving me the chance to express the vote of thanks.
At the end, we gathered for a group photo, there we also got a chance to have a delightful conversation with Kaushik Ghelani sir. He recommended several English books that delve into wildlife, such as "Life of Pi."
Overall, this extraordinary session left an indelible impression on all of us, deepening our love for wildlife and the wonders of the natural world. We remain grateful for the invaluable insights shared by Kaushik Ghelani sir and the Life Science Department for organizing such a transformative event.
Comparative Study Of the novel 'The Home and the World' by Rabindranath Tagor and the Movie 'Ghare Bare' directed by Satyajit Ray.
Today, we had the pleasure of screening the Bengali movie "Ghare Bare," based on Rabindranath Tagore's novel "The Home and the World." The film, skillfully directed by Satyajit Ray, remained faithful to the original work, making it an excellent opportunity for comparison and analysis. Prior to the movie screening, we engaged in group classroom reading sessions of the novel, thanks to the organization efforts of Megha Ma'am.
When we immerse ourselves in a literary work, such as a novel, we not only read the words on the pages but also imagine and connect with the story. However, some may find this process tedious, leading them to prefer watching the movie adaptation instead. While movies can capture the essence of a literary work and evoke powerful emotions, they often take artistic liberties, resulting in alterations to the storyline and the addition of music, songs, and emotions to convey the message. As literature students, we understand the significance of both forms, and it is crucial to engage with both the book and its movie adaptation to compare and appreciate the differences.
In both the movie and the novel, the beginning is quite similar, with most of the dialogues retained almost the same, though translated to Bengali. The characters' portrayals are accurate and relevant, making it easy to identify and understand their unique traits.
However, there are notable changes and additions in the movie. The filmmaker introduces songs sung by Sandip to instigate or provoke Bimala, adding a captivating charm to the film. While the novel hints at a relationship between Sandip and Bimala, the movie intensifies this connection. Furthermore, the conclusion differs; the novel ends with Bimala in her house as her husband, Nikhilesh, leaves for the village, while the movie concludes with Nikhilesh's death and Bimala's widowhood.
Movies possess the ability to display the emotional state of characters before the audience, providing aesthetic delight and insight into their mindset. However, relying solely on the movie adaptation while studying literature is not sufficient. Reading the novel is essential to gain a comprehensive understanding of the central themes and messages. Moreover, there may be instances where the book offers a superior version of the story. Therefore, a critical approach is necessary while enjoying movies based on literary texts.
Engaging in both reading the book and watching the movie in the classroom has been an enriching experience. It has granted us valuable insights into both forms, deepening our appreciation and knowledge of the novel. I extend my gratitude to Ma'am for organizing both the reading sessions and the movie screening, making this learning journey possible.
It is difficult to define Deconstruction because it is not possible like all other terms to define it and Derrida refuses to define it.
2. Is Deconstruction a negative term?
No, Deconstruction is not a negative term because deconstruction is not destructive activity to breaking down something but rather an inquiry into the foundations and to transform what people think.
3. How does Deconstruction happen on its own?
Deconstruction happens on its own. The foundations of meanings are inquired in the process and thus the inquiry into foundations destroys the institution.
1. The influence of Heidegger on Derrida
Heidegger's many themes that are continued by Derrida. Heidegger thought that the Western philosophy neglected the question of Being of Being. Thus Heidegger wanted to destroy the Western tradition of philosophy by pursuing The Question of Being of Beings. He is trying to transform the way western people think . Derrida continued these thoughts in terms of Deconstruction or transforming Western Philosophy.
2. Derridean rethinking of the foundations of Western philosophy
He wanted to rethink the foundation of language as well as wanted to reinvent the language of philosophy. Because in the Western philosophy language is considered as speech rather than writing.
1. Ferdinand de Saussureian concept of language (that meaning is arbitrary, relational, constitutive)
The relation between the word and its meaning is not natural but conventional. The Meaning of the word is arbitrary but when it is connected with a particular meaning or convention it gets the exact meaning.
