Aesthetics and Universality in Perspective

Cynthia Barnes Gallagher ǀ July 25, 2010

Aesthetics and Universality in Perspective

2
History—the Timeline of Important Events
Gilgamesh Epic
Created: 2000 B.C.
Discovered: 686-626 B.C.
Sumerian King seeking
immortality at the expense
of others
William Shakespeare
1564-1616
Follies of tyrants; chivalry;
oppression of an empire;
super-humanism; plea for
humanity, justice;
civilizing Europe
Chou Dynasty, Homer Christopher Marlowe
Confucius
1027-256 B.C. 900-800 B.C. 1564-1593
551?-479 B.C.
Yin and Yang; Affects of Persia on Greek Elizabethan Tragedy (a
Wisdom; culture; the cause of the Trojan further rise of Seneca times
Metaphysical system War and the fall of Troy, the and Euripedes, Sophocles,
Virtue in distinct first Acropolis Aristophanes). Dramatic
recognized family role human flaw; superhuman
in government powers
Ben Jonson James Joyce Dylan Thomas
1513-1637 1882-1941 1914-1953
Masque, anti-masque; Extraordinary psychological Surrealism in literature
Chivalry; a quest for a infiltration as per William parallel to surrealism in art;
super-human mind and James’ History of Psychology: psychoanalytical model;
conscience; support interior monologue (stream of Perceptive to another
especially through consciousness); epiphany dimension
royal audiences (sudden spiritual manifestation);
sensitivity to auditory
impressions; symbolic parallels
based in mythology; literature;
history; puns; invented words
 Abstract
Aesthetics directly correspond with the study of ethical values,
progressive philosophical values between cultures, and developmental
foundations of grammar.
Involving truth, beauty, symmetry, and ethical values that continue
to merge across cultures, aesthetical qualities influence semantics at
all levels as specific groups of languages evolve and coalesce into a
coherent universal communicative system.
 Abstract
Through an introduction to literary aesthetics, the perceptive learner
will realize that words have evoked progressive and even
contradictory meanings since their origin; and that linguistic and
aesthetic components are integrated into the theories and ongoing
history of all academic subjects.

 Of foremost importance, they become conscious of the need to

select words with great care.
 Overview
This project focuses on three integral systems that
function in unison:
1. Aesthetics
2. Supportable literature that may include universal
themes and components
3. Comprehensible Language and Grammar that are
Universal
 Overview
In respect to the rapid integration of diverse cultures:
 the transparent communication of interactive online structures
affects the concept of aesthetics in literature as readers are impressed
by its degrees of importance to the progressive development of
themselves, their peers, their students, and other subjects.
As infrastructures and linguistic patterns continue to coalesce into
a universal language that is readily distinguishable to every viable
individual of the functional work dynamic, adult learners must
remain perceptive and knowledgeable to progressive change of
semantic and literary components.
 Description
Aesthetics integrates values and progressive philosophy
within all literature. Including concepts important to linguistics
and literature in cultural ways, aesthetics relates to:
democratic universality of perception and insight that writers
and speakers often convey in a dramatic and creative unique style.
 universality as the integral component that expands sympathy
and compassion across cultures, and the universal grammatical
device essential to transformational grammar and the translation
of one language to another.
aesthetics and Universality introduces learners to important
concepts that have initiated and sustained academic schools since
esoteric times of the ancients. 9
 Description
Introducing important concepts that have initiated and
sustained academic schools since esoteric times of the
ancients, aesthetics and universality are inherent in:
Confucius and Confucian influence long after most of his work
vanished, hieroglyphs, the Gilgamesh epic, the Homeric epic and
ode, William Shakespeare, Ben Jonson, Christopher Marlow,
James Joyce, and Dylan Thomas--precedents in a tradition or
inspiration of dramatic, politically inspiring, and philanthropic
literature.
 The psyche of the oppressed, the horrors of combat, and the
sovereign mind serve as interesting case studies and models.
Important concepts that have initiated and sustained academic
schools since esoteric times of the ancients. 10
 Description (continued)

Before adult students can read profound and

dramatic prose aloud or silently, they should be
provided with the opportunity to discuss the contents
of such monumental literature, and to learn of the
epic and dramatic history in terms of the influences
of Shakespeare, such as:
the social climates and communities of Seneca and
Euripides, for example, the causes that compelled
such work, and how that work remains influential to
classics and contemporaneous literature.
11
Introduction:
Aesthetics in Perspective
Associated with axiology, aesthetics involves
the study of ethical values and value judgments
regarding truth, beauty, and symmetry which
include cultural and ethical influences.
Original aestheticism involved the philosophy
of Immanuel Kant (1724-1804) who taught “l’art
pour l’art” (art for art’s sake)—philosopher’s
and critics of all art forms, both literary and
visual, attempted to define the properties of
rational understanding. 12
Introduction:
Aesthetics in Perspective
Kant recognized that the concept of beauty
and of normality varied from culture to
culture.

Walter Pater (1839-1894) influenced

European aestheticism with the idea that
artistic style and moral effect must expand
sympathies and compassion across cultures. 13
 Learning Outcomes
Having followed the steps of my program, adult learners shall be able to:
• Recognize aesthetical and cultural qualities of literature.
 

• Synthesize understanding for progressive education in respect to

integrated aesthetical values within cultural texts.
• Apply approaches to their reading and critical analyses of
rhetorical, literary, aesthetical issues of numerous genres.
• Demonstrate competency with issues of literary genre, philosophic
foundations, rhetoric, and literary form.
• Consider and write about analytical characteristics of the psyche in
terms of characterization, plot dynamics, conflict, and aesthetics.

