Short Stories by R. K. Narayan

Short Stories by R. K. Narayan 

In this blog, we shall explore two short stories by R. K. Narayan - "The Astrologer's Day" and "Crime and Punishment". This blog is a thinking activity assigned by Megha ma'am. 

Rasipuram Krishnaswami Iyer Narayanswami or R. K. Narayan was one of the finest Indian Author. His works are typically set in the fictional town of Malgudi. Through his works he gives a portrait of human relationships and life of old India. His writing is graceful with humor and simplicity. Some of his most beloved books are - "Swami and Friends", "The English Teacher", "The Bachelor of Arts", "The Guide", "The Man-Eater of Malgudi", and many other works. 

(Brittanica)

Do you realise how few ever really understand how fortunate they are in their circumstances? - R. K. Narayan

The Astrologer's Day 

This story is about a man who pretends to be an astrologer. The story begins with description of the market where he sets up his booth and a description of what he looks like. We find out that he does not possess any psychic abilities and used his power of observations to fool his clients. One day he meets a man and sees in him potential customer. He convinces him to sit down and have his fortune told. The man is Guru Nayak who bets him that if he is incorrect in his answers, he’ll have to give him back his money with interest. 

Surprisingly, the astrologer reveals correctly that he was stabbed. He informs Guru Nayak that the man he’s looking for, who stabbed him is long dead and it is futile to search for him. Convinced, Guru Nayak pays his fees and left for his village. Later, we find out that The man who stabbed Guru Nayak was none other than the astrologer himself. In fear of revenge, he ran away from his hometown and settled here as astrologer. The story ends with this surprising revelation.

You can watch the short film here - 

1. How faithful is the movie to the original short story?

The short film is very well adapted. It is quite faithful to the original material and makes no drastic changes. It explores the themes of the short story in a proper manner. It fleshes out the characters that we read and delves into their psyche. It becomes an entertaining form to acquaint oneself with the story. 

2. After watching the movie, have your perception about the short story, characters or situations changed?

The short film shows the family of the astrologer And gives a glimpse of his home life. Although this does not drastically change our perception of the story, it does help us relate with the protagonist and be sympathetic towards him.

3. Do you feel ‘aesthetic delight’ while watching the movie? If yes, exactly when did it happen? If no, can you explain with reasons?

Yes, we feel aesthetic delight while watching this short film. When the astrologer feels relief after escaping Guru Nayak, we too feel happy for him. 

4. Does screening of movie help you in better understanding of the short story?

Yes, the screening of this short film helps in better understanding of the short story. The characters come alive in the video and it helps in imagining the story.

5. Was there any particular scene or moment in the story that you think was perfect?

The one scene from the short film that I really admire was how they revealed Guru Nayak's face through small matchstick's light and instant recognition felt by the Astrologer. This scene was very well shot and it generates curiosity within the viewers. We get an urge to know more about Astrologer's sudden refusal of the bet. He was ready to accept the challenge, excited even, but as soon as he saw the face of Guru Nayak, he seemed terrified. This scene becomes a turning point in the story.  

6. If you are director, what changes would you like to make in the remaking of the movie based on the short story “An Astrologer’s Day” by R.K.Narayan?

R. K. Narayan's short story "The Astrologer's Day", is a simple story that ends up surprising the readers. I would not like to make many changes in the film and make it lose it's essence. I would uphold the main vibe of the story with my remaking. I would make use of traditional music in the background to elevate the quality of the film. I would also add an epilogue, which provides a glimpse of Astrologer's life after this encounter.

Crime and Punishment 

‘Crime and Punishment’ is a short story by R. K. Narayan that follows a mischievous young boy and his teacher. The boy came from a wealthy family and he was an only child. This means that he was spoiled with affection and luxury. Moreover, his father had written a thesis on child psychology and his mother was also well educated. Hence, both of them gave a lecture to the teacher daily before he even begin his lessons. 

The story starts when this excessively pampered child makes a mistake in maths lesson and the teacher hit him in momentary anger and frustration. The teacher feels guilty at his action and the child tries to blackmail him and threatens that he’ll complain to his parents. This starts a series of mischiefs by the child. He refuses to finish his lessons and plays with his toys instead. He even makes his teacher play with the toy engine and requests him to fix it when it breaks. He makes the teacher tell him various stories. 

