The Excellence of Falsehood


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The Excellence of Falsehood


Book Description

"The only excellence of falsehood... is its resemblance to truth," proclaims a clergyman in Charlotte Lennox's The Female Quixote. He argues that romances are bad art; novels, he implies, are better. This clergyman's remarks—repeating what literary and moral authorities had been saying since the late seventeenth century—are central to Deborah Ross's discussion of romance characteristics in English women's novels. Aphra Behn, Delariviere Manley, Eliza Haywood, Charlotte Lennox, Fanny Burney, Ann Radcliffe, and Jane Austen did not take the clergyman's advice to heart. To them, the "falsehood" of romance was by no means self-evident, nor was the superior "excellence" of the novel. In theory, many of them accepted the distinction, but their works combined aspects of the romance and the novel in ways that brought them into conflict with the critical establishment. The texts discussed here illustrate a process of development both in the novel and in the conditions of women's lives. Tensions between romance and realism enabled women writers to question official versions of reality and to measure life against a romance ideal. By altering readers' perceptions and judgments, these authors gradually altered the reality that novels "resemble" and set up new combinations of romance and realism for future writers. This give-and-take between fiction and life is seen most dramatically in the way a "romantic" notion gradually comes to be treated in novels as both "real" and right. Ross follows one such notion—that women have matrimonial preferences—to the point where romance and reality merge. Ross's study brings to light an important part of the history of the novel not yet incorporated in theories and histories of the genre.




The Excellence of Falsehood


Book Description

"The only excellence of falsehood... is its resemblance to truth," proclaims a clergyman in Charlotte Lennox's The Female Quixote. He argues that romances are bad art; novels, he implies, are better. This clergyman's remarks—repeating what literary and moral authorities had been saying since the late seventeenth century—are central to Deborah Ross's discussion of romance characteristics in English women's novels. Aphra Behn, Delariviere Manley, Eliza Haywood, Charlotte Lennox, Fanny Burney, Ann Radcliffe, and Jane Austen did not take the clergyman's advice to heart. To them, the "falsehood" of romance was by no means self-evident, nor was the superior "excellence" of the novel. In theory, many of them accepted the distinction, but their works combined aspects of the romance and the novel in ways that brought them into conflict with the critical establishment. The texts discussed here illustrate a process of development both in the novel and in the conditions of women's lives. Tensions between romance and realism enabled women writers to question official versions of reality and to measure life against a romance ideal. By altering readers' perceptions and judgments, these authors gradually altered the reality that novels "resemble" and set up new combinations of romance and realism for future writers. This give-and-take between fiction and life is seen most dramatically in the way a "romantic" notion gradually comes to be treated in novels as both "real" and right. Ross follows one such notion—that women have matrimonial preferences—to the point where romance and reality merge. Ross's study brings to light an important part of the history of the novel not yet incorporated in theories and histories of the genre.




Theology


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Booth's Select Works


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The Principles of New Ethics I


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From Descartes to Spinoza, Western philosophers have attempted to propose an axiomatic systemization of ethics. However, without consensus on the contents and objects of ethics, the system remains incomplete. This fourvolume set presents a model that highlights a Chinese philosopher’s insights on ethics after a 22-year study. Three essential components of ethics are examined: metaethics, normative ethics, and virtue ethics. This volume mainly studies meta- ethics. The author not only studies the fi ve primitive concepts of ethics— “value,” “good,” “ought,” “right,” and “fact”— and reveals their relationship, but also demonstrates the solution to the classic “Hume’s guillotine”— whether “ought” can be derived from “fact.” His aim is to identify the methods of making excellent moral norms, leading to solutions on how to prove ethical axioms and ethical postulates. Written by a renowned philosopher, the Chinese version of this set sold more than 60,000 copies and has exerted tremendous infl uence on the academic scene in China. The English version will be an essential read for students and scholars of ethics and philosophy in general.




The Way of Life


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Malfuzat – Volume II


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The Malfuzat are a compilation of discourses, letters and narrations of the Promised Messiah, may peace of Allah be upon him. They offer a unique insight into the interactions between the Promised Messiah(as) and his eager audiences—great and small—and how his Divinely inspired wisdom and intellect quenched the souls of a world thirsting for guidance. These indescribably enchanting experiences compelled eyewitnesses to record them in an attempt to seize those special moments for future generations in the hopes that they might somewhat behold the magnetic aura radiating from the long-awaited Imam of the Age. This edition of Malfuzat comprises a collection collated from various newspapers and periodicals that spans from 1891 to 1899.




Conquering Constructivism


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This book is about improving intelligence and learning in students from Class V to Post-graduation. It uses constructivism as the idea to improve learning and intelligence. Constructivism has existed on earth since the beginning of civilization. The Bhagavad Gita is based on questions and answers. Lord Krishna did not spoon-feed Arjuna with solutions. He could have stopped the war if he wanted, but he inspired Arjuna to think and then choose what he considered was right. Constructivism is about constructing new and better knowledge at every step of learning from what is available in textbooks. We cannot solve today's problems with yesterday's ideas and we cannot survive until we learn to use our minds creatively to create intelligent solutions to solve the problems of life. This should be the sole concern of education. India can become a superpower within a few years if it does. Twenty-five percent of India's population is in the classroom. This population is young and vibrant. It can be upgraded endlessly if education inspires students to construct new knowledge as per their objectives. Education did not use constructivism because it did not till now have a technique to use it, though our national documents wanted it to be used in the classroom. The technique is now available. It has already benefitted six million students. It improves learning, results, admissions and attendance. It also reduces learning and teaching time. I request teachers and parents to spread this divine technique. It will prove to be the revolution that this nation and the world so badly needs and deserves.