14
 Learning Outcomes (continued)

•  Recognize and validate the language acquisition device associated with linguistic
universals and transformational grammar.
•  Demonstrate understanding of the “innate knowledge of universals,” “linguistic
experience,” and “idiosyncratic, language-particular properties of a target
language”—“the language of the mind”--from a psycholinguistic approach
(Radford, 1989, p. 37).
 

•  Recognize instances of subconscious, conscious, unconscious, subliminal

associative thought.
• Consider and write about analytical characteristics of the psyche in terms of
characterization, plot dynamics, conflict, and aesthetics.
 

• Demonstrate an ability to “critique diction and syntax” to the purpose of oral

communication and the impact of words,” and to analyze the technique used in
media passages and to evaluate their effectiveness” (ICAS, 2002, p. 76).
 

•  Objectively and persuasively “combine the rhetorical strategies of narration,

exposition, persuasion, and description” that demonstrates “a command of
standard English and the research, organizational, and drafting strategies of
Writing Standard 1.0” (ICAS, 2002, p. 70). 15
Learning Objectives Defined

16
1. Recognize aesthetical and cultural qualities of literature
• Associated with axiology, aesthetics involves the
study of ethical values and value judgments
regarding truth, beauty, and symmetry which
include cultural and ethical influences.
• Original aestheticism involved the philosophy of
Immanuel Kant (1724-1804) who taught “l’art
pour l’art” (art for art’s sake)—philosopher’s and
critics of all art forms, both literary and visual,
attempted to define the properties of rational
understanding.
17
1. Recognize aesthetical and cultural qualities of literature

• Kant recognized that the concept of beauty

and of normality varied from culture to
culture.
• Walter Pater (1839-1894) influenced
European Aestheticism with the idea that
artistic style and moral effect must expand
sympathies and compassion across cultures
(See Appendix A).
18
2. Apply approaches to their reading and critical analyses of
rhetorical, literary, and aesthetical issues of numerous genres

• Ancient philosophers such as Plato and Aristotle had written

that an object either possesses a quality such as beauty with
no regard to the culture through the object’s observer.
• At last, David Hume (1711-1776) taught that specific
qualities of an object, such as beauty and symmetry, were
subjective—the qualities represented the perspective of the
observer (or beholder).

19
2. Apply approaches to their reading and critical analyses of
rhetorical, literary, and aesthetical issues of numerous genres

• The viewpoint of Kant resolves the conflict

regarding cultural diversities—Kantian
philosophy involves aesthetics as subjective
views that may be universally valid.
• These concepts are presented in art and literary
history and appreciation, philosophical,
political, and academic treatises, biographies,
and in both fiction and nonfiction.

20
3. Synthesize understanding for progressive education in respect to
integrated aesthetical values within cultural contexts

• Reflecting on cultural distinctions, one may note unique

aesthetic variables across specific contexts that for
thousands of years have remained the same, aesthetic
variables that, through transparent interest and
communication, are becoming subjective and universal.
• Accumulative perceptions as introduced by Hume refer to
the impressions of physical influences, the perceptions
which relate to the concept of universal form that is
independent of specific material qualities.

21
3. Synthesize understanding for progressive education in respect to
integrated aesthetical values within cultural contexts
• Language and images that evoke perception and that
goad the senses relate to aesthetics, because
aesthetics cannot prefer one culture over another for
causes that reflect unsound or inhumane judgment,
discrimination that contradicts conditioned values
and preferences—aesthetics is oriented not about the
physical but about the conditioning of cultural
impression.
• In fact, aesthetics nurtures compassion through
constructivist impressions and insight rather than
through the physical form alone. 22
4. Demonstrate competency in respect to literary genre,
philosophic foundation, and literary form
• Chinese aesthetics include impressions to diverse
influential reactions: To Confucius, the humanities
of musical and poetic literature expanded etiquette,
the “li” of humanity; to Mozi, musical and artistic
literature were classist and harmful to common
people.
• Associated with the Yin and Yang, concepts of
virtue, and the defined family-role in government,
all of which influence literary genre, philosophic
foundation, and literary form, Confucianism and the
Chou dynasty impress us even today. 23
4. Demonstrate competency in respect to literary genre,
philosophic foundation, and literary form
• Indian aesthetics include kavya, which can refer to
procedures, symbols, detailed spiritual states, and
rasa aesthetics, the universal bliss of the self. These
are concepts that contribute to our understanding of
aesthetics and universality in definitions applied in
all literary genre through direct philosophic
foundations such as the Confucian and Indian.

24
5. Consider and write about analytical characteristics of the psyche
in terms of characterization, plot dynamics, conflict, and aesthetic

• Reflecting on cultural distinctions within the multicultural

domains of the internet, one may note unique aesthetic
variables across specific contexts that for thousands of years
have remained the same, aesthetic variables that, through
transparent interest and communication, are becoming
subjective and universal.
• Accumulative perceptions as introduced by Hume refer to
the impressions of physical influences, the perceptions
which relate to the concept of universal form that is
independent of specific material qualities.