At last, he goes to his parents to complain about his teacher but they ask why he isn’t in the lessons instead. Now the teacher has upper hand and he can complain about the kid to his parents. However, the child’s sympathetic face melts his heart and he does not reveal any thing to the parents. The story ends on this happy note. 

The relation between teacher and student stands as a domain where supportive and effective conditions for study arise. Based on the feeling of mutual trust, respect, and free communication, this relation insists that students take an active and confident part in the learning process. For teachers who invest time in understanding the needs and interests of individual students, it is then possible to gear their guidance to the students accordingly, fostering greater academic and personal growth. Positive reinforcement, empathy, and encouragement from teachers make students develop self-esteem and resilience. This bond not only enriches the learning experience but also inspires students to reach their full potential, shaping their futures significantly.  Here we shall see a few examples of this from various books and movies. 

The relationship between Matilda and her teacher, Miss Honey, in “Matilda” by Roald Dahl is very changing and warm. Miss Honey understands the exceptional intelligence of Matilda and tries to surface it out, enticing her with the exact lacking at home. Their connection is solid, based on respect and affection; Miss Honey is a mentor and motherly figure. They find strength and comfort in each other, which forges the way towards a fresh start for both of them.

In ‘Harry Potter’ by J.K. Rowling, the relationships between Harry Potter himself and his teachers, Professor McGonagall and Professor Dumbledore, exemplify how deep an influence educators can have on their students. Professor McGonagall is strict and at the same time motherly. 

On the other hand, Dumbledore’s relationship with Harry is based on deep mutual respect and trust. He mentors and guides Harry by being very wise and supportive so that he can grow, not just as a wizard, but also as an individual. It is in these relationships that emphasise the immense role teachers can play in personal and academic development through the established trust, respect, and support of the teacher-student relationship.

The movie ‘Taare Zameen Par’ so beautifully portrays how the compassionate and understanding mentor, Ishaan’s Awasthi art teacher, Ram Shankar Nikumbh, transforms him. The little boy with dyslexia—a condition that makes it very hard for him to read and write—had found the world labelling him lazy and inattentive to studies, a label that he already possessed from his family and teachers. That all changes with the arrival of Nikumbh, who could see through Ishaan, finding manifold unique gifts and all his struggles. Instead of concentrating on his weaknesses, Nikumbh works with new teaching techniques to suit the needs of the child in order to make him find self-expression and grow as a confident person. It is for this reason that Ishaan begins to respect himself and feels at home because of the sensitive approach applied to him. In their relationship, the movie underscores the deep position of a teacher, recognising the potentials and talents of every child, thus showing that understanding and individual attention could mean all the difference in the life of a student.

As exemplified in the web series “Kota Factory,” the relationship between the protagonist Vaibhav and his mentor Jeetu Bhaiya shows how guidance and mentorship play an integral part in such highly competitive environments. Jeetu Bhaiya is a senior, very respectful guru. He realises the enormous pressure on students and supports them in the academic as well as emotional sections. This mentor-student relationship is an example of how one has to get a mentor who does more than just educate them. It shows how important such a connection can become in the life and success of a student.

A real life example of a dynamic teacher is Anne Sullivan who taught American author and disability rights advocate Helen Keller. Their relationship, inspired Sanjay Leela Bhansali to create a film exploring a similar story. This was the movie Black released in 2005. You can check out the movie review here - Black Movie Review. 

In conclusion, we find many examples in books, movies and real life aswell  of the immaculate impact teachers can have on students. 

Words - 1659

Images- 10

Videos - 1

References - 

Britannica, The Editors of Encyclopaedia. "R.K. Narayan". Encyclopedia Britannica, 21 Jun. 2024, https://www.britannica.com/biography/R-K-Narayan. Accessed 23 July 2024.

