Young Goodman Brown - 882 Words

Literary Analysis of Young Goodman Brown Many aspects of human nature have changed over the centuries, but one thing that people have in common is the temptation of evil. From Adam and Eve eating fruit from the forbidden tree in the Garden of Eden to the Iraqi hijackers who flew two airplanes into the World Trade Centers on September 11, 2001 killing thousands of innocent people, evil has always been a part of this world. In an effort to portray the corruption of the Salem witch trials, Nathaniel Hawthorne uses his short story â€Å"Young Goodman Brown† to exemplify how when people lose faith they thrive in destruction. He uses symbolism throughout the work to show how the protagonist, Young Goodman Brown, transforms from being an innocent,†¦show more content†¦Telling Faith to sleep before nighttime is Goodman Brown foreshadowing his and her fate of following the devil. Furthermore, Hawthorne uses not only surface view symbolism throughout the story but underlying symbolism in the characters’ names and colors as well. One literary analysis by Paul L ? suggests that each word in the name Young Goodman Brown symbolizes part of the protagonist’s character. Just as young children do not completely understand their faith or have the strength to resist evil, Young Goodman Brown proves he also does not have structure to his faith as he walks aimlessly into the forest and into sin. At the beginning of the work Young Goodman Brown is portrayed as an innocent man with good intentions who loves his wife, and by the end of the work his attitude has turned to gloom and evil like the brown murky color of sin. Also the color pink on Faith’s ribbons is symbolic of her character. Pink is seen as an innocent color that young girls wear that is obtained by mixing the colors white and red. In the beginning of the work Faith is pure and innocent sym bolizing the white but later as she participates in the gathering led by the devil in the forest symbolizes the fury and sin the red brings out inShow MoreRelatedYoung Goodman Brown1144 Words   |  5 PagesIn this extract from â€Å"Young Goodman Brown†, Nathaniel Hawthorne uses symbolism, imagery and point of view to depict Goodman Brown’s eventual journey from naivety in man’s purity of faith to recognition of man’s disposition to evil. It reveals Brown’s misplaced faith in man, who is deficient, instead of God. In the dialogue that ensues between the minister and Deacon Gookin, we learn of an impending meeting expecting participants hailing from â€Å"Falmouth and beyond... Indian powows† (HawthorneRead More Young Goodman Brown Essay1048 Words   |  5 Pages The main theme of the Nathaniel Hawthorne’s, â€Å" Young Goodman Brown,† is the struggle between Goodman Brown’s faith, power to resist his own evil impulses and his own doubts within him. It is a story of Young Goodman Brown’s personal conflict over his inner desires and its greater meaning conflict between good and evil in the world. The characteristics of Young Goodman Brown are similar to the life of Nathaniel Hawthorne. Nathaniel Hawthorne had his own doubts about his own Puritan life and beliefsRead MoreEssay on Young Goodman Brown769 Words   |  4 Pagesmain focus of the story â€Å"Young Goodman Brown† by Nathaniel Hawthorne is the triumph of evil over good. A supposedly good man is tempted by evil and allows himself to be converted into a man of evil. This is much like the situation that arises in Hawthorne’s The Scarlet Letter, where two people are tempted to sin and give in thus submitting themselves to the power of the devil. In this novel, the area where the devil resides is strictly parallel to that in â€Å"Young Goodman Brown†. nbsp;nbsp;nbsp;nbsp;nbsp;AsRead Moreyoung goodman brown Essay1058 Words   |  5 Pagesthe benefit of the afflicted†(5-6) and Young Goodman Brown, a fictional character created by Nathaniel Hawthorne, was written because a few male puritans wanted to publish a story to open up societies eyes and live in a more patriarchal society. Regardless of being a fictional character or a nonfiction, we get presented evidence in which both individuals experience problems that at the time the puritan society could relate too. While both Young Goodman Brown and Mary Rowlandson enter the forestRead MoreYoung Goodman Brown and the Lottery640 Words   |  3 PagesYoung Goodman Brown and the Lottery Symbolism Use In: Young Goodman Brown and The Lottery The authors, Shirley Jackson and Nathaniel Hawthorne, both frequently use symbols within their stories The Lottery and Young Goodman Brown. Symbols are utilized as an enhancement tool to stress the theme of each story. Hawthorne uses names and objects to enhance the theme, and Jackson mainly utilizes names to stress the theme, although she does have one object as a symbol of great importance to the themeRead MoreYoung Goodman Brown Analysis876 Words   |  4 PagesHawthorne’s story, â€Å"Young Goodman Brown,† appears to be a story about original sin with a lot of symbolism tied in to make it an allegory. An allegory is a story that can be interpreted in different ways to find the hidden meaning behind the symbolism in the story. The three thing s focused on throughout the short story is Faith, the forest that Goodman Brown takes his journey through, and the staff, which the old