I have so many goals and i wish that i can achieve them successfully. Should i tell them to the rest of the world in detail. I promise i will but not now! So stay tuned and stay in touch! Pray for me as i without fail pray for your success everyday!
p/s: i feel awkward typing my entry here as i haven't updated any news of me for ages!
Thursday, June 16, 2011
Sunday, November 7, 2010
HI, DEAREST READERS
I HAVEN'T BEEN ABLE TO UPDATE THIS BLOG DUE TO MY HECTIC STUDY SCHEDULE AND MANY OTHER REASONS. ANYWAY, PLEASE STAY TUNED WITH MY BLOG. THE LATEST ENTRY WILL BE OUT SOON!!!!
WITH LOVE,
PADA CINTANYA
Friday, January 29, 2010
Comparative Literature
Based on the articles written by Remak and Bassnett, write a critique of what Comparative Literature is and the scope it encompasses.
Undeniably, comparative literature has always been an effective means of deepening and broadening one’s knowledge and horizons about the similarities and dissimilarities shared by people as far as arts, social sciences, sciences and religions are concerned. Definitely, it plays a vitally significant role in promoting and sharpening one’s critical thinking as the study of comparative literature necessitates ones to widen their viewpoints and put their individual sentiments aside. However, it is important to note that ones firstly must equip themselves with the fundamental aspects of comparative literature in order to be critical comparatists. They have to be exposed to what comparative literature is all about and the scope it encompasses and this will later assist them to critically evaluate the literary texts. Thereby, the ultimate aims of this paper are to discuss the definitions as well as the scope of comparative literature in greater detail.
In order to grasp the basic notion of comparative literature, it is a must to deeply understand its definition in the first place before concisely elaborating on the other aspects of comparative literature. According to Remark (1971), he provided us with 2 definitions of comparative literature in which comparative literature is viewed as a study of literature beyond national boundaries and it is concerned with the study of the relationships between literature and other areas of knowledge and beliefs. Bassnett (1993), on the other hand, suggests that comparative literature is the study of texts from different cultural contexts and origins to identify their points of convergence and divergence. With reference to these two highly reliable and credible sources, it is best to summarise that comparative literature is basically portrayed as the study of literature beyond national boundaries that aims to highlight the relationships between literature and other areas of knowledge and belief as well as to ascertain their points of convergence and divergence. The study of Cinderella, for example, is said to be comparative provided that it involves with two or more short stories of Cinderella written by different authors belonging to different national boundaries and it underscores the dissimilarities and similarities shared by those literary texts. By keeping this condensed definition in mind, it is very helpful in drawing a line between what is said to be a study of comparative literature and what is not meant to be a study of comparative literature.
In addition to its definition, comparative literature has also been inextricably and mutually linked to American school and French school that account for the criteria or standard of comparative literature used by learning institutions at this very moment. Both American school and French school have something in common whereby they acknowledge the very fist definition of comparative literature put forward by Remark (1971). Nevertheless, the endless dispute between both of these schools of thought is that only French school declines or rejects the latter definition of comparative literature in which it does not favour the study of literature with other disciplines. This is due to the fact that the systematic study of the relationship between literature and other areas without doubt leads to the accusation of charlatanism and thus bringing deleterious impacts on the acceptance of comparative literature by public at large or students, lecturers of higher learning institutions in particular. American school, on the other hand, is more flexible as compared to French school in which it advocates the interdisciplinary method. It is believed that a better, comprehensive understanding of literature can be achieved by geographically and generically extending the investigation of literature. This is primarily because literature indubitably deals with people in communities and many factors, namely, social, political, economical, psychological do come into play. Therefore, it is hoped that by integrating literature with other spheres of human expression, a better insight into literature as a whole can be realized and students especially learn even better when the information they receive is presented in a comprehensive manner.