25
5. Consider and write about analytical characteristics of the psyche
in terms of characterization, plot dynamics, conflict, and aesthetic
• Language and images that evoke perception and that goad
the senses relate to aesthetics because aesthetics cannot
prefer one culture over another for causes that reflect
unsound or inhumane judgment which contradicts
conditioned values and preferences—aesthetics is oriented
not about the physical but about the conditioning of cultural
impression.
• In fact, aesthetics nurtures compassion through
constructivist impressions and insight rather than through
the physical form alone. For example, the Chinese did for
many years attribute very small feet as a feminine quality
while other cultures have regarded voluptuousness as a sign
26
of femininity.
5. Consider and write about analytical characteristics of the psyche
in terms of characterization, plot dynamics, conflict, and aesthetic

• Some cultures advocate for effective diplomatic

relations and peace-keeping while others through
history advocate for highest military competencies.
Some cultures emphasize the value of purity and
compassion; others, fire and the dragon.
• These cultural dimensions and affects are integrated
with the learning of learner, attributes that the
progressive teaching philosophy continues to refine
through aesthetics, a subject that universal language
and philosophy involve—the scope of my project.
27
6. Objectively and persuasively “combine the rhetorical strategies of narration, exposition,
persuasion, and description” that demonstrates “a command of standard English and the
research, organizational, and drafting strategies of Writing Standard 1.0” (ICAS, 2002, 70).

• Relating to the focus and development of a constructive,

transparently universal language, a progressive philosophy
merges from aesthetical impressions, qualities that are
instructive and that are part of the process of learner-
centered education.
• The progressive philosophy of education also is part of
interdisciplinary studies that evoke an expansive inquiry
into cultural values, “the conceptual and historical
foundations” of contemporary studies in literature (Singer
& Dunn, 2000, 3).
28
6. Objectively and persuasively “combine the rhetorical strategies of narration, exposition,
persuasion, and description” that demonstrates “a command of standard English and the
research, organizational, and drafting strategies of Writing Standard 1.0” (ICAS, 2002, 70).

• Involving theoretical and analytical relevance of the

humanities, the sciences, the creative arts, and language,
overt qualities of aesthetics are influenced by culture.
• However, they relate to the aesthetic value of a literary
text, teachers and critics assume that relative treatment to
be “as an autonomous object” isolated “from non-literary
values and disciplines” (Singer & Dunn, 2000, 3).
• These issues evoke an expansive inquiry into cultural and
aesthetic values for an inherent language that is universally
motivated.
29
7. Recognize and validate the language acquisition device associated
with linguistic universals and transformational grammar
• Aesthetics involves subjective views that are acquired
through the individual’s incipient need to relate with
environmental associations toward survival and
development.
• That need generates incentive required to sustain the self
and to relate with environmental components toward the
achievement of such vital functions.
• This incipient individual need to relate with environmental
associations is a survival instinct and a universal grammar
that N. Chomsky describes as an innate tendency of a
“genetically preprogrammed…Language Faculty which
provides some ‘genetic blueprint’ of the range of possible
30
languages” (Radford, 1989, 36).
8. Demonstrate understanding of the “innate knowledge of universals,” “linguistic
experience,” and “idiosyncratic, language-particular properties of a target language”—“the
language of the mind”--from a psycholinguistic approach (Radford, 1989, 37)

• Involving the linguistic universals of Universal Grammar

with no a priori basis, the genetic blueprint is associated
with a “language acquisition device” (LAD) by which a
child or a developing language learner is endowed.
• As language learners “discount some potential rules as
linguistically impossible, Chomsky’s “structure-dependence
principle” is clear.
• He recognizes a dependency on “structure-dependent
operations’” that are predetermined by “a restrictive initial
schematic” toward linguistic competency, linguistic
universals that include basic universal syntactic structure
also from one language to another (Radford, 1989, 35). 31
8. Demonstrate understanding of the “innate knowledge of universals,” “linguistic
experience,” and “idiosyncratic, language-particular properties of a target language”—“the
language of the mind”--from a psycholinguistic approach (Radford, 1989, 37)

• This concept regarding the language

acquisition device and universal grammar
recognized by Chomsky are part of the
aesthetical perception that learner-centered
education and progressive philosophy of
education influence, especially from the
diverse cultural internal environment.
32
9. Demonstrate an ability to “critique diction and syntax” to the purpose of oral
communication and the impact of words,” and “to analyze the technique used in
media passages and to evaluate their effectiveness” (ICAS, 2002, 76).

• The deep structure of sentences is defined by the

standard theory that Radford and Chomsky refer to
as generative grammar.
• English existential statements include “there is.”
• In Spanish, one will note “Hay”; in French, “Il y a,”
and in German, forms of “haber” preceded by a
pronoun or proper noun.
• When the existential form is overused, the impact of
words and of meaning becomes hazy if not lost
altogether (See Appendix B, Appendix C). 33
10. Recognize instances of subconscious, conscious,
unconscious, and subliminal associative thought.
• Conditioning begins while an individual is an infant, and the
process is most complex by the time an individual becomes
an adult; however, some adults are more objective than
others, and some are able to substantiate their aptitudes and
their open-mindedness as they are able to control their
environment and the expectations imposed by authoritative
figures.
• Some parents, one must bear in mind, are more universally
minded and objective than other parents.
• For more information regarding this subject, please refer to
Steven Paglierani’s coverage (Paglierani, 2005).
34
 The succeeding exercises involve literary
concepts that have influenced aesthetical
values and principles of universality not only
since the ancients but even now.