man who leads Goodman Brown on his way carries. The short story, â€Å"Young Goodman Brown,† uses severalRead MoreSummary Of Young Goodman Brown 1278 Words   |  6 PagesCharles F. Harris Kevin R. Martin ENG 102 T April 16, 2015 Young Goodman Brown Most people think that the majority of people walking the face of the earth are morally good with a few bad apples here and there. In the short story Young Goodman Brown, Nathaniel Hawthorne uses setting, characters, and plot to show how everyone can be drawn out of their usual character when they are governed by their evil desires. In this story, Hawthorne uses setting to show how people that commit evil will try andRead MoreYoung Goodman Brown Essay931 Words   |  4 PagesYoung Goodman Brown: Good versus Evil Throughout Young Goodman Brown and other works of Nathaniel Hawthorne, the themes of sin and guilt constantly reoccur. Like many authors, Hawthorne used events in his life as a basis for the stories that he wrote. Hawthorne felt that ones guilt does not die with him/her but is rather passed down through the generations. Hawthornes great-great uncle was one of the judges during the Salem witchcraft trials. Hawthorne felt a great sense of guilt because ofRead MoreAnalysis Of Young Goodman Brown 1285 Words   |  6 PagesPerceiÃŽ ½ed through the archetypal lens, the short story, Young Goodman Brown, by Nathaniel Hawthorne asserts the uniÃŽ ½ersal idea that eÃŽ ½il lurks within eÃŽ ½ery man. Taken as a whole, the work conÃŽ ½eys that humanity can easily fall ÃŽ ½ictim to innate selfish instincts as well as society’s damaging influences. The main character, Young Goodman Brown, treks on a journey that challenges him to uphold his innocence and his belief in a decent mankind as h e discoÃŽ ½ers corruption in people. The allegory—a storyRead MoreYoung Goodman Brown Essay1291 Words   |  6 PagesYoung Goodman Brown Goodman Browns actions in the story, Young Goodman Brown, are a key element to this storys theme. The author uses Goodman Browns movement in and out of the forest, as a method of symbolizing the theme of a symbolic journey into the depths of consciousness. As the hours of the night pass, Goodman Brown travels farther into the forest, and deeper into the depths of consciousness. This theme is present in many passages of the text. The story begins with the line, Young

Victorianism And Anti Victorianism At War - 1188 Words

Victorianism and anti-Victorianism at War The Gilded Age was a time when America was experiencing conflicting forces in social and political ways. Coming out of the wounds of the civil war and emerging as a new world power, the urge of the elite class to maintain the Victorian social structures was met with strong opposition as more came to realize the intrinsic flaws and injustice of Victorianism. Although Victorianism had a dominant influence on the Gilded Age society, the oppressed was starting to manifest their opposition to this inherently flawed system. Among the many aspects of this struggle, social class and ethnicity were the two most prevalent. Most white Americans alive in the Gilded Age might agree that social class is the†¦show more content†¦A milder argument endorsing the elite class focuses on the technological development. Poverty is only transient. Technological development can provide a solution to this problem. Therefore, much effort went into showcasing the technological developments to please the people by providing an illusion of a wonderful future. 1876 Philadelphia World’s Fair was such an unsuccessful attempt. The Philadelphia World’s Fair reinforced the view of American progress in economics, technology, and social harmony. Over 45 feet tall, the Corliss Centennial Engine was an iconic exhibition that visually displayed the majestic power of American industry. On the other hand, the right arm and torch of the Statue of Liberty were showcased at the Exposition, satirically displaying the freedom that only the elite and middle class enjoyed. The Philadelphia fair received critical comme nts on the myth of material and social progress that it tried to sell. In essence, by shifting public attention from social problems to technological progress, the ruling groups used the world fairs as measures of propaganda to soothe the working class into accepting the social construct. The World’s Fair might be successful at presenting

The Comedic Wave Free Essays

During the time of Shakespeare, it was understood that a play described as a comedy would be one that â€Å"implies a positive understanding of human experience [. . . We will write a custom essay sample on The Comedic Wave or any similar topic only for you Order Now .] a marriage or at least some kind of union or reunion that resolves the conflict and brings the characters into a state of harmony† (McDonald, 2001, 81). This describes the storyline of Shakespeare’s play Romeo and Juliet: it is a comedy that by modern standards would be sub-categorized as dark because much of the storyline isn’t humorous; however, the culminating events include a reunion and (a precarious) harmony among the feuding Montagues and Capulets.   