The Interpretation of Cultures: Selected Essays.

Thus, at the beginning of Western literary criticism, the controversy already exists. Is the artist or writer a technician, like a cook or an engineer, who designs and constructs a sort of machine that will elicit an aesthetic response from his audience? Or is he a virtuoso who above all else expresses himself and, because he gives voice to the deepest realities of his own personality, generates a response from his readers because they admit some profound identification with him? This antithesis endures throughout Western European history — Scholasticism versus Humanism, Classicism versus Romanticism, Cubism versus Expressionism — and survives to this day in the common judgment of our contemporary artists and writers. It is surprising how few critics have declared that the antithesis is unreal, that a work of literary or plastic art is at once constructive and expressive, and that it must in fact be both.

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| The politics and geography of South Asia are neither neutral or exact. Artists from this region continue to undergo post-colonial cultural and political processes of national building, whereby issues of freedom of speech, national identity-making and economic forces continue to revise and re-invent art making practices and art historical study. Drawing together artists from across Australia and South Asia, this panel discusses artists’ experiences working within and outside South Asian contexts in contemporary art.


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Certainly, William Blake or Thomas Campion, when they were writing their simple lyrics, were unaware of the ambiguities and multiple meanings that future critics would find in them. Nevertheless, language is complex. Words do have overtones; they do stir up complicated reverberations in the mind that are ignored in their dictionary definitions. Great stylists, and most especially great poets, work with at least a half-conscious, or subliminal, awareness of the infinite potentialities of language. This is one reason why the essence of most poetry and great prose is so resistant to translation (quite apart from the radically different sound patterns that are created in other-language versions). The translator must project himself into the mind of the original author; he must transport himself into an entirely different world of relationships between sounds and meanings, and at the same time he must establish an equivalence between one infinitely complex system and another. Since no two languages are truly equivalent in anything except the simplest terms, this is a most difficult accomplishment. Certain writers are exceptionally difficult to translate. There are no satisfactory English versions, for example, of the Latin of Catullus, the French of Baudelaire, the Russian of Pushkin, or of the majority of Persian and Arabic poetry. The splendor of Sophocles’s Greek, of Plato at his best, is barely suggested even in the finest English versions. On the other hand, the Germans insist that Shakespeare is better in German than he is in English, a humorous exaggeration perhaps. But again, Shakespeare is resistant to translation into French. His English seems to lack equivalents in that language.


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The improvement in tolerance for students who went on a tour of Crystal Bridges can be illustrated by the responses to one of the items within the tolerance scale. When asked about the statement, “Artists whose work is critical of America should not be allowed to have their work shown in art museums,” 35 percent of the control-group students express agreement. But for students randomly assigned to receive a school tour of the art museum, only 32 percent agree with censoring art critical of America. Among rural students, 34 percent of the control group would censor art compared to 30 percent for the treatment group. In high-poverty schools, 37 percent of the control-group students would censor compared to 32 percent of the treatment-group students. These differences are not huge, but neither is the intervention. These changes represent the realistic improvement in tolerance that results from a half-day experience at an art museum.

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Overall, receiving a school tour of an art museum increases student tolerance by 7 percent of a standard deviation. As with critical thinking, the benefits are much larger for students in disadvantaged groups. Rural students who visited Crystal Bridges experience a 13 percent of a standard deviation improvement in tolerance. For students at high-poverty schools, the benefit is 9 percent of a standard deviation.

Art and culture : critical essays (Book, 1965) …

Literature, like all other human activities, necessarily reflects current social and economic conditions. Class stratification was reflected in literature as soon as it had appeared in life. Among the American Indians, for instance, the chants of the shaman, or medicine man, differ from the secret, personal songs of the individual, and these likewise differ from the group songs of ritual or entertainment sung in community. In the Heroic Age, the epic tales of kings and chiefs that were sung or told in their barbaric courts differed from the folktales that were told in peasant cottages.