English 1201 midterm

  1. Middle brow
    Devin Friedman

    Liking something average is middle brow

    liking middlebrow points out that you are not as unique as you want to think  

    Overall go for stuff that makes you happy
  2. I
    would gladly sit listening to Sting while I consume a three-pound fajita
    burrito at Chipotle wearing a J.Crew suit and reading Jonathan Franzen with Friday Night Lights on in the background.
    These are all things that make me happy to consume. And they are all
    Middle brow friedman

    • This
    • quote is showing that the author does in fact enjoy things that are middlebrow.
    • The author does these things because they make him happy this quote is saying
    • that although you can do stuff that is highbrow or low brow you would be much
    • happier if you just did what you want even if it meant bring middlebrow

    The high middlebrow
    is middlebrow product for folks who say they hate the middlebrow. Which they
    probably don’t.
    devin friedman middlebrow

    • This
    • quote is saying people who like middlebrow will pretend they don’t and like
    • something they believe to be unique. Since a lot of people do the same thing
    • this turns into the high middlebrow. The reason these people like high
    • middlebrow is because they don’t want to be perceived as boring.
  4. On liberal and vocational studies

    • Liberal arts aren't necessary for the real world
    • no respect for studies whose end is making money
    • Pursuit of wisdom is the only form of study
    • Liberal studies cant answer questions about your soul
    • learn only what you need
    • school doesn't teach you to be happy
  5. Banking concept
    • Rather then focusing on learning you are learning info to spit out and not remember later
    • no one teaches another nor is anyone self taught
    • rather than dumping information onto the student they have to be able to have a dialogue on it
    • education is boring and predictable
    • memorization and repetition are the worst ways to learn
    • teachers think all students are ignorant but the teachers should put themselves on the same level
    • teachers should be educated and educating
    • problem posing education instead
  6. the
    scope of action allowed to the students extends only as far as receiving,
    filing, and storing the deposits”
    • narration
    • (with the teacher as narrator) leads the students to memorize mechanically the
    • narrated content. Worse yet, it turns them into “containers,” into
    • “receptacles”to be “filled” by the teacher. The more completely she fills the
    • receptacles, the better a teacher she is. The more meekly the receptacles
    • permit themselves to be filled, the better students are. (Freire 4)
  7. No
    one teaches another, nor is anyone self-taught.”
  8. To teachers
    • Tagore
    • kids are exposed to nature but in school they are removed from it
    • tagore created an ideal school where students are allowed to do what they please and go outside
    • students are expressing themselves they are just learning meaningless information

    • He started his own
    • university

    • Wanted kids to learn
    • from nature and from each other

    • Children are best
    • learners because they're young and their minds are open

    • Children don’t
    • ignore their natural gifts

    • Kids are curious and
    • they want to learn

    Classes are outside

    • Invite artists for
    • the kids to watch if the kids want to

    • Mix cultures for mix
    • of ideas

    • You go to class
    • until you feel you learned enough then you can stop going
  9. P 42. The child…learned by.
    P43 Education must enable…national prejudices
    • Tagore writes that children have sensible minds to the world around
    • them. Children are exposed to a lifeless and colorless world during
    • their education. In school, children are removed from nature, and only
    • see abstract lessons and misses their natural ideas. Children are not
    • learning when their minds are oppressed by adults who suppress your
    • natural gifts.
    • Tagore creates his idea of an ideal school where the students are
    • free. They come and go as they please and have class outside. The
    • students’ minds are free to engage in whatever subject they find as
    • meaningful. He says this is good because it makes students have a
    • passion for education, an education that does not trap their natural
    • thinking, but connects their nature to their education and to each
    • other.
  10. This is water
    • Wallace

    • Most obvious realities are
    • the hardest to speak about
    • Liberal arts should teach
    • student how to think
    • Two of different religions
    • one believes they survived out of luck the other believes it was god - tow
    • people
    • Wallace says they should
    • judge people bc they could have also had a bad day
    • Different perspectives show
    • there are numerous ways to analyze a situation
    • Awareness of the important
    • things in life
    • Quote - religious dogmatic
    • closed mindedness where prisoner doesn't vent knee they are locked up- by
    • shutting out other people opinions does allow them to learn other things
    • Wallace explains how people
    • should free their minds
    • Real value of a real
    • education has stuff to do with simple awareness- education isn't about
    • knowledge of classroom it is also about your experiences outside
    • Fish story water was right in
    • front to them , we should be aware of our surrounding s and use our
    • experiences