2. How Derrida deconstructs the idea of arbitrariness?
Derrida deconstructs the idea of arbitrariness is that the meaning of the word is nothing but another word and one never arrives at its meaning. It creates binary oppositions.
3. Concept of metaphysics of presence
Metaphysics of Presence is a binary opposition inherent in language and in philosophy. Like if something is present there will always be the presence of opposite force or ideas for instance, Man-Woman, Black-White. Such oppositions let one thing in inferior position in comparison to the one which have it, the presence of something.
4. Derridean concept of DifferAnce
Derridean concept of DifferAnce is a combination of Difference and Deferenece. This combined word Derrida presents the difference between word and speech. and the word is both negative as well as positive.
2. Infinite play of meaning
When we want to understand the meaning of a word, we will come across the another group of meaning. So the meaning is always postponed to its ultimate meaning but we think that we have understood the meaning. And according to Derrida Ultimate meaning of the word is myth.
3. DIfferAnce = to differ + to defer
Derrida combines two words Difference and Deference. Difference is to differentiate a word from another to understand its meaning. We do not define, actually, we differentiate.
Deference means the meaning of the word is postponed. Through the combination of both the words, he tried to differentiate the speech and the word
5.1. •Structure, Sign and Play in the Discourse of the Human Sciences
This essay is a critique of Claude Levi-Strauss's 'Structural Anthropology'. Structuralism began as criticism on metaphysics and science. Derrida here argues how Levi-Strauss is using the same assumptions that are found in Metaphysics and science.
5.2. •Explain: "Language bears within itself the necessity of its own critique."
Language do not have any center for the sake of meaning. When go for one meaning we will come across the another group of meaning and at the end the ultimate meaning is never grasped. Thus such interplay or the free play of meaning indicated the necessity of its own critique to fill it which can be done only through language.
6.1. •The Yale School: the hub of the practitioners of Deconstruction in the literary theories
The Yale School has played a pivotal role in propagation of Derridean thoughts of philosophy. Deconstruction in Yale became very passional and the four philosopher Paul de Man, J Hillis Miller, Harold Bloom and Geoffrey Hartman at Yale made deconstruction popular in America and Deconstruction became the school of literary criticism for the first time because of Yale. So the Yale School is responsible to consider Deconstruction as a literary term.
6.2. •The characteristics of the Yale School of Deconstruction
There are three main characteristics of Yale School of Deconstruction:
1. Looking at literature as figurative or rhetorical construct: Due to the use of figurative or rhetoric construct language becomes unreliable tool for communication of meaning.
2. They questioned both the aesthetic as well as formalist approach to literature and also questioned the historicist and sociologist approach to literature: Aesthetics is a very illusionary in language.
3. They were highly pre-occupied with Romanticism: The Use of Metaphor and Allegory
7.1. •How other schools like New Historicism, Cultural Materialism, Feminism, Marxism and Postcolonial theorists used Deconstruction?
New Historicism, Cultural Materialism, Feminism, Marxism and Postcolonial theorists are influence by the concept of Deconstruction and have also used it.
The postcolonial theories are fascinated by its ability to show the texts or the discourse of the colonizers can be deconstructed from within the narratives.
Feminism interested in deconstruction because it deals with how to subvert the binaries between male and female. By its ability to subvert patriarchal discourse
Cultural materialists used its ability to emphasize materiality of language - Language is material construct and it has got ability to unmask hidden ideological agendas.
Historians are also fascinated by its ability to see historicity of text and textuality of history. History is textual and text is historical.
These are a few Questions raised by me as am activity on Derrida and Deconstruction:
1. While watching the video no.2 Derrida and Heidegger, I got confused about the concepts of phonocentrism and Logocentrism and Derrida's Critique on Heidegger's Belief of language as speech rather than word. So why does Heidegger say language is more of speech than writing? Can you please clarify the idea of Phonocentrism?
2. How does the word DifferAnce is used by Derrida? Can you throw more light on the use of this word?
3. Why is it pointed by Derrida that ‘Language bears within itself the necessity of its own’?
This blog is written in response to the thinking activity on Digital Humanities assigned by Dr. Dilip Barad sir, Department of English. So in this blog I am going to explore my understanding of Digital Humanities and what is done under Digital Humanities.