The plot of Romeo and Juliet is not unique: the concept of—boy meets girl—boy courts girl—boy loses girl—is the center of many other stories, but the impact left by the wave of comedy which is created by such plot lines makes the theme one that is timeless. It seems inevitable that Romeo Montague and Juliet Capulet will overcome the feuding of their families, marry, and live happily ever-after; however, this is not to be, for the lovers are â€Å"star-crossed† (Romeo and Juliet, Prologue).   The play builds to its dà ©nouement—the dual suicides of Romeo and Juliet—by taking the audience though the lives of the two youngsters as they attempt to overcome their familial origins.   By the time the audience realizes that the two lovers will unite only in death, the impact is profound. (Juliet) What’s here? A cup, clos’d in my true love’s hand? Poison, I see, hath been his timeless end. [. . . .] O happy dagger! [Snatches Romeo’s dagger.] This is thy sheath; there rest, and let me die. She stabs herself and falls [on Romeo’s body].   (V. iii. 205-206; 212-215) It is a wave that has been built slowly throughout the play—one that remains with an audience member perhaps indefinitely. The war between the Montagues and the Capulets has raged for years, and part of the tragedy which becomes darkly comedic in this piece is that the barrier that stands between Romeo and Juliet is nothing but a word: specifically a surname.   During her famous balcony speech, Juliet, thinking aloud to herself says, O Romeo, Romeo, wherefore art thou Romeo? Deny thy father and refuse thy name.   (II.i.74–76) Juliet is asking the universe not where her love is, but why Romeo is a Montague.   Ludwig Wittgenstein’s Philosophical Investigations would describe the situation thusly: â€Å"one might say: the ostensive definition explains the use—the meaning—of the word when the overall role of the word in language is clear† (Wittgenstein, L, #30).   In other words, the reason Romeo and Juliet cannot wed has been determined by the definition—the â€Å"role†Ã¢â‚¬â€their respective surnames play. A truly effective comedy builds slowly, creates tension-filled expectation, and comes to a resolution that leaves a reader or an audience member with a long-lasting memory of the event.   Shakespeare creates this in Romeo and Juliet by establishing the â€Å"meaning† of the surnames of his characters, and placing each into his/her respective â€Å"role.† References McDonald, R.   (2001).   The Bedford companion to Shakespeare: An introduction with documents.   (2nd ed.).   Boston: Bedford. Shakespeare, W.   (1992).   Romeo and Juliet.   (B. A. Mowat ; P. Werstine, Ed.)   The new Folger library.   New York: Washington Square. Wittgenstein, L.   Philosophical investigations.   The Galilean library.   Retrieved November 29, 2006 from http://www.galilean-library.org/pi3.html. How to cite The Comedic Wave, Essay examples

Emergent Innovation and Sustainable Knowledge †MyAssignmenthelp.com

Question: Discuss about the Emergent Innovation and Sustainable Knowledge. Answer: Introduction Design thinking is the set of creative strategies that is utilized by the designer while they are in the procedure of designing. The design thinking can also be considered as the approach which can be utilized while considering any real life issues as it may also act as a method of resolving the issues. If put simply it can also be said that the professional design procedure can be applied to both the business and the social and personal problems. Within the business sphere, the design thinking procedure utilizes the sensibility of the designer and specific ways for matching the requirements of the customers and considers the feasible technology and a viable business strategy for converting the content into market opportunity and customer values. On the other hand, the learning from design thinking can be applied to the regular life incidents and solve the wicked issues. When I first came to know regarding the design thinking course from one of my friends, I had no prior idea of the course. I started thinking about the course, when I started taking my designing to a professional level. Even though I enrolled in the course, I only knew the name of the course, Design it, and I thought it is related to researches on various designing areas. Even when I first attended the class lecture, I could not understand what exactly the topic is. After a while when I first started reading more into the course, I realized that the design thinking is not merely a theoretical course, rather it is something more than that. In this reflective report I will trigger the basic issues and my learning in the design thinking course and discuss my learning from the course and how I applied my learning in real life. Design thinking is an approach that creates creative and pragmatic situations for the issues that may seem a little difficult apparently. During the initial days of the course, I did not know what exactly the course is going to offer me, however, after a while I realized that this course can change my thought process and my attitude, not only to the business processes, but also to daily life. In additional to that, the course work has also taught me about the tools of design thinking which focuses more on the solving of the problem than just finding it. The primary tools of design thinking are also associated with the concepts of patterns and design, cognition and meta-cognition processes. All these processes are