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Evidence of Existentialist Philosophy In John Gardner's Grendel, 2003.
This essay traces the development of Grendel's reluctant acceptance of an existentialist philosophy in John Gardner's novel.
1,700 words (approx. 6.8 pages), 4 sources, £ 34.95
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Abstract
The following essay shows how the central character in Gardner?s novel, Grendel, moves away from a nihilistic sense of self and toward what eastern philosophies describe as a sense of enlightenment.
From the paper:
?In his very early days, even the evil, man-eating Grendel was an innocent creature. ?I lived those years, as do all young things, in a spell. Like a puppy nipping, playfully growling preparing for battle with wolves? (Gardner 16). It is only when he ventures into the world and gets caught in a tree from which he is unable to escape, that he experiences his first fears that the world is not as he had previously conceived it to be. With his foot stuck in the tree and a bull repeatedly charging, but missing him, Grendel comes to a realization. ?I understood that, finally and absolutely, I alone exist. All the rest, I saw, is merely what pushes me or what I push against, blindly . . .? (Gardner 22). It is also during this particular scene that Grendel first comes into contact with men.?
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"Grendel " by John Gardner, 2008.
A discussion of the novel, "Grendel", which is a retelling of the Anglo-Saxon epic "Beowulf", from the perspective of the antagonist.
1,736 words (approx. 6.9 pages), 3 sources, APA, £ 35.95
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Abstract
The paper discusses that the novel, "Grendel", is a retelling of the Anglo-Saxon epic Beowulf from the perspective of the antagonist i.e. Grendel. The paper says that the 1971 novel by John Gardner follows the life of Grendel but at the same time attempts to construct a deeper subtext by tackling issues such as the quest for meaning in the world, the purpose of man, and the fight between good and evil. The paper further states that the philosophical content of Grendel is undeniable; Grendel follows the changes that occur inside of him, and in doing so, formulates intelligent commentaries as to the two main perspectives on the world and the purpose of humanity, determinism and existentialism. The paper also states Grendel's war on mankind is waged as a result of his encounter with the dragon whose nihilistic view deeply influences Grendel. Grendel now feels enraged by the romantic view that the Danes have on the world, and their history of braveness and courage. The paper asserts the thesis that Grendel is an existentialist who tries to provide meaning to his life in an environment that is hostile to him.
From the Paper
"Grendel is an existentialist who tries to derive meaning from the world around him. Gardner himself explained, "What Grendel does is take, one by one, the great heroic ideals of mankind since the beginning and make a case for these values by setting up alternatives in an ironic set of monster values. I hate Existentialism." (Morace; Van Spanckeren: 67). Grendel starts out as a nihilist for whom everything is meaningless and devoid of real value. However, he yearns for meaning. His revolt is interior because he does not see himself as important since he in only an animal. Moreover, he gets angry at the sky for "ignoring" him. This is a stage of deep confusion for Grendel who is torn between his feeling that nothing is truly of importance in the world, and the awareness that no matter how many men he kills, he cannot break their spirits as they continue to rebuilt their castle. His inability to destroy their faith and morale angers him."
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John Gardner's "Grendel", 2002.
Examines this retelling of the famous Beowulf saga.
1,800 words (approx. 7.2 pages), 4 sources, APA, £ 36.95
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Abstract
This paper examines the classic literary saga Beowulf whose theme is the concept of ultimate good battling and vanquishing ultimate evil. The paper focuses on the retelling of the story through American author John Gardner's 1971 novel "Grendel" which presents the monster Grendel in a different light and not as the grim and unhappy spirit he is usually portrayed.
From the Paper
"Perhaps for this reason, Grendel has become almost as much a subject for discourse as Beowulf himself has. Editorial commenting in the numerous translations and interpretations of the poem have often included comments on the manmonster. The many books and articles written on the poem usually include passages of chapters about him, his actions, motivations and personalities. Almost all of these works are usually written within the context of the poem, that is in direct relation to the hero Beowulf himself, "Grendel acts in such a manner because Beowulf does" is the usual rule followed."
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"October Light" ( John Gardner ), "The Floating Opera" ( John Barth ) & "The Counterlife" ( Philip Roth ), 1994.
Compares protagonists & the way three novels deal with reality, life, death & suicide.