Let's understand what is Digital Humanities:
Digital Humanities, commonly known as DH, seems to juxtapose two seemingly contradictory concepts:
"Digital" and "Humanities."
While "Digital" is directly connected to machines and technology, "Humanities" is concerned with the study of human culture, history, and society. This combination of both elements creates an intriguing blend of technology and human-centered perspectives. Thus, Digital Humanities appears to be an oxymoron, representing a self-contradiction within the term itself.
“The digital humanities, also known as humanities computing, is a field of study, research, teaching, and invention concerned with the intersection of computing and the disciplines of the humanities. It is methodological by nature and interdisciplinary in scope. It involves investigation, analysis, synthesis and presentation of information in electronic form. It studies how these media affect the disciplines in which they are used, and what these disciplines have to contribute to our knowledge of computing.”
I have asked ChatGPT about the same and got the satisfactory answer:
Prompt: What is Digital Humanities?
Ans:- Digital Humanities is an interdisciplinary field that combines the use of digital tools and methods with humanistic inquiry to study and explore various aspects of human culture, history, literature, art, language, and more. It involves applying computational techniques, data analysis, and information visualization to traditional humanities research and scholarship.
The field of Digital Humanities encompasses a wide range of activities, including digitizing and preserving cultural artifacts and texts, creating digital archives and libraries, developing tools for textual analysis and data mining, designing interactive visualizations, conducting computational analysis of large datasets, and using digital platforms for collaborative research and scholarly communication.
Digital Humanities projects often involve collaborations between scholars, librarians, archivists, computer scientists, and other experts from diverse disciplines. These projects aim to enhance traditional humanistic research methods, explore new research questions, and enable innovative approaches to studying and understanding human culture and history.
Some examples of Digital Humanities projects include digitizing ancient manuscripts and making them available online, using computational analysis to study patterns in literary texts, creating interactive maps and timelines to visualize historical events, and developing digital platforms for crowdsourced transcription and annotation of archival materials.
Overall, Digital Humanities seeks to harness the power of digital technologies to advance humanistic research, promote interdisciplinary collaboration, and engage with broader audiences in new and meaningful ways
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Here are some common activities and projects undertaken in the field of Digital Humanities which I have generated from ChatGPT.
(Prompt: Can you suggest what is done under Digital Humanities?)
Digital Humanities is an interdisciplinary field that leverages digital tools, technologies, and computational methods to enhance research, analysis, and communication within the humanities disciplines. Here are some of the key activities and areas of focus within Digital Humanities:
1. Text Analysis: Digital Humanities scholars use computational methods to analyze large volumes of texts, enabling them to identify patterns, trends, and insights that may not be easily apparent through traditional close reading.
2. Data Visualization: Visualizing data through interactive graphs, charts, and maps helps researchers and audiences better understand complex information and relationships within humanities research.
3. Digital archives and libraries: Digital Humanities projects involve digitizing and preserving cultural artifacts, manuscripts, and historical documents, making them accessible to a wider audience through online platforms.
4. Text Encoding and Markup: Applying markup languages like XML or TEI (Text Encoding Initiative) to texts to add structure, annotations, and metadata for easier analysis and navigation.
5. Digital Publishing: Publishing scholarly works and research in digital formats, often incorporating multimedia elements and interactive features to engage readers.
6. Cultural Heritage and Digital Curation: Working on projects that involve the preservation and presentation of cultural heritage materials using digital technologies, such as virtual museums and online exhibits.
7. Natural Language Processing (NLP): Utilizing NLP techniques to process and understand human language, which is especially valuable for analyzing large corpora of texts.
8. Network Analysis: Studying connections and relationships among individuals, institutions, or concepts within historical or cultural contexts through network analysis tools.
9. Digital Mapping and GIS: Integrating geographical information and mapping techniques to analyze spatial relationships in historical or literary contexts.
10. Digital Storytelling: Using digital platforms to create interactive narratives that combine text, images, audio, and video to convey complex ideas and engage audiences.