35
History—the Timeline of Important Events
Gilgamesh Epic
Created: 2000 B.C.
Discovered: 686-626 B.C.
Sumerian King seeking
immortality at the expense
of others
William Shakespeare
1564-1616
Follies of tyrants; chivalry;
oppression of an empire;
super-humanism; plea for
humanity, justice; civilizing
Europe
Chou Dynasty, Homer
Confucius
1027-256 B.C. 900-800 B.C.
551?-479 B.C.
Yin and Yang; Wisdom; Affects of Persia on Greek
Metaphysical system culture; the cause of the Trojan
Virtue in distinct War and the fall of Troy, the
recognized family role first Acropolis
in government
Ben Jonson James Joyce
1513-1637 1882-1941
Masque, anti-masque; Extraordinary psychological
Chivalry; a quest for a infiltration as per William James’
super-human mind and History of Psychology: interior
conscience; support monologue (stream of
especially through consciousness); epiphany
royal audiences (sudden spiritual manifestation);
sensitivity to auditory
impressions; symbolic parallels
based in mythology; literature;
history; puns; invented words
Christopher Marlowe
1564-1593
Elizabethan Tragedy (a
further rise of Seneca times
and Euripedes, Sophocles,
Aristophanes). Dramatic
human flaw; superhuman
powers
Dylan Thomas
1914-1953
Surrealism in literature
parallel to surrealism in art;
psychoanalytical model;
Perceptive to another
dimension
36
Exercises Involving
the Classic Prose of Confucius
• Acquainted with literary terms, aesthetical
qualities, and linguistic components, the
individual will consider and meaningfully
respond to simple exercises in respect to a
review of Confucius and related teachings that
align with Benjamin Bloom's Revised
Taxonomy Pyramid Table, "the six levels of the
Cognitive Process" (Forehand, 2005) para. 12).
37
Exercises Involving
the Classic Prose of Confucius
Remember that, with its origin in the Chou
dynasty (1027-256 B.C.), Confucianism is a
teaching and official Chinese creed that recognizes
Confucius (551?-479 B.C.) as an exemplary writer.
 Although many of his works have vanished, he
remains a universal model whose name does call to
our attention his work as an Imperial University
and as an evaluating system by which governmental
employees do maintain its powerful influence.
38
Exercises Involving
the Classic Prose of Confucius
Distinct from Buddhism and Taoism that one may
understand through its important relationship with
jen (humanity), its reverence for ancient sages,
moral instruction, personal virtue within
government, and its holistic rational philosophy,
Confucianism has influenced universal aesthetics,
philosophy, and social domains.

39
nd
a relevant
figurative
response
speech may
(rhetoric,
include
aesthetics,
referenceand
to Confucius
universality)
as aoffocus
the writer
on theordomain
artist: of
Ana example
sage (theofwise),
a relevant
the distinct
response
recognized
may include
role of
reference
family and
to Confuci
social

Exercises Involving
the Classic Prose of Confucius
The first set of learning exercises should encourage the
adult learner to continue to develop original responses
about Confucius’ work in respect to the example provided
in Appendix D:
Remember--Describe the environment or place in which the literary or artistic work
takes place: An example of a relevant response may include reference to Confucius as a
focus on the domain of a sage (the wise), the distinct recognized role of family and social
relationships, the Yin and Yang theory, or neo-Confucianism—a metaphysical system
that also influenced Japan.

Understand--Summarize the meaning, moral lesson, intention, and figurative speech

(rhetoric, aesthetics, and universality) of the writer or artist: An example of a relevant
response may include reference to Confucius’ contemplation of wisdom and justice in
terms of government. 40
nd
a relevant
figurative
response
speech may
(rhetoric,
include
aesthetics,
referenceand
to Confucius
universality)
as aoffocus
the writer
on theordomain
artist: of
Ana example
sage (theofwise),
a relevant
the distinct
response
recognized
may include
role of
reference
family and
to Confuci
social

Exercises Involving
the Classic Prose of Confucius
Analyze--Differentiate between the main scene or dynamics and the way you would
construct the main scene or dynamics: An example of a relevant response may include
reference to a current civil case such as that of Oscar Grant so as to compel, in parallel to
Confucius, the sympathy and compassion from the reader or audience required to advocate
for wisdom and for the wise jurisdiction of government.

Evaluate--Assess whether or not the meaning or moral lesson is completely achieved—

how it may be practical and attainable or idealistic, visionary, and explorative: An
example of a relevant response may include reference to a further uncontrolled act of
injustice that does compel concern to focus on wisdom and government as per the
message of Confucius’ work.

Create: Compose lyrics, dramatic prose, or a poem to convey the same meaning or moral
lesson in a new structured form. An example of a relevant response may include the
sharing of a newly written poem or song that includes Confucian qualities.
41
Exercises Involving
the Classic Work of the Gilgamesh Epic
• A major literary work inscribed into tablets during about
2000 B.C., those Assyrian hieroglyphs that were
originally preserved in clay tablets were discovered in
the library of Assur-Bani-Pal between 668-626 B.C. as
noted in the link provided to the Epic in the References
Section (Assyrian International News Agency, n.d.).
An example of a relevant response in reference to the
Epic may include the (1) remembering of the Sumerian
King, a mortal seeking immortality, subjects of
mythology. 42
Exercises Involving
the Classic Work of the Gilgamesh Epic
 One may (2) understand and (3) apply the need to escape a
disaster with the relevant reference to another flood, national disaster,
or major accident by living in spacecraft.
 One may (4) analyze the dynamics with a relevant response
pertaining to the relationship of viability and sustainability.
 An example of a relevant (5) evaluation of the epic may include a
reference to a figure such as Ponce de Leon who sought the fountain
of youth.
 An example of a relevant analogy, or fictitious or original story
could serve as a learning (6) creation about mortal struggle in quest
of eternal dimensions, a concept of universal proportions and
aesthetic significance. 43
Exercises Involving
the Classic Work of Homer