1,800 words (approx. 7.2 pages), 3 sources, £ 40.95
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From the Paper
"This study will describe and compare the main characters in John Gardner's October Light, John Barth's The Floating Opera, and Philip Roth's The Counterlife. The study will consider the ways the protagonists in these novels deal with reality, life, death and suicide. Essentially, the study will argue that, despite the differences in the lifestyles, philosophies, and personalities of the three protagonists, they are finally quite comparable in terms of the ways they relate to life and death. The differences remain, but at heart each of the main characters have a cynical, skeptical, absurd, or otherwise generally negative attitude toward reality and life, and each of them are struggling in various ways to arrive at some perspective which would allow them to, at the very least, be more accepting of life and death."
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Howard Gardner's Multiple Intelligences, 2002.
A look at the utilization of Howard Gardner's multiple intelligences in classroom discipline management.
1,150 words (approx. 4.6 pages), 10 sources, £ 27.95
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Abstract
This paper addresses the significance of Howard Gardner's Multiple Intelligences in managing discipline in classrooms. The paper further lists and explains all the eight types of intelligences proposed by Gardner in his theory.
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Spearman and Gardner Intelligence, 2007.
This paper explores models of intelligence by Charles Spearman and by Howard Gardner.
750 words (approx. 3.0 pages), 1 source, MLA, £ 16.95
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Abstract
In this article, the writer looks at intelligence as knowledge that allows a person to learn from experience and observation. The writer notes that intelligence also allows humans to adapt to changes in their environment, or to adapt the environment through manipulation and the use of tools. Further, the writer points out that there is much debate, regarding the nature of intelligence and what cognitive functions comprise intelligence. This paper compares and contrasts two prevailing theories of intelligence, proposed by Charles Spearman and by Howard Gardner.
Outline:
Spearman's Model
Multiple Intelligence
Many Forms of Intelligence
Works Cited
From the Paper
"Howard Gardner, a cognitive theorist, pursued this idea further by proposing a theory of multiple intelligences. Gardner devised a criteria of eight intelligences, including linguistic skills, bodily-kinesthetic skills and logical-mathematical skills. According to Gardner, people can have different profiles of intelligence, meaning that they can have challenges in some areas but exhibit strengths in others. Because of these different forms of intelligence, Gardner proposed that people also have distinct learning styles. Thus, a person with strengths in kinesthetic and spatial intelligence will have very different learning styles from people who have strong linguistic and logical-mathematical skills."
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The Life of Art Collector Isabella Stewart Gardner, 2001.
Analysis of the relationship between famous art collector, Isabella Stewart Gardner, and her advisor.
1,745 words (approx. 7.0 pages), 3 sources, £ 35.95
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Abstract
This paper analyzes the relationship between art collector, Isabella Stewart Gardner and her advisor, Bernard Berenson, as illustrated through a series of letters they exchanged during the year 1896.
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Howard Gardner's Multiple Intelligences, 2002.
Discusses the Multiple Intelligence Theory of educational pyschologist, Howard Gardner and his views on the purpose of education.
1,150 words (approx. 4.6 pages), 5 sources, £ 27.95
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Abstract
During the past two decades, Howard Gardner's work in developmental and educational psychology has offered teachers and educational psychologists the means of education, but, until recently, he has not made explicit his theory of the purpose of education (the ends of education). His description of the means of education has been based on his research establishing the seven, eight, or nine intelligences. His work in the 1980s and early 1990s demonstrated that nearly all humans, regardless of culture, have seven basic intelligences (linguistic, logical/mathematical, spatial, interpersonal, intrapersonal, musical, and bodily-kinesthetic). Since that time, he has added an eighth intelligence, the naturalistic and he is toying with the idea that there might be a ninth, the existential.
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Howard Gardner's Theory of Multiple Intelligence, 2000.
Discussion of Howard Gardner's "Multiple Intelligence" theory.
1,444 words (approx. 5.8 pages), 6 sources, £ 29.95
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Abstract
This paper discusses the "Multiple Intelligence" theory, proposed by Howard Gardner and how his theory of the mind could revolutionize education. An in depth discussion is given on each of the ?intelligences? as well as the criteria for determining new ?intelligences.?