Poetry and Poststructuralism: An AI Powered Analysis

This blog is a lab activity assigned by Barad Sir, where we have to understand Deconstruction with the help of generative AI. For more information on this activity, click here - Poetry and Poststructuralism Lab Activity. The objective of this activity is to deepen our understanding of Deridda, Deconstruction and Poststructuralism through practical application using ChatGPT.

In this activity we instructed Chat GPT to generated poems. Then several documents are provided for it to study. Lastly, it is instructed to analyse and deconstruct the poems based on information provided. Here are the poems and their analysis.

Poem 1

In Punjab's fields, a hero’s tale began to rise,

With fiery heart and vision in his eyes.

Against the Raj, young Bhagat took a stand,

A fearless soul, with justice in his hand.

He spurred the youth with words both bold and bright,

To chase the dawn, and vanquish darkened night.

For freedom's cause, his spirit never ceased,

His legacy, in hearts and minds, increased.

In martyr’s death, his courage took its flight,

Eternal flame, still burning through the night.

This poem is in Heroic Couplet based on the life of Indian freedom fighter, Bhagat Singh. Chat GPT was given the passages of Peter Barry’s book, “Beginning Theory”, where he deconstructs a poem using the three step method. Then this poem was analysed and deconstructed in the same method. 

Deconstruction of the Poem in Three step Method 

 Step 1: Verbal Stage

In this stage, we identify key oppositions and hierarchical binaries within the poem:

- Hero vs. Oppressor: Bhagat Singh is depicted as a hero against the British Raj.

- Light vs. Darkness: His words and actions are associated with light and dawn, while the British rule is associated with darkness.

- Youth vs. Old Order: The young Bhagat Singh inspires the youth to challenge the established British order.

- Life vs. Death: His life and martyrdom are juxtaposed to show his continuing influence beyond death.

Step 2: Textual Stage

In this stage, we subvert these hierarchies to show the instability within the text:

- Hero vs. Oppressor: The text assumes Bhagat Singh as the unambiguous hero and the British Raj as the oppressor. However, from a deconstructive perspective, we can question what defines a "hero" and an "oppressor." Both sides could claim they are fighting for a just cause, thus destabilising this binary.

- Light vs. Darkness: The association of Bhagat Singh with light and the British with darkness is not inherent. This binary can be inverted to explore the idea that both sides believed they were bringing "light" (progress, civilization) in different ways.

- Youth vs. Old Order: The youthful rebellion against the established order can also be seen as a new form of order and control, thus blurring the distinction between the two.

- Life vs. Death: The supposed permanence of Bhagat Singh's influence ("eternal flame") suggests that death is not an end but a transformation, challenging the finality usually associated with death.

Step 3: Linguistic Stage

In this stage, we focus on the play of signifiers and how language itself contributes to multiple meanings:

- "Fiery heart" and "vision in his eyes": These phrases can be seen as metaphorical, highlighting passion and foresight. The play of these metaphors can shift meanings depending on how one interprets "fire" and "vision."

- "Against the Raj": The word "against" sets up an opposition, but it also implies a relationship. Bhagat Singh's identity is constructed in opposition to the British Raj, suggesting that without the Raj, his identity as a revolutionary might lose context.

- "Fearless soul" and "justice in his hand": These phrases combine to create an image of Bhagat Singh. However, "fearless" and "justice" are abstract concepts that can be interpreted in numerous ways. "Justice" can be subjective and vary between perspectives.

- "Chase the dawn": Dawn signifies a new beginning, but its exact nature is fluid. What does the "dawn" represent in different contexts? It could be independence, change, or something else entirely.

- "Eternal flame": This metaphor implies a never-ending legacy, but "eternal" is an ambiguous term. What does it mean for a legacy to be eternal? It can be interpreted differently across cultures and contexts.

Conclusion

The deconstructive analysis of the poem reveals the inherent instability and multiplicity of meanings within the text. By challenging the binary oppositions and exploring the play of signifiers, we can appreciate the complexity of Bhagat Singh's portrayal and the fluidity of the language used to describe his legacy.

Poem 2

In ancient times when Bharat’s tale was spun,

Two houses rose, their destinies entwined,

The Kauravas and Pandavas, begun,

A war for dharma, fate of humankind.

