Showing posts sorted by relevance for query deCONSTRUCTION. Sort by date Show all posts
Showing posts sorted by relevance for query deCONSTRUCTION. Sort by date Show all posts

Saturday, 21 March 2015

Deconstruction and Derrida

Jacques Derrida:
Structure Sign and Play in the Discourse of the Human Sciences

(from The Structuralist Controversy, ed. Richard Macksey and Donato E. Baltimore: The John Hopkins Uni Press 1970)




Define deconstruction:
Deconstruction, as applied in the criticism of literature, designates a theory and practice of reading which questions and claims to "subvert" or "undermine" the assumption that the system of language provides grounds that are adequate to establish the boundaries, the coherence or unity, and the determinate meanings of a literary text. Typically, a deconstructive reading sets out to show that conflicting forces within the text itself serve to dissipate the seeming definiteness of its structure and meanings into an indefinite array of incompatible and undecidable possibilities.

Q. Expound Derrida’s concept of decentering centre and suplimentarity.
Q. Discuss how Derrida asserts the inexhaustibility of the text and thus keeps it perpetually open to new discoveries.
Q. Comment upon the post-structuralist view that there is no ‘a-textual origin’ of text.
Q. The Post Structuralist critic 'read the text against itself so as to expose what might be thought of as the 'textual subconscious', where meanings are expressed which may be directly contrary to the surface meaning.
A:
Deconstruction: In the criticism of literature, Deconstruction is a theory and practice of reading which questions and claims to ‘subvert’ or ‘undermine’ the assumption that the system of language provides grounds that are adequate to establish the boundaries, the coherence or unity, and the determinate meaning of a literary text. Typically, a deconstructive reading sets out to show the conflicting forces within the text itself to dissipate the seeming definiteness of its structure and meaning into indefinite array of incompatibility and undecidable possibilities.
Derrida was the most influential philosopher in 70s and 80s of last century. His philosophy is the further extension of structuralism and is better called as Post-Structuralism. He carries this structuralist movement to its logical extreme and his reasoning is original and startling. We have seen in this movement that as in New Criticism, the attention was shifted from the writer to the work of literary text; consequently textual analysis became more important than extra textual information. Further, the author disappeared and only the text remained. This is what we called the stylistic and structuralist position. The meaning as it emerges from the text (the illocutionary force) alone counted. In this process the importance of the reader and his understanding increased, and the Reader Response or Reception Theory came into being. Derrida gives the same process a further and final push according to which what matters is the reading and not the writing of the text. At times one feels, though not quite justifiably, that, in Derrida even the text disappears and what is left behind is an individual’s reader response to it. Now the reader rules the supreme, and the validity of his reading can not be challenged. However, the structure of each reading has to be coherent and convincing.



Decentering the Centre
Derrida deconstructs the metaphysics of presence. That is to say that according to Derrida there is no presence or truth apart from language. He seeks to prove that the structurality of the structure does not indicate a presence above its free play of signs. This presence was earlier supposed to be the centre of the structure which was paradoxically thought to be within, and outside this structure, it was truth and within, it was intelligibility. But Derrida contends that, ‘the centre could not be thought in the form of a being-presence’, and that in any given text, there is only a free play of an infinite number of sign substitutions. A word is explained by another word which is only a word not an existence. Thus a text is all words which are just words, not indicative of any presence beyond them. In the words of John Sturrock, “The resort to language or sign entails, we know the loss of all uniqueness and immediacy. The sign is not the thing in itself”. It is utteractive or repeatable. A sign which was uttered only once would be not sign. It is the types of which each utterance is token.
There is no a-textual origin of a text. The author’s plan of a book is a text. His realization of the same book is another text. Its summary is third text. A text kindles a text and there is no truth beyond the text that the text seeks to represent or explain. There is no reality other than textuality. The textuality is the free play of signifiers. There is no signified that is not itself a signifier.
In the words of John Sturrock, Derrida seeks to undermine “a prevailing and generally unconscious ‘idealism’, which asserts that language does not create meanings but reveals them, thereby implying that meanings, pre-exists their expression”. This for Derrida is nonsense. For him there can be no meaning which is not formulated, we cannot reach outside language.