interrelated and mutually complementary. Design Thinking Procedure Design thinking can be considered as a practical method which is helpful for providing creative and practical solutions to the problems. It is mostly a kind of solution based thinking which intends to produce the constructive result in future. As stated by (), design thinking is a little different from the scientific methods. Considering the scientific methods, those are mostly related to the hypothesis stating and providing a feedback mechanism which later continues to form a theory or a model. However, on the other hand, design thinking approach can offer the designers to include the contemplation of the primary emotional content of the entire situation. In the scientific methods, the feedback of any event or decision is obtained through the collection of the observational evidences which is also related to the measurable and observable facts, however design thinking tends to consider the feedback after considering the emotional state of the customers about the particular problem a nd their latent and stated requirements while developing the solution for any particular problem. The process of design thinking can also be considered as the way of producing iterative solutions for the social and business issues, especially solutions from the alternative areas. Design thinking tends to recognize and evaluate both the well-known and ambiguous aspects of the existing situation and provides a serious effort for discovering the distinct parameters and a set of alternative solutions that has the possibility of leading to the one or multiple satisfactory objectives and goals. Design thinking also provides alternative solutions to the problems that shed light on the redefinition of the primary issues within the procedure of evolution of the solution and problems. Unlike the analytic thinking, the procedure of design thinking also includes developing the ideas without any such distinct limits while the designer is brainstorming the ideas. This also tends to decrease the fear of failure for the designers and enhances the contribution and participation of a wide array of resources during the ideation and brainstorming phases. Design thinking is concerned with thinking outside the regular ideas where the participant or the designer can try to discover all the ambiguous and hidden elements from the situations and discover the possibly wrong suppositions. The design thinking procedure is also comprised of seven different stages: defining, researching, ideating, prototyping, choosing, implementing and learning. Design thinking states that the specific issue should be framed, concepts should be created and the answers should be chosen within these particular seven steps. However these steps are not linear, therefore they can also take place simultane ously and can be repeated. Moreover, it should also be noted that the design is also influenced by the personal choices of the designer; however design thinking can also be considered as the approach that changes the regular thought processes of any individual. Design thinking has four principles, namely, human rule, ambiguity rule, re-design rule and tangibility rule. The human rule is associated with the design activities that are mostly social in nature; therefore this social innovation also associated the thought process to the human point of view. The ambiguity rule refers to the method which preserves the uncertainties through experimenting with the limits the ability and knowledge as it tends to enable the liberty of considering things in a different way. The third rule is the re-design rule which concerns with the results of changing the existing technology and the social situations. In addition to that the tangibility rule refers to the idea that the ideas can be made tangible and it allows the designers in treating people as prototypes. Therefore, it can be understood that design thinking can be both implemented in the designing procedure and in our day to day lives. The learning from the design thinking approach can be applied in the regular chorus. It also offers a thinking approach which is pragmatic and a little different from the conventional way of thinking. Learning from the Design Thinking Course When I first joined the course and started the class, initially I had no idea what I am going to learn or what the course is going to offer me. With my previous working experiences in the designing field, I had realized that the landscape is changing in a fast way within the contemporary business world, therefore the employers and the marketers tend to fix a specific set of expertise and skills so that they can position their brand and gain a competitive edge in the market. Moreover, the increasing capability of information also concerned with the empowerment of the consumers, therefore there are higher possibilities that the flexibility and agility are required for this purpose. Design thinking is a concept that is associated with the design revolution. The business landscape of todays world demands the brands and marketers to be more centered on the customers. Therefore design thinking is mostly creates a beneficial relationship between the consumers and brands. The brands tend to focus more on the requirements of the customers. Moreover