Fair Draupadi, in court was humiliated,

By blind ambition, vengeance took its seed,

Five brothers stood, their honor desecrated,

In righteous wrath, their souls did then proceed.

Arjuna, guided by a god’s own voice,

In chariot drawn by steeds of light, he fought,

With Krishna’s wisdom, made his fateful choice,

In dharma's path, profoundest truth he sought.

Thus, through the epic's vast and moral sea,

We learn of duty, fate, and destiny.

This poem is a Shakespearean sonnet based on Mahabharata. Here is the deconstruction of this poem in the same method as used by Catherine Belsey in her book “Poststructuralism”. 

Deconstruction of the Poem 

Primacy of the Signifier

The primacy of the signifier concept emphasises how words and phrases in the poem take precedence over their intended meanings, creating layers of interpretation.

- "Bharat’s tale": The term "Bharat" signifies not just a geographical entity but a cultural and historical narrative. This signifier carries connotations of nationalism and identity, which can vary based on the reader's perspective.

- "War for dharma": The word "dharma" is a heavily loaded signifier with multiple meanings—righteousness, duty, law. Its interpretation is not fixed and can shift depending on the cultural and contextual understanding.

Parallels and Connections

This concept explores the relationships and patterns within the text, highlighting interconnected themes and motifs.

- Two houses rose: The parallel between the Kauravas and Pandavas sets up a duality that frames the entire narrative. Their destinies are "entwined," suggesting an inextricable connection despite their opposition.

- Guided by a god’s own voice: The connection between Arjuna and Krishna parallels the mentor-mentee or divine-human relationship found in various mythological and religious contexts, emphasising the guidance and moral authority of the divine.

Associations and Differences

Here we look at how signifiers relate to and differ from each other, creating a network of meanings.

- "Fair Draupadi": The word "fair" associates beauty with justice, highlighting Draupadi’s dual role as a symbol of both physical attractiveness and moral righteousness. Her humiliation is set against this backdrop, amplifying the injustice.

- "Righteous wrath": The phrase juxtaposes anger with moral justification, suggesting that wrath can be a response to injustice. This association creates a complex moral landscape where emotions are not inherently negative or positive.

Form and Structure

Analysing the poem's form and structure reveals how it shapes and constrains meaning.

- Quatrains and Rhyming Couplets: The poem's structured form (quatrains with rhyming couplets) imposes a sense of order and predictability. This contrasts with the chaotic and morally complex content of the Mahabharata, highlighting the tension between form and content.

- Narrative Progression: The linear progression from humiliation to divine guidance simplifies the epic’s complexity into a clear narrative arc, which can be deconstructed to reveal the underlying ambiguities.

The Semiotic

This explores the deeper, often unconscious, layers of meaning and how signifiers interact with broader cultural and psychological contexts.

- Epic’s vast and moral sea: The metaphor of a "vast and moral sea" evokes the idea of an expansive, overarching narrative filled with ethical lessons. This signifier connects the specific events of the Mahabharata to universal themes of duty and destiny.

- Duty, fate, and destiny: These abstract concepts are central to the poem and the Mahabharata. They function as semiotic anchors that ground the narrative in broader philosophical and cultural discussions, but their meanings are fluid and subject to interpretation.

Conclusion

By deconstructing the poem using these concepts, we uncover the multiple layers of meaning and inherent instabilities within the text. The primacy of signifiers, the interplay of associations and differences, and the influence of form and structure all contribute to a complex, dynamic understanding of the Mahabharata. This analysis demonstrates how the poem, while appearing cohesive and unified, contains numerous ambiguities and contradictions that challenge any singular interpretation.

For further information, you can check out my prompts and chat with GPT here - Deconstructing AI poems. 

Naturalisation of socio-cultural construct 

After a discussion in class, Sir pointed out that Chat GPT just uses the terminology of Deconstruction but does not provide proper deconstructive insights. One major aspect of Deconstruction is to not naturalise what is not natural. To dig deep into this idea, Chat GPT was asked if there any naturalisation of socio-cultural construct in this poem? The answer to that was nearly perfect and you can check it out here - 

Yes, the poem naturalises several socio-cultural constructs by presenting them as timeless and universal truths. Here are a few key examples:

1. Dharma as a Universal Moral Code

- Naturalisation: The poem treats dharma as an absolute, unquestionable moral code that dictates the actions of the characters.