11. Social Media and Digital Communication: Examining how digital technologies and social media platforms impact communication, culture, and society.
12. Computational Art and Literature: Exploring creative expressions using programming, generative algorithms, and interactive installations.
Overall, Digital Humanities seeks to bridge the gap between traditional humanities research and the capabilities offered by digital technologies, opening up new possibilities for exploration, analysis, and interpretation of human culture and history.
Apart from these 12 fields, I would like to add another one called 'Generative Literature' and E-Literature which has gained a rise.
As part of Studying Digital Humanities, two research scholars from the department of English, MKBU Ms. Prakruti Bhatt and Ms. Kavisha Alagiya make acquainted us with what is Generative Literature as their research topics revolvesaround the same. Here we came across numerous E-Lit sources like,
Here I am attaching the recording of both the sessions:
Now let's understand some of these areas of Digital Humanities through examples:
Digital Archives and Libraries:
A digital archive is similar in purpose to a physical archive, but the historical documents and objects that provide evidence of the past have been digitized (often by scanning or photography, unless a document was created digitally in the first place) and made available online. Similar way books are also digitalised.
Internet Archive:
The Internet Archive is a renowned digital library founded on May 10, 1996, and led by Brewster Kahle, a proponent of free information. It offers free access to an extensive collection of digitized materials, including websites, software applications, music, audiovisual content, and printed materials. Serving as both a library and an activist organization, the Internet Archive champions the cause of a free and open Internet. The Internet Archive's mission is to provide universal access to knowledge.
The Internet Archive enables the public to upload and download digital content to its data cluster, although the majority of its data is gathered automatically through web crawlers. These crawlers diligently preserve as much of the public web as possible. The Archive's Wayback Machine, which contains billions of web captures, serves as an extensive web archive. Additionally, the Archive oversees various book digitization projects, making it one of the largest efforts in the world.
The Rossetti Archive focuses on facilitating scholarly research on Dante Gabriel Rossetti, a prominent figure in 19th-century Britain who excelled as a painter, designer, writer, and translator. Regarded by influential individuals like John Ruskin and Walter Pater as a highly significant and innovative artistic force, Rossetti's work is the subject of study within the archive.
The Rajasthan State Archives holds a unique position among archives in India due to the indigenous nature of its collections. It traces its roots back to the former General Record Offices and similar record agencies of the former states of Rajasthan. Established in 1955, the State Archives possesses branch offices throughout Rajasthan, including the former Chief Commissioner's province of Ajmer-Merwara. The State Archives primarily fulfills two duties: preserving records in its possession and providing information from those records to government departments, the judiciary, and the public as needed, while also ensuring accessibility to scholars for historical research in accordance with the rules set by the Government of Rajasthan.
Twine: Twine is an open-source tool that lets you create interactive, nonlinear stories. It's often used for choose-your-own-adventure style narratives and text-based games.
Knight Lab's TimelineJS: TimelineJS enables you to create interactive timelines that can incorporate various media like images, videos, and social media posts to present your story chronologically.
Canva: Canva is primarily a graphic design tool, but it provides templates and features that can be used to create visually appealing and informative digital stories.
Digital Publishing
In the digital age, various platforms like blogs, personal websites, and apps (e.g., Pratilipi, YourQuote, WordPress) offer writers opportunities to publish their content, connecting them with diverse audiences and creating a more democratized space for sharing written work.
Natural Language Processing (NLP): NLP refers to the branch of artificial intelligence or AI—concerned with giving computers the ability to understand text and spoken words in much the same way human beings can. Nowadays there is an outburst of AI tools like ChatGPT, Google Bard, Language AI which has brought drastic changes in language learning.
In a nutshell, Digital Humanities is an interdisciplinary field that combines technology and humanistic inquiry. It uses digital tools and methods to explore, preserve, and understand various aspects of human culture and history. This includes activities like digitizing archives, analyzing texts using computational techniques, creating interactive visualizations, and fostering collaborative research. Digital Humanities enhances traditional scholarship, democratizes access to knowledge, and offers new insights into the human experience.
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