Aside from debatable and questionable arguments on the relationships between literature and other areas of knowledge and beliefs, there is also another important facet of comparative literature that has always remained controversial over the years. Both of these schools of thoughts have different approaches to solving the issues found in the text. This is proven when French school is only concerned about the issues that can be ironed out based on factual evidence. Rather, its avid interests are in “questions of reception, intermediaries, foreign travel, and attitudes towards a given in the literature of another country during a certain period”. Nonetheless, this principle adopted by French school is said to be detrimental to the innovative methods and topics. This is truly true that all data will never be collected and most importantly, the similar facts will be differently interpreted by different interpretations or assumptions. Again, this will definitely bring us the hazardous impacts on the developments of current methods and recent subjects studied and we will surely be left behind. That is why American school is adamant in not blindly following the principles used by French school whilst evaluating the literary texts. In other words, it does not totally count on factual evidences. Instead, it prioritizes the textual content in seeking answers and justifications as to what it is retained, what it is rejected, why and how the material is absorbed and integrated and so forth. This , again, through the lens of American comparatists, clearly signifies that facts can be obtained by means of textual analysis rather than waiting till all the data are in which is unlikely plausible and possible. Finally, the scope of comparative literature is another crucial aspect that must be carefully discussed and studied in order to deeply comprehend its significance as well as to effectively critique the text. In brief, scope of comparative literature can be broken down into three kinds which are national literature, world literature and general literature. At the same time, its relationship between national literature, world literature and general literature will also be pointed out as to gain better comprehension. There are some differences and similarities that can be found when making a comparison and contrast amongst four of them. To begin with, comparative literature and national literature share same methods of research, for example, “a comparison of Racine with Corneille and of Racine with Goethe”. However, the difference is that issues or subjects found in comparative literature can go beyond national-literature research, for instance, the contact or collision between different cultures generally and the problems related to translation specifically. This is due to the nature of the comparative literature study in which it desires to study literature beyond national boundaries and thus they can read foreign texts in their original form.
Comparative literature vis-a- vis world literature, on the other hand, exhibits clear-cut differences and enable the readers to identify whether the literary texts studied are best classified as comparative literature research or otherwise. As far as the element of time and quality are concerned, world literature is one that can withstand the test of time and contains the finest input of all time. In other words, it is something that people still highly appreciate the beauty of the literary art or the messages albeit it was produced or written for example a century ago. The impeccable example would be “Sonnnet 18” beautifully written by William Shakespeare remains evergreen and is still being studied by students worldwide. Therefore, the comparison made is always between the texts that are capable of standing the test of time and embody the messages of highest quality. Meanwhile, comparative literature may simply compare anything regardless of how old or how new the works are and of quality of messages conveyed. Besides element of time, element of space does also contribute to the significant difference between comparative literature and world literature. Comparative literature, insofar the element of space is concerned, is often viewed as a more restricted one since it always looks into the relationships of only two countries written by two authors of different nationality as compared to word literature that suggests acknowledgment all over the globe.
The very distinct difference between comparative literature and general literature is that general literature is referred to as foreign literature in English translation or works which cannot be categorized as world literature/national literature or sectional literature whereas comparative literature, as mentioned earlier, is very distinctive in its own terms and basically about two or more literary texts being compared in order to point out and address the similarities and dissimilarities found in those texts. This very detailed description of the scope of comparative literature as explained in the previous paragraphs obviously draws our attention in classifying the study of literary texts in a systematic and effective manner and it is undeniable that comparative literature is directing towards world literature provided that it can successfully mesmerize and captivate everyone’s attention throughout the world and become a phenomenal success. Nothing is impossible.
In summary, this paper has thoroughly discussed the definition of comparative literature, the standard or criteria of comparative literature shaped by American and French school and the scope of comparative literature that can be further divided into 3 subcategories, namely, world literature, national literature and general literature including their relationships with comparative literature. It is greatly hoped that everyone will be motivated in studying, exploring the outside world and thus understanding the world generally and people specifically.
Undeniably, comparative literature has always been an effective means of deepening and broadening one’s knowledge and horizons about the similarities and dissimilarities shared by people as far as arts, social sciences, sciences and religions are concerned. Definitely, it plays a vitally significant role in promoting and sharpening one’s critical thinking as the study of comparative literature necessitates ones to widen their viewpoints and put their individual sentiments aside. However, it is important to note that ones firstly must equip themselves with the fundamental aspects of comparative literature in order to be critical comparatists. They have to be exposed to what comparative literature is all about and the scope it encompasses and this will later assist them to critically evaluate the literary texts. Thereby, the ultimate aims of this paper are to discuss the definitions as well as the scope of comparative literature in greater detail.