- Socio-Cultural Construct: Dharma is a complex, culturally specific concept rooted in Hindu philosophy and the social context of the Mahabharata. By presenting it as a universal truth, the poem naturalizes this socio-cultural construct, ignoring its contextual variations and complexities.

2. Patriarchal Honor and Humiliation

- Naturalisation: The poem describes Draupadi’s humiliation and the subsequent actions of the Pandavas as a defense of their honor, implying that male honor is a supreme value.

- Socio-Cultural Construct: Honor, particularly in patriarchal societies, is often linked to the control and protection of women. The poem naturalizes this construct by framing the Pandavas’ response as a righteous duty, without questioning the underlying patriarchal assumptions.

3. Heroism and Divine Guidance

- Naturalisation: Arjuna’s heroism, guided by Krishna, is presented as the ideal path to follow. The poem assumes that divine guidance inherently leads to righteous action.

- Socio-Cultural Construct: The concept of heroism, especially when linked to divine intervention, is deeply embedded in religious and cultural narratives. The poem naturalizes this by not questioning the complexities of divine will versus human agency.

4. War as a Means of Upholding Righteousness

- Naturalisation: The poem portrays the war as a necessary and justified means to uphold dharma and righteousness.

- Socio-Cultural Construct: The glorification of war for moral or religious purposes is a socio-cultural construct found in many historical and literary contexts. By presenting the war in the Mahabharata as inherently righteous, the poem naturalizes this construct, glossing over the ethical ambiguities and the human cost of war.

5. Fixed Gender Roles

- Naturalisation: Draupadi’s role in the poem is limited to her humiliation and the catalyst she provides for the Pandavas’ actions, reinforcing traditional gender roles.

Socio-Cultural Construct: This portrayal naturalizes the construct of women as passive figures whose value is linked to their impact on men’s actions, rather than recognizing their own agency and complexity.

Conclusion 

The poem naturalizes several socio-cultural constructs by presenting them as eternal truths rather than context-specific ideas. This includes the concept of dharma, patriarchal notions of honor, the ideal of heroism guided by divine will, the justification of war for righteousness, and traditional gender roles. By treating these constructs as natural and universal, the poem reinforces existing socio-cultural norms without questioning their validity or exploring their complexities.

To read the entire conversation click here - Naturalisation of socio-cultural construct

Words - 1986

Images - 3

References - 

Barad, Dilip. (2024). Deconstructive Analysis of Ezra Pound's 'In a Station of the Metro' and William Carlos Williams's 'The Red Wheelbarrow'. 10.13140/RG.2.2.35052.37768. 

Barad, Dilip. (2024). Poetry and Poststructuralism: An AI-Powered Analysis. 10.13140/RG.2.2.11536.42248. 

Barry, Peter (2002), Beginning Theory: An Introduction to Literary and Cultural Theory. Manchester and New York: Manchester University Press.

Belsey, Catherine. Poststructuralism: A Very Short Introduction (Very Short Introductions). OUP Oxford, 2002.

What’s in a Name?

 

This blog is a pre-thinking activity, assigned by Vaidehi ma’am, in which we have to answer a few questions. You can check out her blog here for more information - Teacher’s Blog. 

1. What is your name? What is the meaning of it?

My name is Bhumi. It means the Earth.

2. What qualities commonly linked with your name do you believe reflect your attributes? 

Qualities like Stability, Strength, Patience and Empathy are often attributed with my name. But one quality that I often try to cultivate in myself is the ability of Acceptance. Earth accepts everyone without any judgement and I try my best to do the same. 

3. Why do you think the name is important? 

Our name it’s important as it becomes a symbol of our identity. It makes communication simple and easy. Overtime it becomes an inseparable part of people’s identity and they form an emotional connection with it. 