Supplementarity
The concept of supplementarity follows from decentrring the centre. A literary text is a work of language and language as such according to Derrida, is like time, ever in a state of flux. Just as time has no origin, so also the origin of language is inconceivable. All that we can say is that it came into being fully, not bit by bit along with the emergence of man, and will disappear along with man. Derrida quotes and approves Levi-Strauss who writes: “Whatever may have been the moment and the circumstances of its appearance in the scale of animal life, language could only have been born in one full swoop (all at a time). Things could not have set about signifying progressively. Following a transformation the study of which is not the concern of the social sciences, but rather of biology and psychology, a crossing over came about from a stage where nothing had a meaning to another where everything possessed it”.
But language being a flux is not ever the same. It is always gaining in new elements and loosing the older ones. “The totality of the myths of a people”, Derrida quotes Levi-Strauss again, “is of the order of the discourse. Provided that these people do not become physically or morally extinct, this totality is never extinct. Such a criticism would therefore be equivalent to re-approaching a linguist with writing the grammar of a language without having recorded the totality of the words which have been uttered since that language came into existence and without knowing the verbal exchanges which will take place as long as the language continues to exist.” Totalisation is thus useless and impossible. The language paradoxically comes into being as a quest of imaginary truth apart from language and continues to realize the lack of truth in the words that it employs. The freeplay of signifiers, “a field of infinite substitutions in the closure of a finite ‘ensemble’ permitted by the lack. The absence of centre of a origin is the movement of supplimentarity. The super abundance of the signifier, its supplementary character, is thus the result of a finitude, that is to say, the result of a lack which must be supplemented. The process of supplementarity has no end. Because positive & concrete definition is impossible for any term, every term necessarily requires a supplement or supplements, something or some things which help(s) it exist and be understood. Yet, at the same time, the object(s) which the supplement is (are) supplementing is (are) (a) supplements itself. Extend this web in all directions and the relationship between bricolage, play, and the supplementary begins to make sense.

The same applied to any literary text. We look for the truth of the text which in fact is only language, and create in our quest another text through our criticism to supplement the lack of the original text. Supplement the lack of the original text - reading is reactivating the expressivity of the text with the help of its indicative signs. But in the words of John Sturrock, “the meanings that are read into it may or may not coincide with the meanings which the author believes he or she has invested it with. A reasonable view is that a large number of these meanings will coincide depending on how far separable author and reader are in time, space and culture; but that a large number of other meanings will not coincide. For language have powers of generating meanings irrespective of the wishes of those of who use it.”
Of course, the discussion here barely begins to scratch the surface of the implications made by Derrida, for within not even a full fourteen pages of text, has established the foundation of one of the most significant revolutions in the history of thought. Of course, saying that Derrida demonstrated how the history of thought contradicted itself and in so doing imploded the foundation of Western philosophy. Yet, there is scant little chance of denying that Derrida himself holds some special place in this development: if not as its father then at least as its catalyst.

Deconstruction, not critique

Traditional Western metaphysics advances on the basis of critique. You find the weakness in your antagonist's argument, and by this means show it to be false. In the tradition of Pope and Swift, you
may then ridicule the argument, thereby persuading your reader to take your side against your antagonist. You go on to replace the previous position with your own views, which are then subject to
critique in their turn. Deconstruction, however, is not critique. Derrida treats Levi-Strauss with respect, and his project is not to persuade us to repudiate Saussure, still less to ridicule him (though there are moments of comedy in his account of the sermon against the sin of writing delivered by the moralist from Geneva). Instead, he points out that Saussure's own book does not sustain the opposition between speech and writing it takes for granted and reiterates. On the contrary, the Course records (as an outrage) the invasion of the rejected writing into speech itself. Spelling, Saussure declares with horror, is changing pronunciation.