    • Wallace
    • begins with a story involving two fish who go for a swim and one looks at the
    • other asking “what the hell is water?”. The point of the fish story is that the
    • most obvious, and important realities are the ones hardest to see and talk
    • about. Wallace then mentions how he is supposed to talk about the liberal arts
    • but he ends up going in a completely different direction. He believes that
    • liberal arts educations is not about filling up the student but teaching the
    • student how to think. He then brings up another story about two men in a bar in
    • Alaska. They are of different religions and they are stuck in the middle of a
    • terrible blizzard, two of them pray to God and one is an atheist who believed
    • they survived because of luck. He analyzes it in the light that the exact same
    • experience can be interpreted completely different by different people based on
    • their beliefs. Wallace then moves to another example about someone driving home
    • late from work and in a bad mood. This person then judges the moves of everyone
    • else on the highway, but Wallace says that they shouldn’t because they don’t
    • know how their day was going either. They could have had just as bad of a day
    • as the other person. There are totally different ways to think about situations
    • like that one. He gives examples of different perspectives that could be used
    • to analyze his examples situation. He used all of these examples because in
    • every situation there are numerous ways to analyze each outcome depending on
    • their independent outlook.  Wallace believes that the value of a good
    • education has nothing to do with the knowledge that is gained but everything to
    • do with the experience and awareness. Awareness of the important things in life
    • that are so essential but are right in front of you. Just like water.

    -different interpretations of education

    -keep an open mind

    • -construct meaning
    • from experience

    • -be able to apply
    • knowledge to other situations

    • -education teaches
    • you about yourself
  11. “It is about the
    real value of a real education, which has almost nothing to do with knowledge,
    and everything to do with simple awareness; awareness of what is so real and
    essential, so hidden in plain sight all around us, all the time.”
    • Wallace
    • is saying that no matter what education you receive; the value will all be the
    • same. But an education isn’t about the knowledge but it’s about the experience
    • and the awareness. This quote was used to explain the authors purpose for
    • writing about what is water. Water is so simple and it is right in front of us
    • and essential to life

    “But religious
    dogmatists' problem is exactly the same as the story's unbeliever: blind
    certainty, a close-mindedness that amounts to an imprisonment so total that the
    prisoner doesn't even know he's locked up.”
    Wallace this is water

    • The argument that
    • Wallace tries to make argues how one can be so close-minded that they don’t
    • realize how their own thoughts are being “locked up” within itself. Wallace
    • attempts in getting the reader to realize how being close-minded can not only
    • shut out other people’s opinions but it can also prevent them from learning new
    • things that can make an impact on their mindset. The general subject that
    • Wallace tries to appeal to is a reader’s thoughts and beliefs. It definitely
    • does mean something being that when one has their own opinion, they usually
    • refuse other peoples’ ways of thinking but sometimes that is not always the
    • case.
  13. Sight into insight

    • First safe surgery that
    • allows people to see for the first time
    • Once patients gained ability
    • to see everything changed
    • For people who don’t
    • understand the meaning behind objects
    • People find it overwhelming
    • to see they aren't invisible to tethers
    • They revert back to their old
    • ways
    • Many newly sighted people
    • teach us how dull our vision is
    • People who see a hand for a
    • first time it is so much more to them
    • I couldn’t impeach a peach-
    • once you learn an object you only see it on way - when you see things for
    • the first time it is interesting
    • Had them paint - if you see
    • how someone sees something for the first time it can help remove you
  14. "...maybe we all could see color-patches too, the world unraveled from reason..."
    • Dillard
    • She
    • concludes with projecting an idea to give the newly sighted people
    • paints and brushes to depict what the see and how they see it for the
    • first time.
  15. "For
    the newly sighted, vision is pure sensation unencumbered by
    • Dillard
    • What
    • she means by this is that for people who don't understand the meaning
    • behind objects, they see the world in a more creative and
    • open minded point of view than those who
    • have broken everything down to a definition.
  16. "On the other hand, many newly sighted people speak well of the world, and teach us how dull our own vision is."
    • dillard
    • She
    • uses the example of a human hand which to us is not special, but to a young boy
    • who has just seen for the first time it is something so much more.
  17. "Form
    is condemned to an eternal danse macabre with meaning: I couldn't
    un-peach the peaches. Nor can I remember ever having seen without
    under-standing; the color-patches of infancy are lost."
    • Dillard
    • What
    • she means by this is that once we learn an object we only see the object as we
    • were originally taught.  As a child when we are
    • seeing things for the first time they are exciting and
    • interesting, however once you are grown you only see the moon as the moon and
    • nothing else
  18. "...maybe we all could see color-patches too, the world unraveled from reason..."
    • Dillard
    • She
    • concludes with projecting an idea to give the newly sighted people
    • paints and brushes to depict what the see and how they see it for the
    • first time.
  19. Real genius