Socrates: The father of western philosophy

Socrates: The Father of Western Philosophy

Introduction

Socrates ranked as one of the greatest philosophers during the classical period of Western philosophy. Born in the 5th century BCE, he was a resident of Athens. From contributions to ethics and epistemology to his unique methods, Socrates has been a basis on which Western philosophical thought has been built. In this blog, I shall discusses his life, contributions to philosophy, Socratic Method, his trial and death, and his enduring legacy. By examining these aspects, we can appreciate the importance of questioning and critical thinking in the pursuit of knowledge.

Early Life and Background

Socrates was born around 470 BCE in Athens, Greece, to a sculptor and a midwife. Growing up, he was very unimpressive. He did not possess the aristocratic education or manners but became noticeable within intellectual circles due to his acute questions and profound wisdom. While rather ugly, with a snub nose and bulging eyes, his mind was sharp and his wisdom profound.

His early education is not known much, but it is said that Socrates gathered knowledge while discussing with many philosophers and artisans of Athens. His living standard was also not conventional. As he lived deprived of any material opulence, so much so that he often walked barefoot. He clothed himself with tattered clothes, giving the explanation that virtue and wisdom had more value than any kind of luxury or fashionable clothes.

Philosophical Contributions

The primary focus of Socrates’ philosophical inquiries was morality and virtue. Where pre-Socratic philosophers were concerned with the natural world, Socrates was concerned with matters of human behaviour and the moral considerations arising from human life. He famously declared, “The unexamined life is not worth living,” emphasising the necessity of self-reflection and moral introspection.

Socrates believed in the whole and ultimate truth that could be achieved through self-realization of being ignorant. His famous words, “I know that I know nothing”, fully encapsulated his philosophy of intellectual humility and never-ending inquiry about the truth. This paradoxical wisdom pointed out that realising one’s limitations lay at the basis of cognition of the truth.

The Socratic Method.

At the heart of Socrates’ philosophy was the Socratic method, an argumentative approach to learning truth through questioning. The method conducted questioning in the form of dialogue, where questions by Socrates were leading to make a person think critically and show contradictions in other people’s beliefs. The idea was to break down another’s presumptions and bring them closer to more precise, more coherent views.

The steps of the Socratic method are:

1. Questioning:  Socrates states a simple question to initiate the process.

2. Elicitation: He draws responses out of them, thus encouraging his interlocutors to articulate their views.

3. Critical Examination: Socrates cross-examines the responses and points out some inconsistencies in a response.

4. Refinement: Socrates aids them, through additional questioning, to refine their understanding towards more exact conclusions.

An example is the Platonic dialogue “Euthyphro,” in which Socrates challenges Euthyphro’s perspective regarding piety. After questioning his arguments, Socrates reveals to Euthyphro and the public in general, how badly he had defined this concept by taking him to a better definition.

Legacy and Influence

The influence of Socrates extends to the boundaries of his close associates and is spread throughout Western philosophical tradition in the writings of his student Plato. Socrates himself, never published anything, but Plato composed many dialogues of Socrates, which he preserved for future generations. These constitute the major works in Western philosophy on justice, virtue, and the nature of knowledge.

The Socratic Method has been the guiding light behind modern education in general and very much in law and philosophy. The importance of these features, which comprised critical thinking, dialogue, and self-examination, remains valuable in the circumstances of contemporary teaching. The Socratic method develops independent thought and intellectual vigor by creating an environment in which students question and reason.

Trial and Death

The events that surrounded the trial of Socrates in the year 399 BCE are not only intricate but also reflect the social and political realities surrounding Athens at the time. Socrates had been accused of corrupting the youth in Athens. Meletus, Anytus, and Lycon were the accusers who presented that he was introducing new deities and giving a negative outlook on traditional Athenian views.

He defended himself in the beautiful articulated mission statement of a philosopher, recorded by Plato in “Apology”. His point was that he was inquiring for God Apollo to expose ignorance and to develop morality. As reasonable as his defense was, Socrates was, in fact convicted and sentenced to die by drinking hemlock. His respect and adherence to this sentence, rather than fleeing into exile, were another example of upholding his principles and respecting the laws of Athens. It was a sad moment in the history of philosophy when Socrates died—a moment likened to the act of sacrificial dying for truth and integrity.