Let us conclude with M. H. Abram’s observation in ‘How to do things with texts?’: - “Derrida emphasizes that to deconstruct is not to destroy; that his task is to “dismantle the metaphysical and rhetorical structures” operative in a text “not in order to reject or discard them, but to reconstitute them in another way”; - that he puts into question the “search for the signified not annul it, but to understand it within a system to which such a reading is blind.”  




What post-structuralist critics do?

1. They 'read the text against itself so as to expose what might be thought of as the 'textual
subconscious', where meanings are expressed which may be directly contrary to the surface meaning.
2. They fix upon the surface features of the words - similarities in sound, the root meanings of words, a 'dead' (or dying) metaphor and bring these to the foreground, so that they become crucial to the overall meaning.
3. They seek to show that the text is characterized by disunity rather than unity.
4. They concentrate on a single passage and analyze it so intensively that it becomes impossible to
sustain a 'univocal' reading and the language explodes into 'multiplicities of meaning'.
5. They look for shifts and breaks of various kinds in the text and see these as evidence of what is
repressed or glossed over or passed over in silence by the text. These discontinuities are sometimes called 'fault-lines', a geological metaphor referring to the breaks in rock formations which give evidence of previous activity and movement.

Structuralism and Poststructuralism: Some Practical Differences


Barry, Peter. An introduction to literary and cultural theory

Wednesday, 10 August 2016

Report on the Use of Technology

Report on the Integration of Technology

Dilip Barad



Published in:
JOURNAL OF TECHNOLOGY FOR ELT
A Quarterly Online Journal for Teachers of English
Volume VI                                                                          Number 3                        
July - September 2016
ISSN (Onlime): 2231-4431
Impact Factor (2015): 4.310

Dilip Barad

Prof. and Head, Department of English
Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar (364001) , Gujarat, India.
Phone: 09898272313 / 9427733691
ELTAI Membership No. 30009295; IATEFL Member ID:19674

Introduction

Figure 1: Use and Integration of Technology
It is a truth universally acknowledged, that teaching – learning is incomplete in the 21st century without integration of Information and Communication Technology. No education institute can afford to neglect integration of technology. Yes, you have read it correctly. It is ‘integration’ and not merely ‘use’ of technology. The below given figure (1) makes the difference between the two quite clear. This brief report is all about integration of technology. All of the twelve points mentioned under ‘Technology Integration’ is fulfilled in the practice reported here.

Objectives

  • Higher Goals of Education
    • It’s a university’s job to produce citizens who learn to think for themselves, not just humans who can be programmed to follow someone else’s code.
  • Holly Clark
    • It is imperative that in 2015, students be able to curate, archive and expand on the work they are producing in class.
    • Today’s education must help students authentically learn important digital citizenship lessons.  
    • Education must help students to internalize the core subject as well as vital digital literacy skills such as creating their own digital web presence and learning to effectively and purposefully share their learning with the world.
  • Classify and Reclassify Information
    •          "The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction  how to teach himself." (Herbert Gerjuoy)
·         UNESCO: 

Figure 2: UNESCO - Stages of ICT Integration

Institution

This report is about the integration of technology at Post Graduate Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, Gujarat. This is State University established in 1969.

Class

The students of post graduate programme of English literature are involved in this project.

Purpose of Using Technology

·         To fulfill the objectives mentioned in ‘Objectives’.
·         Using technology like blog, Google group, slideshare.net, Google sites, digital portfolio, flipped learning is part and parcel of learning at Dept. of English, M K Bhavnagar University
·         All students have to publish their assignments on blog and presentations on slideshare.net Why? So that peer learning happens on its own. Slow learners learn from assignments and presentations of fast learners.
·         Students prepare Digital Portfolio: Why? The Students are strongly encouraged to build digital portfolio to document the four habits of mind:

·        1. Integrative thinking: The ability and habit to recognize relationships among ideas and experiences that are not routinely thought of as related.

·        2. Reflective thinking: The ability and habit of looking back at previous learning and setting those experiences in a new context created by subsequent learning.

