According to Homi Bhabha, hybridity in the context of identity where two cultures or languages collide is a third space where new views and stances can emerge. I explored the concept of this third space by writing a novel in English, which is my second language, instead of in my mother tongue, Slovenian. I investigated the effects of language switch on my choice of subject matter, my writing process, and my perception of my work and myself as a writer and (...) as a person. I examined language-related challenges of writing in my second language, the benefits of a new insight a second language offers, and how multilingualism leads to a more fluid identity and a change in perspective. (shrink)

Tekste nagrinėjama vėlyvojo Schellingo Berlyno paskaitose formuluojama patyrimo samprata ir jos reikšmė svarstant mąstymo ir tikrovės santykį. Keliamas klausimas, kokiu mastu jo siūloma moderniosios patyrimo sampratos transformacija gali būti reikšminga užklausiant nūdienos filosofinio diskurso ateities perspektyvą Benjamino ir Agambeno įvardyto „patirties neprieinamumo“ kontekste. Mėginama parodyti, jog, užuot ieškojus patyrimo galimybės pagrindo imanentinėse ar transcendentalinėse subjekto apibrėžtyse, šelingiškoji alternatyva leidžia permąstyti patyrimą iš radikalios ateities perspektyvos. Atskleidžiant ontologinį patyrimo matmenį, jo sąsajas su laisvės klausimu ir paties mąstymo faktiškumo problema, atsiveria galimybė (...) ieškoti patyrimo vietos anapus subjekto–objekto perskyros, anapus betarpiškumo ar juslinio ir objektiško pažinimo. Tai leidžia persvarstyti patyrimo reikšmę metafizikai tiek pokantinės, tiek postidealistinės savimonės perspektyvoje. (shrink)

The text approaches the Hegelian dynamic between truth and certainty as it appear in the beginning of the Phenomenology as a question of truth and the sense of truth. Since this difference exceeds a merely epistemic stance and cannot be captured in terms of conceptual content, it leads to another mode of inquiry, namely, to that of a different relatedness to knowledge. Hegel’s emphasis, as I will attempt to show, on thinking the question of self-relatedness of thought in terms of (...) experience (which is always negative) in the first place, may provide a means to identify such a mode of self-relatedness that precedes the “self” of consciousness. Such an approach would put the question of the self both against its rigid modern critiques on the one hand, and its contemporary dissolution into naturalistic objectified oblivion on the other. In this way, the essay also challenges Heidegger’s critical stance towards the Hegelian notion of “the experience of consciousness” by presenting it rather as a “consciousness of experience.” For here this double genitive expresses a repetition or return that appears as a kind of afterimage of a still-life. (shrink)

ABSTRACT The aim of this paper is to show how two different paths of elaborating the negativity of self-consciousness in Schelling and Hegel create a particular mirror effect that can no longer be understood within the realm of dialectics or any conceptual image, but rather can be resolved through what I will characterize as the image of self-consciousness. I argue that these two different perspectives, despite exhausting dialectics and negativity, can be brought together, each in its own way, through the (...) images of reflection, desire, and death as presented in the mythic narratives of Narcissus and Orpheus. I attempt to show that the death of Narcissus and the loss of Eurydice can lay equal claims to being about the birth of self-consciousness. (shrink)

These essays by Old Dominion University students deal with two questions: What impact do their own race, class, gender, and ethnic identities have upon them as students? How do their culture and the university culture interact to affect their ability to learn? The focus of these essays is on the overlap between the students’ identities as students and their identities based on gender, race, class, and ethnic origin. The project began as an assignment in a women’s studies class at Old (...) Dominion University in 1993, when students in a mixed graduate and undergraduate course were asked to write a brief analysis of themselves as students, accounting for the impact of gender, race, and social class on what they studied, what they heard in class, how they were treated in the classroom, how they treated others there, and what their level of comfort in the university was. Invited to add other variables, such as religion, nationality, age, sexual orientation, or disability— if they considered these significant to their identities as students—the students were urged to consider not only the disadvantages these various identities gave them but also the privileges and advantages. The resulting essays stimulated great interest in what students had to say and led to the formation of The Broad Minds Collective—made up of four students from the class as well as its instructor—which set about the task of soliciting and collecting additional essays. Although most essays contain overlapping themes, the editors detected four motifs that encompass virtually every essay included in the book. In the section "Cultural Perceptions and Assumptions," students show their awareness of how culturally defined categories affect education. Essays in "Belonging and Alienation in the Classroom" discuss the students’ level of comfort in the classroom and the degree to which they feel they belong at the university. The essays in "Making Sense of Our Lives Through Education" reveal the students’ use of education to learn more about the forces that shape them. "In Search of an Education" highlights students’ efforts to wrest what they feel they need from a college education. Rather than presenting a "multicultural educational theory" or conducting a sterile sociological study, The Broad Minds Collective has allowed students to speak for themselves.ion is replaced by stories of personal conflict, struggle, and victory. __. (shrink)

Fiction is the favorite of most of the readers. Fiction is the reflection of the societal living and lives of human beings as observed by the writer. The writer also will have individual experiences, ideas, likes, dislikes, philosophy which influence and mold his writings. Fiction is famous as short-fiction and novel. Though fictitious, and also because fictitious, fiction takes possession of minds and hearts of readers more than any other literary genre. Their imaginations sore and they get engrossed in the (...) reading of fiction. Fiction is very good in engaging and passes time to the readers. The scholarship, study, reading, worldly knowledge and observation will make one a good fiction writer. The influence of earlier famous fiction writers will mold the writing of author. I am influenced by stories from the Ramayana and the Mahabharata, Panchatantra, Hitopadesa, Jataka Tales, Somerset Maugham, O. Henry, P.G. Wodehouse, Boris Pasternak, Sir Conon Doyle, Saratchanda Chaterjee, Sripada Subrahmanya Sastry, Satyam Sankarmanchi, mostly and many foreign and Indian fiction-writers. My style of writing is mostly in first person-the aatmaasraya narration. (shrink)