Conclusion

Contribution from Socrates to philosophy cannot be measured. His passion for truth and the moral life and the development of the Socratic method continue to impact the Western thought process. His life and teaching are so influential and they teach us to question, think critically, and always remain in the pursuit of knowledge. As we now navigate this complex modern life, the Socratic method becomes one of our essential tools in forming wisdom and developing a deeper appreciation, not only of ourselves but also of the world around us.

For more information or video resources on this topic, check out this blog - Socrates: The Life and the Trial

Words - 921

Images - 5

How to Deconstruct a Text

How to Deconstruct a Text

In this blog we will see how to deconstruct a text, with example of “In a Station of the Metro” by Ezra Pound, “The Red Wheelbarrow” by William Carlos William and “Sonnet 18” by William Shakespeare. To know more about Deconstruction, check out this blog - Deconstruction. 

In a Station of the Metro 

A deconstruction of the poem “In a Station of the Metro” by Ezra Pound unravels complex layers of meaning. Before we begin the deconstruction, here is the poem:-

The apparition of these faces in the crowd:

Petals on a wet, black bough.

In this deconstruction, the attention shifts from the signified (what the words mean) to the signifier (the words themselves). In this poem, words such as “apparition,” “faces,” “crowd,” “petals,” “wet,” “black,” and “bough” have specific signification. However, the meaning resides in the relation between words, not within individual words. For instance, “faces in the crowd” is meaningful in terms of “petals on a wet, black bough”. This is how language works by differences and relations that construct meaning.

The poet creates a visual and metaphorical tie between two things that seem at first unrelated. 

Visual Parallels: The faces in the metro are compared to petals on a bough. It is such juxtaposition that imbues and brings forth deeper meaning between the urban life and the nature. 

Metaphorical Blending: It’s where the metaphor starts muddling the separation between the two worlds, implying a greater degree of corresponding relationships with each other and places a burden on the reader to look beneath only the given differences on the surface.

Deconstructionism often tries to “subvert” traditional binary oppositions, such as nature vs. civilization. The poem compares faces (civilization) with petals (nature), where it is deduced that the two realms are perhaps not different at all. The poem presents them in a parallel structure, which suggests that the boundaries between nature and civilization are fluid and interconnected.

Deconstruction also shows that texts can have various meanings, often opposed to each other. In comparing the faces to petals, it might work to evoke the transient beauty of human life and moments of fleeting connection in the urban setting. The wet, black bough may suggest permanence and stability, the petals and faces would take with them a suggestion of ephemerality. These played against each other, give the poem an exciting dynamism.

It all comes down to deconstructing “In a Station of the Metro” when facing off with traditional ideas about meaning, representation, and binary opposition that the poem relies on. This makes explicit the reader’s active role in creating meaning, and at the same time, shows in the text fluidity and multiplicity of interpretation engendered.

(Barad)

The Red Wheelbarrow 

In the deconstruction of William Carlos Williams's poem "The Red Wheelbarrow," one analyses how the text opposes traditional assumptions about language, meaning, and representation. Here is the poem - 

so much depends

upon

a red wheel

barrow

glazed with rain

water

beside the white

chickens 

In here, 'depends,' 'red,' 'wheelbarrow,' 'glazed,' 'rain,' 'water,' 'white,' and 'chickens' are signifiers. The meaning does not inhere in the individual words but emerges from their arrangement and relationship to one another.

Deconstruction introduces the concept of DifferAnce, where meaning is always deferred and not fixed. The colors 'red' and 'white,' the objects 'wheelbarrow' and 'chickens' belong to a realm of DifferAnce, the meaning of which each time it's used is derived from each different context applied, from the reader's conception of that meaning. Each word carries traces of other meanings and associations, making the poem a site of many, multiple, and shifting interpretations.

The meaning of the poem is undecidable, hanging there ambiguous. The poem can be read, as the description of a scene and metaphorically as meditation on perception and significance. It, therefore, resists at every turn any one fixed reading. The simplicity of the language goes in an opposite proportion to the complexity that it could take in meaning, therefore making it an invitation to multiple readings and interpretations.

