learning English💚🕊
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This group is for English literature students at Damascus University.💚
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3 267
⭕️هاد الاسبوع رح تكون محاضرات الدكتور وضاح يوم التنين و الأربعاء دراسات ثقافية
يعني بكرا دراسات ثقافية مافي ترجمة⭕️⭕️⭕️
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once you are done reading ch 4. remind me to send you the answers for the guided reading sent earlier
#language4_2.. 💚🕊
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+1
أول ملفين مسرح
إذا حبيتو تفاعلو لصير نزللكم كمان.. 🎀✨
تنويه: يمكن هدول الصور ما يغنو عن الملف ولكن بساعدو شوي.. 🧸
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⭕️القصص القصيرة المطلوبة بقسم الدكتورة #هيفاء:
1. Old Chief Mshlanga - by Doris Lessing
2. Chike's School Days - by Chinua Achebe
3. Mrs. Sen's - by Jhumpa Lahiri
4. The Paper Menagerie - by Ken Liu
5. The Wall - by Meron Hadero
6. The Day They Burned the Books - by Jean Rhys
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⭕️ ابتداءً من الأسبوع المقبل، رح يكون في محاضرة لغة إضافية أيام الخميس من الساعة 2 إلى 4 (بالمدرج 2) لتعويض المحاضرات الملغية.
#language4_2.. 💚🕊
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one more thing. could you please skim through this video https://tinyurl.com/5ak2md79 (to get a sense of Silent way)? (you can watch the entire thing, or just till 9.38 to get a glimpse of what happens
#language4_2.. 💚🕊
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⭕️وهي الصورة ك نص:
United Nations S/2004/616*
Security Council Distr.: General
23 August 2004
Original: English
04-39529* (E) 230804
*0439529*
The rule of law and transitional justice in conflict and
post-conflict societies
Report of the Secretary-General
Summary
Recent years have seen an increased focus by the United Nations on questions
of transitional justice and the rule of law in conflict and post-conflict societies,
yielding important lessons for our future activities. Success will depend on a number
of critical factors, among them the need to ensure a common basis in international
norms and standards and to mobilize the necessary resources for a sustainable
investment in justice. We must learn as well to eschew one-size-fits-all formulas and
the importation of foreign models, and, instead, base our support on national
assessments, national participation and national needs and aspirations. Effective
strategies will seek to support both technical capacity for reform and political will for
reform. The United Nations must therefore support domestic reform constituencies,
help build the capacity of national justice sector institutions, facilitate national
consultations on justice reform and transitional justice and help fill the rule of law
vacuum evident in so many post-conflict societies.
#translation4_2..
#وضاح . . 💚🕊
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Here are discussion questions that tie Miss Julie to Jungian psychology. This makes the comparison more interactive and practical, while essentially matching each concept with evidence in the text, making it easier to justify your comparison.
1. Miss Julie’s sudden swings between desire and despair → Complexes + archetypal motifs
Scene: Act 1, during the midsummer night feast, when Julie flirts with Jean but quickly vacillates between assertiveness and self-reproach.
Connection: Shows her inner conflict between conscious social role and unconscious drives (sexual desire, power, rebellion).
2. Jean as Trickster archetype → Subverts hierarchies & exposes unconscious drives
Scene: Act 1–2, when Jean flatters Julie while subtly manipulating her, testing the boundaries of servant/noble power.
Connection: Jean embodies shadow/trickster qualities by challenging norms and revealing Julie’s hidden desires.
3. Miss Julie indecisiveness → Persona vs. shadow/complexes
Scene: Act 2, when Julie hesitates to commit to Jean, oscillating between dominance and vulnerability.
Connection: Conflict between the persona (noble, refined) and shadow (desire, rage, impulsiveness) dominates her actions.
4. Collective unconscious → Patterns beyond individual experience
Scene: The recurring motif of seduction, social tension, and class conflict through multiple generations, referenced indirectly in Julie’s reflections on her parents and upbringing.
Connection: These universal patterns reflect inherited archetypal tensions, not just Julie’s personal issues.
5. Projection → Shadow manifesting in interpersonal interaction
Scene: Act 2, Julie accuses Jean of trying to dominate her, while she is the one acting impulsively and aggressively.
Connection: She projects her unconscious impulses onto Jean instead of recognizing them within herself.
6. Recurring motifs → Archetypal patterns echoing ancestry and social conditioning
Scene: Acts 1–3, repeated power games and seduction sequences between aristocracy and servant echo inherited societal patterns.
Connection: These motifs show archetypal repetition of dominance, desire, and rebellion.
7. Fleeting self-awareness → Retrospection without integration
Scene: Act 3, when Julie recognizes the gravity of her actions before her suicide but cannot find a path forward.
Connection: Reflects Jungian retrospection: awareness of complexes without the ability to integrate them consciously.
8. Psychological tragedy → Unresolved unconscious complexes
Scene: Act 3, the final confrontation between Julie and Jean, culminating in her suicide.
Connection: Inner conflicts (class guilt, desire, societal repression) combined with external pressures result in tragic self-destruction.
9. Jungian insight → Behavior driven by unconscious complexes and archetypes
Scene: Entire play; repeatedly, Julie’s impulsive behavior demonstrates unconscious patterns: flirtation, dominance, and self-punishment.
Connection: Strindberg anticipates Jungian understanding of unconscious motivations shaping human action.
10. Strindberg anticipates Jung → Internal conflicts, unconscious drives, archetypes
Scene: Throughout the play; particularly Acts 1 and 3, where inner turmoil dictates narrative tension more than social events.
Connection: Strindberg dramatizes psychological dynamics before Jung formalized the theories of complexes, shadow, and archetypes.
#comparative_literature4_2.. 💚🕊