• Although The Battle of the Frogs and Mice, the Homeric Hymns,
and some of the Epic Cycle works are accredited by contemporary
scholars to Homer (900-800 B.C.), one may provide a relevant
response to the recollection of Homer’s work by:
 (1) remembering these works as original legends that some
Unitarians believe are compilations of several transcribers.
 providing a relevant response to the (2) understanding of Homer
in terms of the Trojan War--the Iliad and the Odyssey occurred
over 400 years, and collections of history, folk stories, and legends
of the literary works were maintained by rhapsodes and bards for
many generations (Fox, 2006). Further understanding is important
regarding the rebuttals over the Illiad as a work that represents the
style indicative of only one intelligence source. 44
Exercises Involving
the Classic Work of Homer
 To (3) apply this dramatic history, one may consider the
analytic school and arrange for consideration a practical
verse for recitation, (4) analyzing the relevancy to
contemporary and progressive events and issues in respect
to diplomatic relations, justice, health, industry, and
commerce.
 One may (5) evaluate the work with a relevant response
about the affect of the work through responses and
commentary of the audience, (6) creating important notes
about flashback, parallel dynamic lines, and analysis as
components of the writing portfolio that enhance the
learning, instructional, and assessment cycles. 45
Exercises Involving
the Work of Christopher Marlowe
• Visionary colossal creatures that defy every convention,
and that only “the minde may move,” the characters and
concepts of Christopher Marlowe (1564-1593) evoke
the classical mythological muse. His immortal
invocations are effected by “Circe’s wand,” and the
nectar of the Roman god “Jove” (short for Jupiter, the
god of light, sky, weather, the state, welfare, and laws)
(University of Oxford, 1999, 73-74).
• Marlowe animated the conventionally
Elizabethan academic tragedy even before
Shakespeare.
46
Exercises Involving
the Work of Christopher Marlowe
• Examples of relevant (1) remembering of Marlowe
include the evoking of or reference to The Tragical
History of Dr. Faustus, the visceral stoic times of
Seneca (4-65: Roman statesman, dramatist, and
philosopher), and the mortal combat of the times of
emperors, Persian Xerxes, Caesars, Holy Wars, and
Viking-Pirate conquests.
• To (2) understand Marlowe is to ponder the fiercest
consequences of mere fantasy that can compel an
emperor to order war and unjust execution, paralyzing
tribulations that impressed the original Renaissance
drama for which Marlowe is accredited. 47
Exercises Involving
the Work of Christopher Marlowe
• Immortal beauty and passion that one may (3)
apply as a reference to the immortality,
powerful eternal sovereignty that may be (4)
analyzed as a search for universal wholeness
and eternal consciousness, the exploration for
justice and longevity.
• As one (5) evaluates Marlowe, one can sense
his rapport with Shakespeare and Thomas Nashe
(1567-1601) over superhuman powers of several
mutually functional characters rather than of one
main character. 48
Exercises Involving
the Work of Christopher Marlowe
• To create (6) a drama or another
literary work with the magnificent
compassion of Marlowe is to recall
moments like those of Leander whose
“quivering breast…breathless spoke
something, and sighed out the rest”
(University of Oxford, 1999, 74).

49
Exercises Involving
the Classics of William Shakespeare
• Envisioning and debating ethereal dimensions and
downfalls through the Elizabethan and early Jacobean
perspective, literary conceits (fanciful or startling
analogies), perception, sensuality, and expressions of
William Shakespeare (1564-1616) remains a profound
literary influence.
• One might (1) remember him for his references to the
Ides of March and Epiphanies, for example, in MacBeth
and Twelfth Night, respectively.

50
Exercises Involving
the Classics of William Shakespeare
• To understand (2) the Renaissance contemplation and
celebration of the pardonable or condemned psyche, one
might share Shakespeare’s poem The Phoenix and the
Turtle, for example (University of Oxford, 1999, p. 78-
81). Why does he refer to a bird that is resolved but to
ashes?
• This (3) application of Renaissance tradition may
encourage one to (4) analyze the Elizabethan psyche that
bears “every foule tyrant wing [to] save the Eagle
feath’red King” “so strict” (University of Oxford, 1999, p.
79) in terms of dramatic oppression in need of
philanthropic assistance. 51
Exercises Involving
the Classics of William Shakespeare
• As one (5) evaluates the Renaissance nature
through Shakespeare, one may detect an
anathema for the conflicts of the common
individual suffering hardship imposed by
monarchial or sovereign forces.
• One may (6) create important artifact notes,
analogies, and new work in reference to
Shakespeare’s orientation about universal
concepts.
52
Exercises Involving
the Work of Ben Jonson

• To (1) remember Ben Jonson (1573-1637) is to

recall the consequences of massive barbarism and
bloodshed recalled by the stage, the masque, fervent
praise, poetry, lyricism, and the encomium.
• To (2) understand Jonson’s masque, one must
envision the pantomimes, dances, costumes, and
theatrical masks that thespians and playwrights might
port to royal courts so as to garnish support, dress
styles and performances that one may a (3) apply in a
practical skit before an audience or classroom.
53
Exercises Involving
the Work of Ben Jonson

