Παρασκευή, 13 Ιανουαρίου 2017
Πέμπτη, 12 Ιανουαρίου 2017
Κυριακή, 8 Ιανουαρίου 2017
Πολύ αγαπημένος μου συγγραφέας ο J.M. Coetzee. Αυτές τις μέρες διαβάζω ένα εξαιρετικά ενδιαφέρον βιβλίο για αυτόν, ένα είδος λογοτεχνικής βιογραφίας του, ένα βιβλίο που παρουσιάζει τη "διαδικασία" γέννησης και δημιουργίας των έργων του Coetzee:
"Given the philosophical position with which he began, that is, the critique of Western rationality, it is clearer now why Coetzee would never completely make peace with realism, though several later novels seek to do so, as we will see. The basis of his entry into fiction was this anti-rationalism, and a revolt against what he saw as realism's unadventurous epistemology. But the sudden interest in parody in Dusklands, which made sense politically and philosophically in 1970, would have had the effect of imploding some of his own long-held assumptions about the novel as a form, which, as he saw it, was an invention of the realist tradition that ran from Defoe through Flaubert, Henry James and on to Ford Madox Ford.
Joyce, too, was a writer of realism to Coetzee at this stage, a psychological realism that sets about building a credible representation of consciousness, though with a mythic undercarriage borrowed from Homer. All this helps to explain why Dusklands is such a formally peculiar work. Coetzee was actually in rebellion against himself. He wanted to write, but how could he, when his support structures were collapsing?"
D. Attwell, "J.M. Coetzee and the Life of Writing", Oxford University Press, 2015, p. 62-63.
Οι φωτογραφίες είναι από έκθεση παιδικών σχεδίων στο Μουσείο Κυκλαδικής Τέχνης
Τρίτη, 3 Ιανουαρίου 2017
Οι φωτογραφίες είναι δικές μου, από την καταπληκτική έκθεση που ξεκίνησε πριν λίγες μέρες στο Μουσείο Κυκλαδικής Τέχνης.
Το κείμενο είναι από το βιβλίο της Mitra Sharafi, "Law and Identity in Colonial South Asia. Parsi Legal Culture, 1771-1947", Cambridge University Press, 2014, p. 16-17.
"Zoroastrianism was the state religion of three dynasties that ruled over the ancient Persian empire: the Achaemenids (550-330 BCE), the Atsacids or Parthians (247 BCE-224 CE) and the Sasanians (224-651 CE). Between the first and second dynasties came conquest by Alexander of Macedon, known among Zoroastrians as Alexander the Destroyer, around 330 BCE. In the seventh century CE, the spread of Islam through Asia ended Sasanian rule. Arab Muslim invaders took advantage of in-fighting within the Persian Empire and effectively defeated the Sasanians during the period between 628 and 642 CE.
A huge part of the corpus of Zoroastrian scriptures - as much as 75 percent of Avestan texts - was lost or destroyed following the two invasions of Alexander and the Muslims. In the tenth century, a group of Zoroastrians migrated from Persia to western India. Others followed, particularly in the thirteenth and fourteenth centuries, during the late Abbasid rulers' persecution of Zoroastrians and the Mongol invasions of Persia. The movement of Zoroastrians to India was roughly coeval with the growing conversion of Persians to Islam, a gradual process that took place over centuries.
By the fourteenth century, Islam had become the dominant religion in Persia. In the Parsi tradition, the migration to India was a flight from religious persecution. According to archaeological evidence, there had been trade between Persia and Gujarat for centuries before. Zoroastrians may have come to western India in part because they were already familiar with the region through earlier commerce."
Σάββατο, 31 Δεκεμβρίου 2016
Παρασκευή, 23 Δεκεμβρίου 2016
Πέμπτη, 22 Δεκεμβρίου 2016
"Authentic teaching is a vocation. It is a calling"
"To teach seriously is to lay hands on what is most vital in a human being. It is to seek access to the quick and the innermost of a child's or an adult's integrity. A Master, invades, he breaks open, he can lay waste in order to cleanse and to rebuild. Poor teaching, pedagogic routine, a style of instruction which is, consciously or not, cynical in its merely utilitarian aims, are ruinous. They tear up hope by its roots."
"Bad teaching is, almost literally, murderous and, metaphorically, a sin. It diminishes the student, it reduces to gray inanity the subject being presented. It drips into the child's or the adult's sensibility that most corrosive of acids, boredom, the marsh gas of ennui. Millions have had mathematics, poetry, logical thinking, killed for them by dead teaching, by the perhaps subconsciously vengeful mediocrity of frustrated pedagogues. Molière's vignettes are implacable."
Από το εκπληκτικό βιβλίο του George Steiner, "Lessons of the Masters. The Charles Eliot Norton Lectures 2001-2002", σ. 16 & 18.
Τα έργα στις φωτογραφίες είναι των Γύζη, El Greco, Rubens - ανήκουν στη Λεβέντειο Πινακοθήκη, στη Λευκωσία