Flipped Learning: Derrida and Deconstruction
Flipped learning is like flipping the script on how we usually do things in the classroom. Instead of teachers giving lectures during class time, they provide materials like videos or readings for students to go through before coming to class. This way, students can learn at their own pace and come prepared with questions and ideas.
Then, when students come to class, it's all about getting hands-on and interactive. They might work together in groups, discuss ideas, solve problems, or do experiments. The teacher is there to guide them, answer questions, and help out where needed.
What's cool about flipped learning is that it puts students in the driver's seat of their own learning journey. They're not just sitting and listening; they're actively engaging with the material, thinking critically, and collaborating with their peers.
Plus, flipped learning is super flexible. Students can review the materials as many times as they need to really understand them, and teachers can tailor activities to suit different learning styles and needs.
Oh, and technology? It's a big part of flipped learning, but it's not just about watching videos. Teachers might use all sorts of tech tools to make learning fun and engaging, like interactive games, online discussions, or virtual simulations.
Overall, flipped learning is all about making learning more hands-on, interactive, and personalized.
Video 1: Defining Deconstruction: After watching this video, ponder and write a brief note on:
1. Defining Deconstruction
1.1. Why is it difficult to define Deconstruction?
Derrida questions whether it is possible to define any concept rigorously and permanently, including deconstruction.He argues that, like all philosophical terms, deconstruction cannot be definitively defined because it constantly evolves and resists fixed meanings.The demand for clear-cut definitions by students and scholars clashes with Derrida's view that philosophical concepts are inherently fluid and open-ended.
1.2. Is Deconstruction a negative term?
Deconstruction is not a negative term because it is not about destruction for its own sake.
Derrida sees deconstruction as an inquiry into the conditions that support and limit philosophical and intellectual systems.It seeks to understand the foundations and limitations of these systems, making it a transformative activity rather than a purely destructive one.
1.3. How does Deconstruction happen on its own?
Deconstruction happens on its own because the conditions that produce a philosophical system also inherently limit and challenge it.
Derrida argues that the same conditions that establish distinctions or binary oppositions within a system also lead to their undoing.
The term "différance" (differing and deferring) captures this process, indicating that meaning is always postponed and differentiated, leading to the continual evolution and self-deconstruction of concepts.
Video 2: Heidegger and Derrida: After watching this video ponder and write a brief note on:
2. Heideggar and Derrida
2.1. The influence of Heidegger on Derrida
Heidegger had a significant influence on Derrida's philosophical development. Derrida acknowledges Heidegger as one of the key thinkers, alongside Freud and Nietzsche, who shaped his ideas. Heidegger's concept of "destruction," translated into French as "deconstruction," is central to Derrida's work.
Heidegger's philosophy delves into the "question of being" — essentially, exploring what it means to exist. He criticized Western philosophy for neglecting this fundamental question, focusing instead on entities (things that exist) without questioning the nature of their existence. In his seminal work "Being and Time," Heidegger aimed to transform Western thought by rethinking how we understand existence.
Derrida continues this project by extending Heidegger's ideas. Heidegger's approach to language, asserting that "language speaks, not man," resonated with Derrida. This means that meaning is produced by language itself, not by individual speakers. Derrida builds on this by arguing that language displaces man from the center of philosophy, challenging the traditional Western emphasis on human-centered meaning.
2.2. Derridean rethinking of the foundations of Western philosophy
Derrida's rethinking of Western philosophy involves a radical critique and transformation of its foundational concepts. He argues that Western philosophy is built on binary oppositions (e.g., presence/absence, speech/writing) and that these oppositions are inherently unstable.
One of Derrida's critical points is the concept of "différance," which plays on the dual meaning of the French word "différer" — to defer and to differ. This term encapsulates the idea that meaning is always deferred (postponed) and differentiated, never fully present or fixed. This challenges the traditional philosophical quest for absolute, final meanings.
Derrida also critiques the Western prioritization of speech over writing, known as "phono-centrism." He argues that writing has been unfairly marginalized and should be recognized as equally significant in producing meaning. This critique extends to what he calls the "metaphysics of presence," the tendency to privilege presence (in speech, presence in the moment) as the source of meaning.