• To (4) analyze Jonson’s work, one must

consider the masque’s golden age, a quest for
lyrical grace and sumptuous royal splendor, in
addition to the interlude which in the comic
antimasque parodied the predominant plot in
mesmerizing yet taunting words. For example:
“Death’s selfe is sorry…when Fates turn’d
cruell; Yet three fill’d Zodiackes work had he
beene…The stages jewell…” (University of
Oxford, 1999). 54
Exercises Involving
the Work of Ben Jonson

• An (5) evaluation of Jonson reveals his study

and following of Seneca, a penchant for the
adamant passion for the extension of drama even
since Marlowe and Seneca, the adamant need for
a supportive audience.
• To Jonson’s Memory of my beloved Master
William, one is profoundly impressed by the
superhuman mind that is as he terms, the “soul”
of the age. Jonson’s encomium to Shakespeare is
most striking. 55
 Exercises Involving
the Work of Ben Jonson
• To Jonson, not even Chaucer, Spenser, or
Beaumont can match Shakespeare’s outstanding
dedication as a playwright and poet.
• To (6) create notes about lasting words such as
Jonson’s can truly be an asset to the writer’s
portfolio. Shakespeare as “a monument” ever
living “without a tomb” that can shake forever the
stage—more so than Latin or Greek, “thund’ring
Aeschylus, Euripides, Sophocles, Pacuvius,
Accius”—profoundest minds are immortal
(Shakespeare, 1991, xiv-xivi). 56
Exercises Involving
the Work of James Joyce
• To remember (1) James Joyce, one must ponder the
revolutionary and innovating literary style, such as
the stream of consciousness.
• To (2) understand this concept, one might consider
William James who coined the term in his Principles
of Psychology (1890) to describe the inner flow of
experience.
• To (3) apply the description to Joyce about the
psychological process of thought and sensations that
flow through a persona for no rational cause, one may
analyze the conception and consciousness of a
character such as Stephen Hero. 57
 Exercises Involving
the Work of James Joyce
• As Joyce had adapted the interior monologue through
published French works, he influenced other twentieth
century authors such as Virginia Wolfe and William
Faulkner who also enabled thought and impressions of
characters to flow as from a well through spontaneous
sometimes immature syntax.
• One may (4) analyze this style for inherent supernatural
powers. Such a propensity to search the psyche certainly
must reflect the author’s quest for universality in the
terms of an inherent consciousness or immortal dimension
is a subject that one might (5) evaluate through the
author’s biography. 58
 Exercises Involving
the Work of James Joyce
• Joyce’s aesthetics includes a balance between his
discontent with Irish nationality and with Jesuit
Catholicism in an ironic manner. The author
expresses an adventurous yearning for the
innovative evocation of insight, the “sudden
spiritual manifestation” (epiphany) of The Portrait
of the Artist as a Young Man and an original
version of the classic Ulysses. One might create
(6) a work in this style to add to ones writing
portfolio. 59
Exercises Involving
the Work of Dylan Thomas

• As concerns regarding aesthetics that are culturally and

ethically influenced and that must coalesce fairly to
form the perspectives of that which constitutes beauty
(for example, symmetry versus asymmetry; landscape
versus gardening preferences; masculine versus
feminine preferences, etc.), aesthetics influence
literature, art, philosophy, and psychology.
• Aesthetical values about incongruous effects also
influence art, literature, film, and theatre through
unnatural combinations and juxtapositions, all which we
consider in respect to Dylan Thomas (1914-1953). 60
Exercises Involving
the Work of Dylan Thomas

• As concerns regarding aesthetics that are culturally and

ethically influenced and that must coalesce fairly to
form the perspectives of that which constitutes beauty
(for example, symmetry versus asymmetry; landscape
versus gardening preferences; masculine versus
feminine preferences, etc.), aesthetics influence
literature, art, philosophy, and psychology.
• Aesthetical values about incongruous effects also
influence art, literature, film, and theatre through
unnatural combinations and juxtapositions, all which we
consider in respect to Dylan Thomas (1914-1953). 61
 Exercises Involving
the Work of Dylan Thomas
• A Values that compel the ideals, principles, or
practice of creating fantastic or asymmetric
imagery are also associated with the aesthetics,
therefore, that one may (1) remember in respect
to Thomas.
• Influenced by Gerard Manley Hopkins (1844-
1889), Thomas’ surrealist lyrical qualities evoke a
supernatural world that encompasses and imbues
the perceptive atmosphere of his work.
62
Exercises Involving
the Work of Dylan Thomas
• As one (2) understands “the force that
through the green fuse” compels and gives
physical form that also rescinds, one can also
sense another realm “that drives the water
through the rocks” and also his “blood…that
drives the mouthing streams,” turning his
blood “to wax” (University of Oxford, 1999,
621).
63
Exercises Involving
the Work of Dylan Thomas
• One might (3) apply the powerful surrealist
light and power of Thomas to visual images
such as a painting of Salvador Dali (1904-
1989) or the sudden flash of light through a
window that persists as an extended
metaphor, “the limit of the globes,” as
“daylights the bone…when logics die”
(University of Oxford, 1999, 622).
64
Exercises Involving
the Work of Dylan Thomas
• As one (4) analyzes Thomas’
powerful light, one may detect that
Thomas does not believe that life
must succumb to the physical world,
a value system expressed even in his
titles alone, such as “And death shall
have no dominion.” 65
Exercises Involving
the Work of Dylan Thomas
• As one (5) evaluates the imagery and surrealism of Thomas, one
detects his use of religious but analytical qualities that are
psychoanalytic as per the definition and practice set forth by
Sigmund Freud (1856-1939).
• Pondering Thomas’ “Do not go gentle into that good night,” one
might create (6) a sketch of a shepherd and a staff, or a sketch or
description of a star overhead beaming effulgence where only
darkness should be.
• These are further concepts that comprise our understanding of
aesthetics and universality—beauty from a light of another or
eternal world; one culture, social, or individual group seeking and
fulfilling a mission for victory, success, or amnesty.
66
 References
• Assyrian International News Agency (n.d.). The Epic of Gilgamesh.
Retrieved July 15, 2010, from
http://www.aina.org/books/eog/eog.pdf
• Confucius, K. F. (2010, June). Qufu. Retrieved July 8, 2010, from
http://community.travelchinaguide.com/forum2.asp?i=468
• Dunn, A., & Singer, A. (2000). Literary aesthetics: a reader. Oxford
UK: Blackwell Publishers Ltd.
• Forehand, M. (2005). Bloom's taxonomy: Original and revised. In
M. Orey (Ed.), Emerging perspectives on learning, teaching, and
technology. Retrieved July 5, 2010, from
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxon
omy
• Fox, R. L. (2006). The classical work: An epic history from Homer.
New York: Basic Books--A Member of the Perseus Books Group. 67
 References
• Intersegmental Committee of the Academic Senates (ICAS) (Spring,
2002). Academic literacy: A statement of competencies expected of
students entering California public colleges and universities.
Sacramento, CA: ICAS. Retrieved April 18, 2008, http://icas-
ca.org/Websites/icasca/Images/Competency/AcademicLiteracy2002.
pdf
• Paglierani, S. (2005, November 18). The conscious, subconscious,
and unconscious--A new look at an old metaphor. Retrieved July 9,
2010, from http://theemergencesite.com/Theory/Consciousness-
Subconsciousness-2.htm
• New Directions Publishing Corporation (1964). Confucius to
Cummings: An anthology of poetry. New York: New Directions
Publishing Corporation.
68
 References