design thinking is considered as the idea that is a driver of revolution of the designing genre. I had some previous experiences in the designing field. Initially I did not think to take this up as my career, however later when I started thinking about thinking designing as my professional career, I realized that not having professional course has made my career limited and most importantly amateurish. Therefore this course could have made my resume more interesting to the employers. Creating and designing have been my passion for a long time, however taking those up as a career made me realize the importance of having prof essional degree in the designing field. However, the course not only offered me a quality designing power which is not only limited to the creation of specific objects, but it is also refers to the out of the box thinking of the content. Along with the course, I have realized that the concept of design thinking stands completely different way for developing successful strategy and further organizational change. The concept is also related with the managing, leading, innovating and creating the content because everything can be someway designed. Moreover, I had also learnt a major lesson that design is not only related to the looks. Conventionally it has been related and specifically restricted to the appearances; however, it is not actually that at all. It is somewhat related to crafting something entirely new after shelling out of the traditional and conventional ways. As a matter of fact, design thinking is something that is out of the basic dimensions of individual intelligence. Design thinking has taught me to break the conventional and shallow mentality that we tend to carry and begin inculcating a different outlook that always encourages more innovation. It has also taught me regarding a systematic framework that enhances the implementation of innovation by fostering the organic development ad serve value for the clients. Previously I had thought that creativity should be the primary necessity for the designs, however design thinking has also taught me that the stages in design thinking also includes a sheer observation for learning the other requirements of the customers relating to the constraints and context of any situation. Design thinking also made me learn and discover the capacity and opportunity of bringing innovation and forming creative ideas, testing them and improving further. Design thinking also refers to the innovation that is customer centric through the profound knowledge that is mostly based on the users or the customers through a series of different prototypes for finding, testing and improving the basic concepts. As a design thinker, I can apply my real life experiences to bring more innovations in my designs, at the same time; I can also apply my learning in the real life experiences. I had also learned the techniques of designing that tend to complement the observation of the designer by breaking the stereotypes and creating a specific storyboard. Alternatively it can be said that the design thinking has changed my attitude towards designing. I had identified that the designing is an entirely dynamic process of thinking which eventually refines the mindset and expertise of the concerned designers. Application of the learning in real life Designing thinking course has been a journey to me. After the learning procedure has ended, I had realized that there are few basic lesions. The most significant thing that I learned from the course is that it is related to doing something innovative and something which may have not associated with us before. Therefore we have to get used to the new and innovative thinking process. I had experienced a long journey what I exactly was and how I used to think about things before and after the course. I had applied this lesson in my life as well. There were several times before while I had not tried to think something innovative, rather something out of the box and dealt with the entire situation in a conventional way. For instance, few months back one of my colleague came up to me and asked me for some life advices. She was facing some trouble in the office, especially with some coworkers. When I came to know about her situation, I was quite sure that the entire situation would go out o f control if she does not take this entire situation out of the office and deal with it. I thought t would be easier for her if she does not comment or make any moves about the troubles she is facing in office, as after a point of time, she herself is going to face all the consequences and at that point of time, no one else will be there with her. However, after I started applying the lessons that I learned from the design thinking course and started thinking things which were not related to us before, then I realized, if she was facing any trouble with her colleagues in the office, she should have immediately contacted the higher authority and report the problem. It is quite baseless to think whether people will be there with us or not before we take a stand for ourselves. Another lesson that I learnt from the design thinking course is that empathy is nothing but a sheer mind state. Being empathetic is very much necessary while we deal with situations. It is very