By deconstructing these assumptions, Derrida aims to show that the structures of Western philosophy are not as stable and coherent as they appear. He seeks to reveal the inherent contradictions and instabilities within philosophical systems, advocating for a more fluid and dynamic understanding of concepts. This rethinking encourages an openness to multiple interpretations and meanings, reflecting the complexity and ambiguity of human experience.
Video 3: Saussure and Derrida: After watching this video, ponder and write a brief note on:
3. Saussure and Derrida
3.1. Ferdinand de Saussureian concept of language (that meaning is arbitrary, relational, constitutive)
Ferdinand de Saussure, a key figure in linguistics, introduced the idea that the relationship between words (signifiers) and their meanings (signifieds) is arbitrary. This means that there is no natural or inherent connection between a word and what it represents. For example, the word "sister" doesn't have a natural link to the concept of a female sibling; it's just a convention agreed upon by society. Saussure also emphasized that meaning is relational — words derive their meaning from their differences and relationships with other words, not from any intrinsic quality. This makes meaning constitutive, built on a network of social agreements and differences rather than fixed associations.
3.2. How Derrida deconstructs the idea of arbitrariness?
Derrida takes Saussure's concept further by arguing that the meaning of a word is not just arbitrary but also never fully fixed or stable. He suggests that the meaning of a word is always deferred — it's constantly shifting and depends on other words for its definition. When you look up a word in a dictionary, you find other words that define it, and those words need further definitions, creating an endless chain. This idea is encapsulated in Derrida's concept of "différance," which means that meaning is always in the process of becoming, never fully present or complete. Thus, the quest for a final, absolute meaning is futile because meaning is always relational and postponed.
3.3. Concept of metaphysics of presence
The "metaphysics of presence" is a philosophical idea that Derrida critiques, which comes from Heidegger's influence. It refers to the tendency in Western philosophy to privilege presence — the idea that something must be present, tangible, or immediate to be real or meaningful. For instance, in language, we often equate being or existence with presence (e.g., using "is" to denote existence). Derrida argues that this focus on presence neglects the significance of absence, deferral, and the relational nature of meaning. He shows that our understanding of concepts like being, identity, and meaning is built on binary oppositions (presence/absence, speech/writing) that are unstable and interdependent. By deconstructing these binaries, Derrida reveals the inherent instability and complexity within Western thought, challenging the notion that meaning or truth can ever be fully present or fixed
Video 4: DifferAnce: After watching this video, ponder and write a brief note on:
4. DifferAnce
4.1. Derridean concept of DifferAnce
Derrida’s concept of "différance" is central to his philosophy and is intentionally complex. It combines two French verbs: "différer" (to differ) and "déférer" (to defer). Derrida introduces this term to highlight that meaning in language is not fixed but constantly in flux. Meaning is always derived from the differences between words, and these differences are never fully resolved. Therefore, "différance" captures the idea that meaning is both different and deferred — it is always postponed and never fully present or complete. This means that understanding a word or a concept involves an ongoing process of interpretation and re-interpretation, rather than arriving at a final, absolute meaning.
4.2. Infinite play of meaning
Derrida suggests that meaning is an "infinite play of signifiers." This means that when we try to understand a word, we are led to other words, which in turn lead to other words, creating an endless chain of references. For example, when you look up a word in a dictionary, you find other words that define it, and those words need further definitions, leading you into an infinite loop of meaning. There is no final, absolute meaning; instead, meaning is always in motion, always being deferred to other signifiers. This constant deferral and difference prevent any word or concept from having a fixed, stable meaning.
4.3. DIfferAnce = to differ + to defer
The term "différance" cleverly combines two related processes:
To Differ: This aspect emphasizes that meaning arises from the differences between words. For instance, we understand the meaning of "cat" in part because it is different from "dog," "rat," or "bat." Each word’s meaning is shaped by its difference from others.
To Defer: This aspect highlights that meaning is always deferred, or postponed. When we seek the meaning of a word, we are led to other words, which then lead to more words, creating an ongoing chain where the final meaning is always out of reach.
Derrida's idea of "différance" shows that meaning is never stable or complete but is always in a state of flux, shaped by both differences and deferrals. This challenges the traditional notion that words have fixed meanings and emphasizes the fluid, dynamic nature of language and interpretation.