• Radford, A. (1989). Transformational grammar. Cambridge, UK:

Cambridge University Press.
• Shakespeare, W. (1991). William Shakespeare--The complete works
(2nd ed.). Oxford OX2 6DP: Oxford University Press.
• University of Oxford (1999). The Oxford book of English verse
(Christopher Ricks, Ed.). Great Clarendon, Oxford: Oxford
University Press.

69
Appendix A: Literary Terms

• Before reading the literary work, please consider the

literary terms which I include in my own instructional
web as per the following:
http://www.ancientskybridge.com/rosetta_stone_poe
m,_lit_review.htm

70
Appendix B:
Syntactic Terms Essential to Universal Grammar

• Before proceeding with the reading of Confucius and

the exercises pertaining thereto, please consider the
syntactic terms essential to Universal Grammar that I
include in my own instructional web as per the
following:
• http://www.ancientskybridge.com/webquest.htm

71
Appendix C: Syntax Review
• 1. Expletive Patterns
• a) It patterns
• Please note that the expletive it is frequently overused
when alternate wording and syntactic form would produce
a strong and emphatic focus at the beginning of the
sentence. For example
• It was Christopher who offered invaluable relief.
• Functioning as the anticipatory subject of a phrase or clause that is in a
succeeding place in the sentence, the frequently used it produces obscure and
muddy focus; thus, the sentence is not easily read or understood. The following
example of the “it pattern” should typically be avoided:
• It is indeed obvious to anyone that our educational system
• is directed poorly by the Board of Education.
72
Appendix C: Syntax Review
• b) There patterns
• The overuse of expletive patterns also results in poorly
focused sentences. Sentences beginning with there are
called “existential sentences”—as Quirk and Greenbaum
write, “when unstressed, there is followed by a form of
the verb be, the clause that expresses the notion of
existence.” There is simply means there exists, and if the
main idea of the sentence is not the simple one of
existence, alternate syntactic construction should be used:
• There are numerous flaws here = Numerous flaws
exist here.
73
Appendix C: Syntax Review
• Despite its inappropriateness, inexperienced writers tend to begin
sentences with there. The tendency appears in numerous forms;
however, the most common are similar to the following two
examples:
• 1. In high crime regions, there should be more
security officers appointed to patrol the streets after dark.
• Or
• There is more trouble stewing that they could
not foresee.
• 2. There are legitimate concerns among educators
regarding the quality of instruction that our teachers are
receiving.
74
Appendix C: Syntax Review
• Once we translate the first kind of sentences into
sentences based on the verb exist, the problem is clear:
• 1. More security officers should exist appointed
to patrol the streets after dark.
• 2. More trouble exists stewing that they could
not expect.
• Clearly, the writers of these sentences did bear in mind
not the idea of existence but the idea of actions—in the
first, the action of security officers being assigned; in
the second, the action of more trouble (that is) stewing.
75
Appendix C: Syntax Review
• The sentences should be written as follows:
• 1. More security officers should be appointed to
patrol the streets after dark.
• 2. More trouble is stewing that they could not
expect.
• We may discover the inappropriateness of the “there”
beginnings through an important clue in the original
sentences which we observe to be the presence of the
verbals—“appointed” and “stewing”--that exist after the
subjects of the sentences. When constructed in this
manner, the there invariably should be eliminated, and
the verbal should be changed into a finite verb. 76
Appendix C: Syntax Review