much necessary for us to be empathetic towards various things in our lives, as if we stay in the empathetic state in our life, it will definitely help us in finding better solutions to specific problems in our lives. Sometimes, we do not think about being empathetic and deal with the situations in a harsh way. Therefore it is highly possible that our decisions are harmful to others. It is quite evident from our surroundings, that sometimes we have forgotten to become empathetic and started dealing with the situations. We tend to bypass others feelings and emotions and started materializing every need of our lives. However, the design thinking course has taught me that we should extend out worldview and start thinking about every situation in a different light. We should still have empathy for people in the surroundings. After the course, I had realized there are thousand times while I had neglected small issues for my own desires. I had realized that even if I reach to the highest position of my professional career, I should not be ignoring smaller things in life. Action Plan Action Time Testing design thinking in the personal life problem solving. Starting right after the completion of the course Implementation of design thinking in professional life After gaining confidence and efficiency of the learning Conclusion I have also had clusters in my personal life and I was not being able to treat these problems compassionately. I was leaving the tasks incomplete. There were lots of challenges in the designing field. Other than that I also had books unread, I had problems regarding managing space in my room. Also I had issues with scheduling my daily routine. With the idea of design thinking, I started to view things in a complete new perspective and fixed the problems. I have applied my learning from deign thinking course work in different sectors of my life and I had realized that it has a long lasting impact on both my professional and personal lives. Reference list Amit, R., Zott, C. (2014). Business model design: a dynamic capability perspective.J. Manage. Atuahene-Gima, K. (2013, May). Resolving the capabilityrigidity paradox in new product innovation. American Marketing Association. Barrett, M., Davidson, E., Prabhu, J., Vargo, S. L. (2015). Service innovation in the digital age: key contributions and future directions.MIS quarterly,39(1), 135-154. Bonakdar, A., Gassmann, O. (2016). Design Thinking for Revolutionizing Your Business Models. InDesign Thinking for Innovation(pp. 57-66). Springer International Publishing. Brjesson, S., Elmquist, M., Hooge, S. (2014). The challenges of innovation capability building: Learning from longitudinal studies of innovation efforts at Renault and Volvo Cars.Journal of Engineering and Technology Management,31, 120-140. Carlgren, L. (2013).Design thinking as an enabler of innovation: Exploring the concept and its relation to building innovation capabilities. Chalmers University of Technology. Davis, J., Docherty, C. A., Dowling, K. (2016). Design thinking and innovation: synthesising concepts of knowledge Co-creation in spaces of professional development.The Design Journal,19(1), 117-139. Dorst, K. (2015). Frame Innovation; create new thinking by design, Design Thinking, Design Theory. Fichman, R. G., Dos Santos, B. L., Zheng, Z. E. (2014). Digital innovation as a fundamental and powerful concept in the information Systems curriculum.MIS quarterly,38(2). Frow, P., Nenonen, S., Payne, A., Storbacka, K. (2015). Managing co?creation design: A strategic approach to innovation.British Journal of Management,26(3), 463-483. Johansson?Skldberg, U., Woodilla, J., etinkaya, M. (2013). Design thinking: past, present and possible futures.Creativity and Innovation Management,22(2), 121-146. Kangas, M. (2010). Creative and playful learning: Learning through game co-creation and games in a playful learning environment.Thinking skills and Creativity,5(1), 1-15. Liedtka, J. (2014, January). Linking design thinking to innovation outcomes: The role of cognitive bias reduction. InAcademy of Management Proceedings(Vol. 2014, No. 1, p. 10628). Academy of Management. Liedtka, J. (2015). Perspective: Linking design thinking with innovation outcomes through cognitive bias reduction.Journal of Product Innovation Management,32(6), 925-938. Mootee, I. (2013).Design thinking for strategic innovation: What they can't teach you at business or design school. John Wiley Sons. Mootee, I. (2013).Design thinking for strategic innovation: What they can't teach you at business or design school. John Wiley Sons. Norman, D. A., Verganti, R. (2014). Incremental and radical innovation: Design research vs. technology and meaning change.Design issues,30(1), 78-96. Olsen, N. V. (2015). Design Thinking and food innovation.Trends in food science technology,41(2), 182-187. Peschl, M. F., Fundneider, T. (2008). Emergent Innovation and Sustainable Knowledge Co-creation A Socio-epistemological Approach to Innovation from within.The Open Knowlege Society. A Computer Science and Information Systems Manifesto, 101-108. Peschl, M. F., Fundneider, T. (2014). Designing and enabling spaces for collaborative knowledge creation and innovation: From managing to enabling innovation as socio-epistemological technology.Computers in Human Behavior,37, 346-359.