Video 5: Structure, Sign and Play: After watching this video ponder and write a brief note on:
5. Structure, Sign and Play
5.1. Structure, Sign and Play in the Discourse of the Human Sciences
"Structure, Sign, and Play in the Discourse of the Human Sciences" is a pivotal essay by Jacques Derrida, presented at a conference in 1966, marking the beginning of deconstruction and the transition from structuralism to post-structuralism. In this essay, Derrida critiques structuralism, highlighting its inherent contradictions. While structuralism aims to critique metaphysics and science, it paradoxically relies on the same assumptions it seeks to challenge. Derrida argues that structures are not as stable or fixed as structuralists claim; instead, the meanings of signs within any given structure are always subject to change and reinterpretation. This inherent instability is a key point in Derrida's thought. He introduces deconstruction as a method for analyzing and understanding texts, which involves questioning and dismantling the assumptions and binary oppositions that underpin structures. By doing so, deconstruction reveals the inherent inconsistencies and ambiguities within these structures, demonstrating that they are not as solid or immutable as they might appear.
5.2. Explain: "Language bears within itself the necessity of its own critique."
The phrase "Language bears within itself the necessity of its own critique" suggests that language, by its very nature, contains elements that invite questioning and criticism. Language is a tool used for communication and expressing ideas, but it is not perfect; it has built-in assumptions and limitations. These imperfections and ambiguities mean that language naturally contains aspects that can be questioned or criticized. When we use language, we are not only conveying meaning but also exposing the underlying assumptions and potential flaws in our expressions. This necessity for critique means that every time we analyze or discuss something using language, we are also, consciously or unconsciously, questioning and testing the limits and accuracy of that language. Derrida's point is that language is not just a means of communication but also a subject of scrutiny. It carries within itself the seeds of its own questioning and critique, making it a dynamic and ever-evolving tool. As we use language to critique and understand the world, we also engage in an ongoing process of examining and refining the language itself, ensuring that our understanding remains flexible and open to new interpretations.
Video 6: Yale School: After watching this video, ponder and write a brief note on:
6. Yale School
6.1. The Yale School: the hub of the practitioners of Deconstruction in the literary theories
Yale University played a crucial role in spreading Derrida's ideas in America, transitioning deconstruction from European philosophy to American literary criticism. This shift made Yale a significant and controversial center for deconstruction. Influential figures such as Paul de Man, J. Hillis Miller, Harold Bloom, and Geoffrey Hartman, collectively known as the "Yale hermeneutic Mafia," were instrumental in popularizing and establishing deconstruction in the literary world.
6.2. The characteristics of the Yale School of Deconstruction
The Yale School's approach to deconstruction can be characterized by several key features
The Yale School emphasized that literature is a construct of language, rich in figurative elements. They argued that language is an unreliable tool for communication, leading to multiple interpretations. This is evident in the way figurative language creates ambiguity, as seen in metaphors and idiomatic expressions.
Critique of Aesthetic and SociolThe Yale critics questioned both aesthetic (formalist) and sociological approaches to literature. They contended that language does not transparently reflect society, as its figurative nature complicates interpretation. According to their view, aesthetic pleasure and social understanding are illusions created by language.
Focus on The Yale School reinterpreted Romantic texts, challenging conventional readings. They emphasized the importance of allegory over metaphor in Romantic poetry, highlighting the complexity and multiplicity of meanings in Romantic literature. This focus on Romanticism demonstrated the Yale School's commitment to exploring the diverse and often contradictory interpretations of literary texts.
Video 7: Other Schools and Deconstruction: After watching this video ponder, and write a brief note on:
7. Other Schools and Deconstruction
7.1.How other schools like New Historicism, Cultural Materialism, Feminism, Marxism and Postcolonial theorists used Deconstruction?
New Historicism uses deconstruction to explore the reciprocal relationship between texts and their historical contexts, recognizing that texts are shaped by history and history is understood through texts. Cultural Materialism adopts Derrida's ideas to emphasize the materiality of language and reveal hidden ideological agendas. Feminism and Gender Theory leverage deconstruction to challenge and subvert patriarchal binaries, particularly between male and female, providing tools to undermine patriarchal discourses. Marxism employs deconstruction to analyze the power dynamics and economic structures within texts, uncovering underlying social relations. Post-Colonial Studies utilize deconstruction to dismantle the colonizer's discourse from within, exposing the ideological assumptions behind colonial narratives and helping to reinterpret master narratives imposed by colonizers.
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