• The second there problem is different. As we reread the

sentence, we discover no verbal following the subject
“concerns.” If we change this sentence into one based on “exist,”
the result is an improved syntactic structure, one with a focus
that is not hazed by unnecessary verbals:
• Legitimate concerns exist among educators…
• Although a “concern” may exist, when one states that it exists
among some group of people, one is not focusing on the group
but simply on its concern. The sentence should be written:
• Educators are legitimately concerned about the
quality of instruction that our teachers are receiving.
77
Appendix C: Syntax Review
• 2. Parallelism
• Parallel structure (parallelism) is important to syntax. Many
sentences include lists of two, three, or more words, phrases or
clauses separated by commas. These compound nouns, phrases, or
clauses should be listed in parallel. These linked components
should be in the same grammatical form. Commonly involving the
coordinating conjunction “and,” they may also involve other
coordinating conjunctions—“or,” “but,” or “yet.” The rule of
parallel structure is that these conjunctions should connect similar
grammatical units used in the same way. For example, two or more
nouns used as subjects of a sentence, or two or more nouns used as
objects of the same verb or of the same preposition, or two or more
prepositional phrases modifying the same noun or the same verb,
and so on. 78
Appendix C: Syntax Review
• Usage may be to some degree permissive about this rule
at times; however, when deviation exists, the function
of the units is more important than grammatical form.
For instance, the following sentences are typically
considered to be correct even though they are
exceptions to the standard rule:
• She hates dogs, cats, and whatever is eating her
plants (a noun clause).
• Martha is fascinated (a complement) by all sports but
a devotee (a complement) of baseball.
• George did the work speedily (adverb) and with an
eye to our convenience (adverbial). 79
 unction that joins the adjective, fascinated, with a noun, devotee; both are complements of Martha. In the third example, the conjunction
sually must be the same.

Appendix C: Syntax Review

• The first example includes a conjunction that links a series of
two nouns and a noun clause; all three of the linked series
function as direct objects of hates. The second sentence includes
the conjunction that joins the adjective, fascinated, with a noun,
devotee; both are complements of Martha. In the third example,
the conjunction joins the adverb speedily, with the prepositional
phrase, with an eye to our convenience, but the prepositional
phrase is adverbial, modifying did in the same manner that
speedily does. These are three exceptions to the rule as they do
not exemplify that structure always takes precedence over
grammatical form. As the parallel structure rule indicates, both
structure and grammatical form usually must be the same.
• Parallel structure requires that the component which follows the
conjunction is like some structure that precedes the conjunction.80
Appendix C: Syntax Review

• If one writes a simple noun + verb + direct object as a

sentence, for example, and utilizes the conjunction and,
one could complete the sentences in only three ways:
• John bit the cat and the dog. (parallel direct objects).
• John bit the cat and kicked the dog. (parallel verb
phrases)
• John bit the cat, and Mary kicked the dog. (parallel
sentences)

81
Appendix D:
Ezra Pound’s Translation of Confucius
• References to Confucius’ work refer to translations by
Ezra Pound, work that is located in the Reference
Section under New Directions Publishing Company
(NDPC, 1964, pp. 6-8); another work, Qufu (from
Confucius, 2010, 1) may also located through the
References section.

82
Consider Interesting Facts
• List some interesting facts about Aesthetics and
Universality in respect to Confucius, Homer and
Greek Heritage, the Elizabethans, the supernatural,
and psychological models

83
Conclusion
• While the solar system consists of continually orbiting celestial
bodies that evoke splendor and security through their constant
dynamic relationship in the universe, spheres ever orbiting the sun,
the rising and falling conflicts of society ever challenge those
aesthetic universal qualities.
• While the forces of security involve perception, stability, and the
sense of comfort, wholeness, and satisfaction the contrary forces of
schisms and diversity effect the very opposite—retribution, static
dysfunction, dissimilarity, and insecurity.
• Through this project, we have explored qualities that evoke
constructive form, inspiration, and longevity through ethical
structures, philosophical standards and convictions, adventure, and the
supernatural.
84
Conclusion
• To substantiate the opposing conflict which is also
inherent to every story that includes a plot and downfall as
well as to most dramatic prose, poetry, or lyrics, Tara J.
Fenwick refers to the development of workers in terms of educational
efforts “undertaken to promote the holistic lifelong learning of
workers and managers, social and personal development which
(Hayes & Wilson, 2000, p. 294).
• Ms. Fenwick admits that this is a “burgeoning area” that is
known for competition, contradiction, protests, pledges that
are confusing, and diverse longings.
• Ms. Fenwick refers to different fundamental ideological
concepts that educators are pressured to mediate or resolve
with very few resources. 85
 Conclusion

• What are some of these pressuring contradictory

perspectives?
• Do these not oppose the unifying themes and forces of
aesthetics and universality as social dilemmas against the
security of natural phenomenon?

86
Conclusion
• Even Lillian H. Hill and Allen B. Moore describe the
“context of education for rural adults” in terms of issues that
may affect and dissect its community, not only in terms of
works, but through the community inhabitants.
• How do Ms. Hill and Mr. Moore refer to these
communities in reference to the influence of global
pressures?

87
Conclusion
• Why might their quality of life be unacceptable in respect
to stringent demands? How do the authors refer to analysis
and knowledge as important to the rural community? Do
they recognize the immense diversity, local control, and
competition that may be responsible for diminishing work
opportunities? Are these not the strenuous forces recalled by
Nietzsche (1844-1900), Foucault (1926-1984) , and
Dostoevsky (1821-1881)?

88
Questions & Answers

• Welcoming your questions…

89