Maia Stack's List: KMG AP Lit

• Indeed, chanting the words turns out to be as pleasurable as  eating ice cream
• expression of the idea is as  important as the idea expressed
• doggerel,
• "poetry has two  outstanding characteristics. One is that it is undefinable. The  other is that it is eventually unmistakable."
• bucket of cold water in the face

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• (1897-1962)
• insights,
• writer must  live with hope, work in faith.
• his  known aversion to making formal pronouncements
• his  known aversion to making formal pronouncements

  • He was a private individual
• Faulkner evidently wanted to set right the misinterpretation  of his own work as pessimistic
• a life's work in the agony and sweat of the human spirit
• create out of the materials  of the human spirit something which did not exist before
• pinnacle
• young men and women
• nguish and  travail
• r it.
• blown up
• problems of the human heart in conflict with  itself which alone can make good writin
• agony and the sweat
• basest of all things is to be afraid
• verities
• without pity or compassion
• universal
• heart  but of the glands
• the last worthless
• ding-dong of doom
• the last
• red  and dying
• puny inexhaustible
• I refuse to accept  this. I believe that man will not merely endure: he will prevail.
• soul, a spirit
• The poet's, the writer's, duty is to write  about these things.
• privilege
• and sacrifice
• glory
• pillars to help him endure and prevail.

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• show how the values Faulkner mentions in his speech are reflected in his short story. If you don't think they are, you may choose to argue that position.

• Children  younger than 10 or 11 years think about moral dilemmas one way; older  children consider them differently.
• two-stage theory
• younger children base their moral judgments more on consequences,  whereas older children base their judgments on intentions
• 10 or 11  years--children's moral thinking undergoes other shifts
• found a series of changes  that occur between the ages of 10 and 12
• Kohlberg therefore interviewed both children and  adolescents about moral dilemmas, and he did find stages that go well  beyond Piaget's.
• basic interview consists of a series  of dilemmas
• not really interested in  whether the subject says "yes" or "no" to this  dilemma but in the reasoning behind the answer
• interrater reliability
• The child assumes that powerful authorities hand down  a fixed set of rules which he or she must unquestioningly obey.
• morality as something external to themselves, as that which the big  people say they must do.
• preconventiona
• children recognize that there is not just  one right view that is handed down by the authorities
• What is right for Heinz, then, is what  meets his own self-interests.
• stage 1 punishment is tied up in the child's mind with  wrongness; punishment "proves" that disobedience is wrong. At  stage 2, in contrast, punishment is simply a risk that one naturally  wants to avoid.

  • Interesting dichotomy here...
• isolated  individuals rather than as members of society
• people should live up to the expectations of the family and  community and behave in "good" ways
• issue in  terms of the actors' character traits and motives
• conventional "morality
• In both sequences there is a shift from unquestioning obedience  to a relativistic outlook and to a concern for good motives.
• respondent becomes more broadly concerned with society  as a whole. Now the emphasis is on obeying laws, respecting  authority, and performing one's duties so that the social order is  maintained.
• [Society needs] a centralizing framework.
• Kohlberg insists that we must probe into the reasoning behind  the overt response
• "What  makes for a good society
• "prior-to-society
• society is best conceived as a social contract into which  people freely enter to work toward the benefit of all
• rights, such as  liberty and life, to be protected Second
• democratic  procedures for changing unfair law and for improving society
• "morality" and "rights" that take some priority over  particular laws
• this right is legitimized by the authority of their social or  religious group
• property has little  meaning without life

  • interesting idea...
• defines the principles by which we achieve  justice.

  • huh?
• justice require us to treat the claims of all parties in  an impartial manner, respecting the basic dignity, of all people as  individuals. The principles of justice are therefore universal; they  apply to all.
• all parties--the  druggist, Heinz, and his wife--take the roles of the others.
• interview dilemmas are not useful for distinguishing  between stage 5 and stage 6 thinking
• Stage 5 would  be more hesitant to endorse civil disobedience because of its commitment  to the social contract and to changing laws through democratic  agreements.
• At stage 6, in contrast, a commitment  to justice makes the rationale for civil disobedience stronger and  broade
• Summary
• stages are not the product of maturation
• Neither, Kohlberg maintains, are his  stages the product of socialization
• The stages emerge, instead, from our own  thinking about moral problem
• moral  thinking, not moral action

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• nail keg

  • Old? What's a nail keg?
• solid, squat, dynamic

  • Odd descriptors for tin cans...
• scarlet devils and the silver curve of fish - this, the cheese which he knew  he smelled and the hermetic meat which his intestines believed he smelled coming  in intermittent gusts momentary an
• lettering which meant nothing

  • illiterate?
• Later, twenty years later, he was to tell  himself, "If I had said they wanted only truth, justice, he would have hit me  again.

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