·        3. Thinking in Community: The ability and habit of seeking connections between your learning and the learning of others in the class / community.

·       4.  Thinking in context:  The ability and habit of seeking connections between what you learned in college and relating those connections to subjects, debate and discussion in the wider world. (Lorenzo and Ittelson)

Evidence of the use of Technology

Digital Portfolio

·         Also visit this post for online evaluation rubric of Digital Portfolio which is done as self-evaluation, peer-evaluation and teacher evaluation. http://dilipbarad.blogspot.in/2016/02/digital-portfolio.html

Blogs for Teacher Worksheet on Film Screening

·         The use of audio-visual materials in literature classroom is very helpful. An appropriate use must be though-out, otherwise it would fail to fulfill desired objectives. Pedagogically speaking, screening of the films should be followed by student-activities on teacher-worksheet. We used blogs for this purpose. Click here to view some of the teacher worksheet on film screening and read students’ responses / engagement / reactions in the comment section below the post:

Blog Worksheet for Teaching Literature and Critical Theories

·         To engage learners with learning, the teacher used blog worksheet to teach literary texts and critical theories. The students were asked to respond on the blog rather than in pen-paper mode. This helps in building an environment of trust among all learners. This also helps in peer learning as works produced by classmates is visible to all. It also leads to conceptual clarity of literary theories:

Blogs for Assignments and Critical Thinking

·         Here are some of the sample blogs of students reflection on their learning
·         Here are some of the sample blogs on students assignments on their learning

Teacher’s Content Sharing Website

·         We have used Google Site to share additional resources, question banks, core content with students
·         Please have a look at the website: http://dilipbarad.blogspot.in/2013/01/ma-english-study-material-reading.html

Hotpotatoes for Interactive Quiz / Test

·         Quite often Hotpotatoes suit is used to develop interactive quiz.
·         The sample can be viewed here: https://sites.google.com/site/dilipbaraddilipbarad/

Audacity: Sound Editing Software for Listening and Speaking

·         We experimented with this software and used it effectively for Listening and Speaking skills.

Wikieducator as collaborative and content sharing platform

·         We used to use wikieducator for collaboration and content sharing
·         http://wikieducator.org/Dilipbarad: This is user page of Dilip Barad
·         http://wikieducator.org/Aristotle's_Poetics: Here is content sharing page.

Flubaroo: Auto Grading Script plus Google Form

·         For unit end online quiz, we use Google Form. To auto-generate result, we run Flubaroo script. It also helps in sending emails to students with their grades and correct/incorrect itemized analyses.

Presentations by Students (Students’ involvement)

·         Here are some of the sample presentations by students:

Flipped Learning

·         We have successfully experimented with Flipped Learning also. Check this link: https://sites.google.com/site/flippedlearninggtu/think

Ted-Ed Lessons

·         We have also started using http://ed.ted.com/ platform for online learning. Have a look at one of the lessons uploaded by us: http://ed.ted.com/on/HILJky5n
·         More lessons are in pipe line. We have prepared  several such small learning videos. Have a look at playlist on YouTube: https://www.youtube.com/playlist?list=PL5C6B835309FB9771
·         All these short videos are going to be on ed.ted.com

Unit End Online Tests

·         It is usual practice that teaching is followed by Online Tests to check the progress of the learners.
·         Google Form, Hotpotatoes and Flubaroo script are used for the test and autograding.
·         Here are some of the links of such online tests:

Online Rubrics for Self and Peer-Evaluation

·         Online Rubric for the evaluation of Oral Presentaiton:
·         Online Rubric for the evaluation of Written Assignments:
·         Online Rubric for the Review of Language Lab software (Language Lab is one module in the course of ELT and Technology)
·         Online Rubric for the evaluation of Digital Portfolio