In order to grasp the basic notion of comparative literature, it is a must to deeply understand its definition in the first place before concisely elaborating on the other aspects of comparative literature. According to Remark (1971), he provided us with 2 definitions of comparative literature in which comparative literature is viewed as a study of literature beyond national boundaries and it is concerned with the study of the relationships between literature and other areas of knowledge and beliefs. Bassnett (1993), on the other hand, suggests that comparative literature is the study of texts from different cultural contexts and origins to identify their points of convergence and divergence. With reference to these two highly reliable and credible sources, it is best to summarise that comparative literature is basically portrayed as the study of literature beyond national boundaries that aims to highlight the relationships between literature and other areas of knowledge and belief as well as to ascertain their points of convergence and divergence. The study of Cinderella, for example, is said to be comparative provided that it involves with two or more short stories of Cinderella written by different authors belonging to different national boundaries and it underscores the dissimilarities and similarities shared by those literary texts. By keeping this condensed definition in mind, it is very helpful in drawing a line between what is said to be a study of comparative literature and what is not meant to be a study of comparative literature.
In addition to its definition, comparative literature has also been inextricably and mutually linked to American school and French school that account for the criteria or standard of comparative literature used by learning institutions at this very moment. Both American school and French school have something in common whereby they acknowledge the very fist definition of comparative literature put forward by Remark (1971). Nevertheless, the endless dispute between both of these schools of thought is that only French school declines or rejects the latter definition of comparative literature in which it does not favour the study of literature with other disciplines. This is due to the fact that the systematic study of the relationship between literature and other areas without doubt leads to the accusation of charlatanism and thus bringing deleterious impacts on the acceptance of comparative literature by public at large or students, lecturers of higher learning institutions in particular. American school, on the other hand, is more flexible as compared to French school in which it advocates the interdisciplinary method. It is believed that a better, comprehensive understanding of literature can be achieved by geographically and generically extending the investigation of literature. This is primarily because literature indubitably deals with people in communities and many factors, namely, social, political, economical, psychological do come into play. Therefore, it is hoped that by integrating literature with other spheres of human expression, a better insight into literature as a whole can be realized and students especially learn even better when the information they receive is presented in a comprehensive manner.
Aside from debatable and questionable arguments on the relationships between literature and other areas of knowledge and beliefs, there is also another important facet of comparative literature that has always remained controversial over the years. Both of these schools of thoughts have different approaches to solving the issues found in the text. This is proven when French school is only concerned about the issues that can be ironed out based on factual evidence. Rather, its avid interests are in “questions of reception, intermediaries, foreign travel, and attitudes towards a given in the literature of another country during a certain period”. Nonetheless, this principle adopted by French school is said to be detrimental to the innovative methods and topics. This is truly true that all data will never be collected and most importantly, the similar facts will be differently interpreted by different interpretations or assumptions. Again, this will definitely bring us the hazardous impacts on the developments of current methods and recent subjects studied and we will surely be left behind. That is why American school is adamant in not blindly following the principles used by French school whilst evaluating the literary texts. In other words, it does not totally count on factual evidences. Instead, it prioritizes the textual content in seeking answers and justifications as to what it is retained, what it is rejected, why and how the material is absorbed and integrated and so forth. This , again, through the lens of American comparatists, clearly signifies that facts can be obtained by means of textual analysis rather than waiting till all the data are in which is unlikely plausible and possible. Finally, the scope of comparative literature is another crucial aspect that must be carefully discussed and studied in order to deeply comprehend its significance as well as to effectively critique the text. In brief, scope of comparative literature can be broken down into three kinds which are national literature, world literature and general literature. At the same time, its relationship between national literature, world literature and general literature will also be pointed out as to gain better comprehension. There are some differences and similarities that can be found when making a comparison and contrast amongst four of them. To begin with, comparative literature and national literature share same methods of research, for example, “a comparison of Racine with Corneille and of Racine with Goethe”. However, the difference is that issues or subjects found in comparative literature can go beyond national-literature research, for instance, the contact or collision between different cultures generally and the problems related to translation specifically. This is due to the nature of the comparative literature study in which it desires to study literature beyond national boundaries and thus they can read foreign texts in their original form.
Comparative literature vis-a- vis world literature, on the other hand, exhibits clear-cut differences and enable the readers to identify whether the literary texts studied are best classified as comparative literature research or otherwise. As far as the element of time and quality are concerned, world literature is one that can withstand the test of time and contains the finest input of all time. In other words, it is something that people still highly appreciate the beauty of the literary art or the messages albeit it was produced or written for example a century ago. The impeccable example would be “Sonnnet 18” beautifully written by William Shakespeare remains evergreen and is still being studied by students worldwide. Therefore, the comparison made is always between the texts that are capable of standing the test of time and embody the messages of highest quality. Meanwhile, comparative literature may simply compare anything regardless of how old or how new the works are and of quality of messages conveyed. Besides element of time, element of space does also contribute to the significant difference between comparative literature and world literature. Comparative literature, insofar the element of space is concerned, is often viewed as a more restricted one since it always looks into the relationships of only two countries written by two authors of different nationality as compared to word literature that suggests acknowledgment all over the globe.
