Although T. S. Eliot＇s ＂The Journey of the Magi＂ is a religious poem in the profoundest sense, the title of my paper is intended to give only a sly wink at Trinitarianism. My real object is to explain how Eliot con...Although T. S. Eliot＇s ＂The Journey of the Magi＂ is a religious poem in the profoundest sense, the title of my paper is intended to give only a sly wink at Trinitarianism. My real object is to explain how Eliot contrived to manufacture a poem which, at fu＇st glance, resembles a dramatic monologue （generally understood as a poem for one voice----that of a historical/fictional/mythological character addressing a silent listener, group of listeners or reader）, yet which is slowly revealed as a lyrical monologue （for the poet＇s own voice） which yet--and this quite intentionally----contains considerably more than mere echoes of another two speakers： namely a Magus and the biblical translator and, most famously, sermon writer Archbishop Launcelot Andrewes （1555-1626） court preacher to James 1 and Charles 1 of England. I wish to show how Eliot, in writing what is ultimately confessional verse, goes out of his way to hoodwink the reader by allowing the first two of his ＂{The} Three Voices of Poetry＂ （1957） to overlap with and then incorporate the third. His own descriptions of these voices are （i） lyric, defined as ＂the poet talking to himself＂, （ii） that of the single speakerwho gives a （dramatic） monologuel ＂addressing an {imaginary} audience in an assumed voice＂ and （iii） that of the verse dramatist ＂who attempts to create a dramatic character speaking in verse when he {i.e. the author} is saying.., only what he can say within the limits of one imaginary character addressing another imaginary character＂ yet adding ＂some bit of himself that the author gives to a character may be the germ from which that character starts＂ （Eliot, 1957, pp. 38, 40）. The basis of my argument is that such an act of＂giving of the self＇ as the raw material for the creation of a dramatic monologue persona as well as a character designed for the stage had been part and parcel of Eliot＇s modus operandi up to and including ＂Prufrock＂ and The Waste Land; further, that in ＂The Journey of the Magi＂ and his later commentary upon it he fmally comes out and admits the fact, and in far clearer a manner than he does when defining the Objective Correlative in his essays on Hamlet. Far from attempting to erase the sense of selfhood from his poetry, I believe that Eliot, consciously or not, ended up by demonstrating to those who worshipped the Romantics and their cult of personality just how difficult it was to express the purely subjective self in poetry.展开更多
The prevailing TOE＇s （theories of everything） do not address everything, anddo not mention consciousness that, we say, is linked to information which in turn creates all theories. We present gravity as probabilisti...The prevailing TOE＇s （theories of everything） do not address everything, anddo not mention consciousness that, we say, is linked to information which in turn creates all theories. We present gravity as probabilistic; connect quantum physics to gravity, information, consciousnessand forces of darkness in this and/or our other articles referred herein. Physics is on doldrums without explaining invisible consciousness and unexplained constants of Nature. We add our version of the language of Nature.展开更多
Learner autonomy (LA) has attracted more and more attention especially in the western world since 1970s. In recent years, a considerable number of Chinese researchers have begun to show great interest in LA. However, ...Learner autonomy (LA) has attracted more and more attention especially in the western world since 1970s. In recent years, a considerable number of Chinese researchers have begun to show great interest in LA. However, research on LA with Chinese students has not yet come to any definite conclusion about the applicability of LA in the local context. This study aims to elicit some useful information based on the investigation of Chinese students' attitudes towards LA. The questionnaire is composed of 24 statements, concerning the students' attitudes and perception towards language learning, teachers' and learners' roles, and perception of their capability in language learning. The results indicate that students show positive attitudes towards LA; they have a general desire to be involved in the language learning process and believe in the value of effort and self-discipline. The paper then, based on the results of the study, puts forward a few tentative suggestions as to how to facilitate the development of LA in Chinese pedagogical context. Teachers should transfer more power to students in classroom, and provide more room for student involvement in language teaching. Meanwhile, it is essential to raise students' awareness for Autonomous Language learning (ALL) and enhance their abilities in doing so.展开更多
文摘Although T. S. Eliot＇s ＂The Journey of the Magi＂ is a religious poem in the profoundest sense, the title of my paper is intended to give only a sly wink at Trinitarianism. My real object is to explain how Eliot contrived to manufacture a poem which, at fu＇st glance, resembles a dramatic monologue （generally understood as a poem for one voice----that of a historical/fictional/mythological character addressing a silent listener, group of listeners or reader）, yet which is slowly revealed as a lyrical monologue （for the poet＇s own voice） which yet--and this quite intentionally----contains considerably more than mere echoes of another two speakers： namely a Magus and the biblical translator and, most famously, sermon writer Archbishop Launcelot Andrewes （1555-1626） court preacher to James 1 and Charles 1 of England. I wish to show how Eliot, in writing what is ultimately confessional verse, goes out of his way to hoodwink the reader by allowing the first two of his ＂{The} Three Voices of Poetry＂ （1957） to overlap with and then incorporate the third. His own descriptions of these voices are （i） lyric, defined as ＂the poet talking to himself＂, （ii） that of the single speakerwho gives a （dramatic） monologuel ＂addressing an {imaginary} audience in an assumed voice＂ and （iii） that of the verse dramatist ＂who attempts to create a dramatic character speaking in verse when he {i.e. the author} is saying.., only what he can say within the limits of one imaginary character addressing another imaginary character＂ yet adding ＂some bit of himself that the author gives to a character may be the germ from which that character starts＂ （Eliot, 1957, pp. 38, 40）. The basis of my argument is that such an act of＂giving of the self＇ as the raw material for the creation of a dramatic monologue persona as well as a character designed for the stage had been part and parcel of Eliot＇s modus operandi up to and including ＂Prufrock＂ and The Waste Land; further, that in ＂The Journey of the Magi＂ and his later commentary upon it he fmally comes out and admits the fact, and in far clearer a manner than he does when defining the Objective Correlative in his essays on Hamlet. Far from attempting to erase the sense of selfhood from his poetry, I believe that Eliot, consciously or not, ended up by demonstrating to those who worshipped the Romantics and their cult of personality just how difficult it was to express the purely subjective self in poetry.
文摘The prevailing TOE＇s （theories of everything） do not address everything, anddo not mention consciousness that, we say, is linked to information which in turn creates all theories. We present gravity as probabilistic; connect quantum physics to gravity, information, consciousnessand forces of darkness in this and/or our other articles referred herein. Physics is on doldrums without explaining invisible consciousness and unexplained constants of Nature. We add our version of the language of Nature.
文摘Learner autonomy (LA) has attracted more and more attention especially in the western world since 1970s. In recent years, a considerable number of Chinese researchers have begun to show great interest in LA. However, research on LA with Chinese students has not yet come to any definite conclusion about the applicability of LA in the local context. This study aims to elicit some useful information based on the investigation of Chinese students' attitudes towards LA. The questionnaire is composed of 24 statements, concerning the students' attitudes and perception towards language learning, teachers' and learners' roles, and perception of their capability in language learning. The results indicate that students show positive attitudes towards LA; they have a general desire to be involved in the language learning process and believe in the value of effort and self-discipline. The paper then, based on the results of the study, puts forward a few tentative suggestions as to how to facilitate the development of LA in Chinese pedagogical context. Teachers should transfer more power to students in classroom, and provide more room for student involvement in language teaching. Meanwhile, it is essential to raise students' awareness for Autonomous Language learning (ALL) and enhance their abilities in doing so.
