1. INTRODUCTION If we see our passage on earth as a theatrical play, what snapshots of our experiences would we wish to share with our contemporaries? At the core of this class is the desire to go deep within ourselves and explore how we can artistically and critically materialize the intimate relationship between our body/mind and the arts. Some of the situated questions we will raise are, for example: What aesthetic principles underlie and inform our practices? How do we see the boundaries between
first spurned my moral foundation of today and then, built being on this ship between good and evil. It is a dull ship to ride because it is my own path. An endless path sprinkled with many possibilities and different! It only was the beginning, the path that was manifested got much further as my years flew by. Most importantly, it wasn’t really about trying to swim and jump between good/evil while on this ride to wherever. I knew once my well-being got settled down to figure out my career in life
A critical study has been carried out in the earlier chapters to explore Flannery O'Connor's fictional works with respect to the study of human relationships and the nuances of the truth-seeking concerns exemplifying interesting realities. The study recorded in this thesis illustrates that there is a repetition of retreat patterns in human relationships on the canvas of the familial, societal and spiritual altitudes. In O’Connor’s fiction, human relationships are understood to be perverted and strange
have access to education. Ancient Indian education was in the hands of Brahmins who inculcated for thousands of years a sense of spirituality and religious values. The primary aim of education was to instill into the minds of pupils a spirit of being pious and religious for the glory of God. The pursuit of knowledge was a pursuit of religious values. Terms such as knowledge, awakening, humility, modesty, etc were often used to characterize education in Vedic period. Education was regarded as the source