    • Advancement theory
    • Way of interpreting artistic
    • ventures
    • Defines advanced artist as
    • true genius
    • Bad art only bc consumers
    • aren't as advanced as they artist
    • The advancement theory an
    • overt artist can appear to be advance debut are actually the opposite
    • The key to advancement is
    • that the advanced artist don’t do what is expected of them and also don’t
    • do the opposite of that
    • They have to think outside
    • the box
    • The founders of the theory
    • enforce strict criteria
    • Hard for a women to be an
    • advanced artist
  20. “The
    key to Advancement is that Advanced artists a) do not do what is expected of
    them but also b) do not do the opposite of what is expected of them. If an
    artist does the direct opposite of what is anticipated, he is classified as
    • Klosterman
    • The
    • bottom line is this: When a genius does something that appears idiotic, it does
    • not necessarily mean he suddenly sucks. What it might mean is that he’s doing
    • something you cannot understand, because he has Advanced beyond you.”
    • This is confusing and could be condescending because an advanced artist might make you look dumb because you aren’t smart enough to understand their work. Also very ironic, even though it specifically said the theory is not based on irony.
  21. Good art

    • What makes art good
    • Art is only good bc many
    • people believe it is
    • People only think its special
    • bc other people do
    • People are influenced
    • They did a study with teens
    • listening to unheard artist
    • The experiment show much
    • chance is involved
    • It's hard to make things of
    • poor quality succeed- it’s a matter of chance
    • Only bare minimum of standard
    • must be met then it's up to chance.
  22. What is art
    • Tolstoy
    • People claim that art is good when it is incomprehensible to the masses, but this notion is wrong. In order for art to be good, it should be understood by everyone and not just a select few who claim to be able to understand it.
  23. "The
    assertion that art may be good art and at the same time incomprehensible to a
    great number of people is extremely unjust, and its consequences are ruinous to
    art itself; but at the same time it is so common and has so eaten into our
    conceptions that it is impossible sufficiently to elucidate all the absurdity
    of it."
    • Tolstoy
    • Although it is accepted that art is good even though it does not make sense to the masses, this should not be true because the thing that should make art good is the fact that people like it. By classifying art as good when only a select few "understand" it hurts the art because less people will respect it by making it seem elitist.
  24. But
    it turns out that there is no such knowledge, that the works cannot be
    explained, and that those who say the majority do not understand good works of
    art still do not explain those works but only tell us that, in order to
    understand them, one must read, and see, and hear these same works over and
    over again. But this is not to explain; it is only to habituate!"

    • When they say
    • only a select few understand the piece, this is not true because even they
    • do not understand it, which is evident through the fact that they
    • themselves cannot explain it.
  25. "Art
    is differentiated from activity of the understanding, which demands preparation
    and a certain sequence of knowledge"
    • In order to
    • understand the art in the proper fashion, you do not need to understand
    • the art, but rather the emotions it invokes.
    • This is why art
    • that is confusing to the masses is not good art, because you cannot
    • understand the emotions behind it.
    • Even the select
    • few that claim to know what the art means cannot explain it, but rather
    • tell you to habituate yourself with similar pieces of art as to become
    • used to it.
Card Set
English 1201 midterm