Deconstruction aims at undermining traditional binary oppositions. The poem blurs the distinction between what is important and what is trivial by suggesting that 'so much depends' upon what appears to be an everyday, mundane object—a wheelbarrow. The juxtaposition of the natural (rain, chickens) and the man-made (wheelbarrow) challenges the rigid separation between these realms, suggesting a more fluid relationship.

Deconstruction explores the relationship between absence and presence in a text. At no time is the context in which the wheelbarrow and chickens are put described, it is only implied. This lack of something makes a reader complete on their own some sections of the text and stresses the meaning developed through what is here and what is not here. This style leaves a lot unsaid, and readers are led to think about what was left out of the poem as it could be significant.

That is to say, deconstructing 'The Red Wheelbarrow' takes you through how the poem challenges conventional supposition concerning language, meaning, and representation. It accents fluidity and multiplicity of interpretation, the role of the reader in that process, and, lastly, interconnectedness among texts. That's how its form, structure, and minimalist writing mode bring out its elusive shifting meanings.

(Barad)

Sonnet 18 

Before we begin the deconstruction of Shakespeare’s Sonnet 18, here is the original poem - 

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date;

Sometime too hot the eye of heaven shines,

And often is his gold complexion dimm'd;

And every fair from fair sometime declines,

By chance or nature’s changing course untrimm'd;

But thy eternal summer shall not fade,

Nor lose possession of that fair thou ow’st;

Nor shall death brag thou wander’st in his shade,

When in eternal lines to time thou grow’st:

   So long as men can breathe or eyes can see,

So long lives this, and this gives life to thee.

‘Summer,’ ‘temperate,’ ‘rough winds,’ ‘decline,’ ‘change course,’ ‘fade’ are the signifiers that provoke various associations. The meaning of these associations is derived from the relative relationship these words have with other words. Meaning, therefore, depends not on a singular articulation but on a cluster of articulations. The words do not have definite meanings but are ascribed with respect to their play within the poem. For instance, “summer” inter-textually derives meaning from the beloved and the concept of temporality. The poem is thus ambiguous in itself. 

The poem can yield two readings-literally as a comparison with the beloved to a summer’s day and metaphorically as a dramatization of power play. It, therefore, shies away from univocal interpretation. The poem can be read differently, and any of them only discloses different shades of the text. 

Deconstructionism puts forward the idea of differAnce: meaning always deferred, never fixed. Here, words such as “eternal” and “fade” are in a state of differAnce; their meaning changes with context and the reader’s interpretation of them. The beloved’s beauty is eternal, yet at the same time, that eternity depends on this poem. Each of its words represents a trace of other meanings and associations, so the poem is a site of countless interpretations in flux. 

The poem sets up a binary opposition between nature (summer) and art (the poem). It appears to place the beloved above nature in that they are eternalised through the poem. But all is undone by the fact that the immortality of the beloved depends on the poem, and so, in different ways, both nature and art are passing. 

Deconstruction investigates the dynamics between absence and presence in the text. The fact of the beloved’s actual physical presence in the poem is absent; instead, their beauty and immortality are constructed through the poem’s language.  Thus, in this line, the word “when” simply means that immortality for the beloved can come about only if and when it can be retained in the poem. This again brings out the notion of the beloved not being intrinsically immortal and needing the poem’s existence to remain so. 

In other words, deconstructing Sonnet 18 implies investigating how this text rocks and shakes traditional assumptions about language, meaning, and representation. It is essential for its fluidity and multiplicity of meaning, the active role that the reader plays in constructing meanings, and the intertextual connections that the texts make among themselves. In its complexity and transience, the structure, form, and conditionality of language in the poem emphasise that beauty and immortality are not stable things.

For better understating of Deconstruction of Sonnet 18, check out this Ted-ed lesson:- 

Deconstructive Reading of Sonnet 18 

For more information on how to deconstruct a text, you can check out this video:- 

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Images - 4

Videos - 1

References - 

Barad, Dilip. (2024). Deconstructive Analysis of Ezra Pound's 'In a Station of the Metro' and William Carlos Williams's 'The Red Wheelbarrow'. 10.13140/RG.2.2.35052.37768.