The very distinct difference between comparative literature and general literature is that general literature is referred to as foreign literature in English translation or works which cannot be categorized as world literature/national literature or sectional literature whereas comparative literature, as mentioned earlier, is very distinctive in its own terms and basically about two or more literary texts being compared in order to point out and address the similarities and dissimilarities found in those texts. This very detailed description of the scope of comparative literature as explained in the previous paragraphs obviously draws our attention in classifying the study of literary texts in a systematic and effective manner and it is undeniable that comparative literature is directing towards world literature provided that it can successfully mesmerize and captivate everyone’s attention throughout the world and become a phenomenal success. Nothing is impossible.
In summary, this paper has thoroughly discussed the definition of comparative literature, the standard or criteria of comparative literature shaped by American and French school and the scope of comparative literature that can be further divided into 3 subcategories, namely, world literature, national literature and general literature including their relationships with comparative literature. It is greatly hoped that everyone will be motivated in studying, exploring the outside world and thus understanding the world generally and people specifically.
Tuesday, January 19, 2010
regret and repent
i know that i am at fault and i am going to repent
i know that i am wrong for breaking the rules
i know that i am stupid
i know that i am paranoid
but
i am sure that i am gonna make it through thick and thin
i am gonna be strong facing challenges
i am confident that i am gonna be a better person
i am certain that god loves me........................
i know that i am wrong for breaking the rules
i know that i am stupid
i know that i am paranoid
but
i am sure that i am gonna make it through thick and thin
i am gonna be strong facing challenges
i am confident that i am gonna be a better person
i am certain that god loves me........................
Sunday, November 15, 2009
Ceritera Ayahku
Sukar untuk meluahkan kisah lama yang terpendam dilubuk hatiku. Tetapi, aku akan tetap coretkan ceritera cinta ayahku terhadapku agar aku sentiasa bersyukur kepada Allah kerana memberikan aku seorang ayah yang memahami diriku ini. Dahulu, ayahku sanggup melabur segala wangnya untuk menjadikan aku pandai berbicara bahasa Inggeris. Di saat itu, naluriku memberontak dan meronta-ronta tidak mahu ke kelas tuisyen Bahasa Inggeris di Chendering, Kuala Terengganu. Namun, ayahku tetap memaksaku belajar Bahasa Inggeris. Keazamanku makin menebal untuk belajar bahasa Inggeris ini ketika diriku menyedari pengorbanan yang ayahku tempuhi pada suatu petang. Kejadian ini bermula ketika ayahku berdegil untuk menghantarku ke kelas tuisyen walhal ayahku mengalami demam yang teruk. Aku menangis dan terus menangis menyedari niat mulia ayahku. Aku merasa terharu dengan pengorbana ayahku yang tak pernah jemu mahu memberikan yang terbaik untuk anaknya. Aku nekad aku akan membayar segala jasa baik ayahku waluapun tak terbayar nilai wang ringgit. Aku nekad dan aku akan bekerja keras untuk memberi kehidupan yang sempurna kepada ayahku.
"Abang Chik sayang ayoh".............................................
"Abang Chik sayang ayoh".............................................
Ayah
You are always by my side
You do understand me
You brighten up my days
You give me hope
You make me stronger
You are my one and only ayoh(ayah)
I miss you
I will repay your kindness,love, and warmth
I will give you a better life
I will make you proud
I will take care of you for the rest of your life
You do understand me
You brighten up my days
You give me hope
You make me stronger
You are my one and only ayoh(ayah)
I miss you
I will repay your kindness,love, and warmth
I will give you a better life
I will make you proud
I will take care of you for the rest of your life
Tuesday, November 10, 2009
Taking advantage of one's kindness
Now i know who you really are. This incident happened when i vehemently asked for somebody's help to give a slice of cake to her roomate. To my consternation, she profusely refused or declined it. It was a total shock since i had relentlessly been helping her whenever she was in trouble. A friend of hers realized this and therefore she willingly lend a helping hand to help me give a piece of cake to the person concerned. The conclusion is you are the one who always takes advantage of one's kindness and you are the one who will approach somebody whenever you are in the middle of difficulties.
To a friend of hers, i was so glad that you helped me and it was proven that you are the one that i can count on and turn to for support.
To a friend of hers, i was so glad that you helped me and it was proven that you are the one that i can count on and turn to for support.
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