Students’ Reaction and Involvement

·         The real mark of integration of technology in education system is not measured on the grounds of what and how of technology used by ‘teacher’. Rather, it is  ‘what students do with technology’ that matters more. The involvement of students in the use of technology in their learning process is very vital. Here, we can see what and how students of last five batches (from 2010 to 2016) have used technology: http://dilipbarad.blogspot.in/2012/04/project-blended-learning-2012.html
·         Many of the above given links also stand in support of involvement of student in the integration of technology. As it is well said that – Until and unless, students do not respond through technology, it is not integration of technology in learning process. It may be ‘use’ of technology by teacher, but cannot be considered as ‘integration’ of technology.’ All the above given links stand in support of how technology is integral part of learning process at Department of English, M.K. Bhavnagar University.
One of the best way to evaluate reaction of students is to compare their performance in ‘real-life’ examinations conducted by University. I mean, rather than going for traditional ‘pre-test, post-test’ analyses of target groups, if we compare their performance in real examinations conducted by University as independent body, we can get real picture of students performance. Well, the students never or rarely used technology at Under Graduate (B.A.) level. They extensively integrated technology at Post Graduate (M.A.) level. These charts displays that almost all students improved their performance in terms of percentage in University exam.

Figure 3: Batch 2010-12 Comparative Chart
Figure 4: Batch 2012-14: Comparative Chart

·          Click here to see more such charts of other batches: http://dilipbarad.blogspot.in/2012/04/project-blended-learning-2012.html
·         By and large, students have responded positively.
o   Students’ response to use of Audio-Visual materials with traditional teaching: https://docs.google.com/forms/d/1Kq3Sz7C99Y2LjwAg5i7n-IlwWtC68sdHYqlBcaeyaWw/viewanalytics

References

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom:definition, rationale and a call for research. Higher Education Research & Development, 1-14.
Bharati, Prasanna. Retrieved from http://edtechreview.in/trends-insights/insights/1537-how-do-digital-portfolios-help-students
Chikering, A. W., & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, pp. 3-7.
Educause. (2012, Feb). 7 Things You Should Know About Flipped Classrooms. Retrieved Jan 23, 2016, from Educause.edu: https://net.educause.edu/ir/library/pdf/ELI7081.pdf
Electronic portfolio. (2016, January 14). In Wikipedia, The Free Encyclopedia. Retrieved 16:37, February 4, 2016, fromhttps://en.wikipedia.org/w/index.php?title=Electronic_portfolio&oldid=699858980
Flipped Learning Network (FLN). (n.d.). The Four Pillars of F-L-I-P™. Retrieved January 23, 2016, from Flipped Learning Network: www.flippedlearning.org/definition.
Lane, C. (2007). "The Power of ‘e’: Using e- Portfolios to Build Online Presentation Skills". Innovate 3 (3): 5.
Leamson, R. (2000). Learning as Biological Brain Change. Change, 34-40.
Lorenzo, George and John Ittelson. "Demonstrating and Assessing Student Learning with E-Portfolio." Oct 2005. Educause Learning Initiative. Ed. Diana Oblinger. Educause. Web. 22 March 2016. https://net.educause.edu/ir/library/pdf/ELI3003.pdf
Lorenzo, George; Ittelson, John (2005). "An Overview of E-Portfolios" (PDF). Educause. Retrieved 7 June 2014. http://www.edutopia.org
M. van Wesel & A. Prop (2008). "The influence of Portfolio media on student perceptions and learning outcomes" (PDF). Maastricht University
Moon, Jenny. "Guide for Busy Academics No. 4: Learning through reflection". The Higher Education Academy. Retrieved 7 June 2014.
Saulnier, B. (2008). From “Sage on the Stage” to “Guide on the Side” Revisited: (Un)Covering the Content in the Learner-Centered Information Systems Course. EDSIG Proc ISECON, 1-9.
Strivens, Janet (February 2007). "A survey of e-pdp and e-portfolio practice in UK Higher Education" (PDF). Higher Education Academy. Retrieved 7 June2014.
Tagg, J. (2003). The Learning Paradigm College. Bolton: MA: Anker Publishing.
Zimmerman, Eilene (30 June 2012). "Career couch: Showcasing Your Work, in an Online Portfolio"New York Times. Retrieved 7 June 2014.