From the Paper
"This new theory, the Multiple Intelligence Theory or MI theory was proposed by psychologist Howard Gardner in 1983. The Multiple Intelligence Theory shatters the conventional theory on the mind and intelligence. Conventional wisdom dictates that there is one intelligence in the human mind. The thought is either you are ?smart? or you are ?dumb.? This can lead some people to think that they are ?dumb because they do not have logical skills, or they cannot do math, etc. Howard Gardner?s Multiple Intelligence Theory differs from conventional thought in that the Multiple Intelligence theory states that the human intelligence is made of many different intelligences of different strengths. Different intelligences can be stronger in one person than another, and all people have all of the intelligences. People think and understand in their stronger intelligences while they get confused when trying to understand things in their weaker intelligences. "
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Gardner?s Theory of Multiple Intelligences, 2006.
This paper discusses Gardner's Theory of Multiple Intelligences and applies each intelligence to teaching in the classroom.
875 words (approx. 3.5 pages), 3 sources, MLA, £ 19.95
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Abstract
This paper explains that there are eight distinct and independent intelligences: Linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intra-personal and naturalist.
The author defines each distinct intelligence and gives an example of it application such as (1) linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages and the capacity to use language to accomplish certain goals; therefore, (2) to develop this type of intelligence, a teacher must discusses metaphors and onomatopoeia. The paper states that classroom activities should be more varied, allowing students to learn use and to develop all the various intelligences.
From the Paper
"Naturalist intelligence is used in discerning patterns in natural, such as how differences species are related or what type of weather we might expect on different days. If I had a naturalist student, I would allow them to share their knowledge with other students. For example, during a science discussion about plants, I would allow the student to explain the evolution of plants in their own words because most teachers have the tendency to use words that most students do not understand. By allowing the student to explain it, the other students would understand it better."
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John Gardner's "Grendel", 1991.
This paper analyzes John Gardner's depiction of mythical monster and its effect on reader in his novel "Grendel".
1,350 words (approx. 5.4 pages), 4 sources, £ 29.95
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From the Paper
"The purpose of this paper is to discuss the effect the character of Grendel in John Gardner's "Grendel" has on the reader, to discuss whether or not the character is sympathetic or unsympathetic, and to analyze whether or not Gardner makes it easy or difficult for the reader to make judgements about the creature.
Gardner does not, in fact, make it easy for the reader to know whether or not to sympathize with Grendel. One is reminded of the "Frankenstein monster" in this regard, a creature not responsible for who he is but violent and dangerous to man just the same.
Gardner tells us in detail of Grendel's raid on Hrothgar's meadhall, and the bloody carnage that ensues. He also tells us of Grendel's delight in sacking up his dead and after ... "
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"On Leadership" by John W. Gardner, 2001.
Author's vision of nature of leadership, qualities of effective leaders, education system, workplace challenges.
1,125 words (approx. 4.5 pages), 1 source, £ 24.95
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From the Paper
" John W. Gardner?s On Leadership provides a comprehensive discussion of the essential qualities of effective leaders and leadership development. Although it is difficult to determine which individuals can develop leadership qualities and fulfill their potential, future leaders need a motivating environment to cultivate these qualities. Every phase of a person?s life, from childhood to adulthood, constitutes significant turning points in leadership development (Gardner 162). At home, young children acquire values and standards of behavior from their parents. In schools, teachers can also inculcate leadership values within the students. One of the important changes that needs to be made within school and college curricula is specialization. While it is important that students become well-versed in certain subjects, leaders need to be knowledgeable in a variety .."
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| Essay # 11826 |
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"Approaching Vietnam: From WWII Through Dienbienphu, 1941-1954" by Lloyd Gardner, 1993.
A review on the work on nationalistic/imperialistic arrogance which involved the U.S. and France in Vietnam.
1,125 words (approx. 4.5 pages), 1 source, £ 24.95
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From the Paper
"This study will provide a book review of Lloyd C. Gardner's "Approaching Vietnam: From World War II Through Dienbienphu, 1941-1954".
The book begins with a statement from Dean Acheson in 1954 in which the Secretary of State expresses his bewilderment about the purpose and effects of the role of the French in Indochina, which in that year was coming to an end in the disaster of Dienbienphu. Acheson's statement might just as easily have been made twenty years later after the United States had experienced two decades of its own disasters in Vietnam. However, just because historians and politicians and the public are still struggling with the meaning of the Vietnam War does not mean that the involvement of the imperial powers of the West was without ideological foundations. The problem, as Gardner makes..."
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