Interpretive questions

Interpretive questions

What are the implications of maturity and conformity, wisdom and experience showed through the language used between Toni Morrison’s Nobel Prize Lecture 0f 1993 and Diana Johnson story on “Melvin in the Sixth Grade?” How do the writing, content, imagery and allusions combine to give the characters’ tone? What is the life- phase pattern of the characters in the text? How is the polarity of the message being made intentional? How is the legitimate understanding of the topic being discussed blending with the contextual situation? How do the characters use the language to serve their motives and elevate their status?

introduction

When people are in a high emotional level, they can reduce aggressive impulse to control his emotions. Then the individual has both emotional maturities and can control aggressive behaviour. The primary basis of conformity is when individuals do activities where there is a strong tendency to do something similar with the other members of the group, although such actions are wicked ways.

Wisdom is a kind of knowledge that results from a deep engagement with lived experience, which comprehends confronting challenging situations and uncertainty to act for the common good(Kuepers and Pauleen). When lessons are handled appropriately, they then give rise to wisdom.

The level of conformity and maturity may be linked by the fact that the characters’ motive is outright based on their experiences. Wisdom is based on the allusion created and the understanding of the topic being discussed.

There is, therefore, the need to analyze the languages used in both texts where the problem lies in learning the life – phase pattern of both characters where experience can be gathered. The tendency of them doing something similar may be due to the level of emotional maturity as expressed in the language.

Implications of maturity, conformity, wisdom and experience in textual analysis.

The aspect of maturity in Toni Morrison’s Nobel Prize lecture of 1993 indicates that the language is based in overcoming a heavy task force may be influenced by negative emotions. The character also expressed a high level of patience and would not need to fight to solve a problem. Diana Johnson’s story on maturity suggests that emotional maturity can have substantial negative correlation leading to low aggressive behaviour as the story may have drawn some high emotions. However, the character also expresses that there may not be a need to fight to solve the problem. Subjects with low emotional maturity and high level of aggressive behavior tend to be influenced by negative emotion so that one is easily provoked to aggressive behaviour. Level of patience is low and is irritable. One tends to impose one’s opinion to others and feels the need to fight as a way to solve the problem(Krisna). The life- phase pattern shows a transition of life stage where there as much to conquer and currently much to draw from the experience.

The Nobel prize lecture expresses wisdom and experience to be practical, rational, ethical and intuitive, and these constructs are intrinsic to decision making(Kuepers and Pauleen). The experience, in this case, is linked to a path of continuous self- development and the pursuit of a good life. Diana Johnson’s story on Melvin being on sixth grade on experience shows that individuals perceive that time is attributed with emotional and social adjustment. For those who see themselves as having a limited future, there is a shift in their orientation toward more restricted social goals. On average, one would assume that older a person would tend to focus more on the past than the future—relative to younger samples. If true, matching markers of verb tense should be seen among the most ancient participants: more past tense usage and less future tense. Indeed, references to time altogether should diminish, particularly among the oldest participants(Pennebaker and Stone).

The polarity of the Nobel Prize lecture may have been based on the tendency of a character not to spend any energy or effort necessary, but it must affect the language. Two things seem inevitable: none can achieve satisfactory results without taking both poles into full consideration, and whichever principle of classification is chosen ought to be carried thru as consistently as possible(Society). Diana’s speech, however, shows some polarity where there is a story of concern with much effort put where the effect of the language is impacted.

The motive of the characters is intended to give a past that has been of an exhausting case where their languages thrive on encouraging. Not much effort is put into the talks as the experiences are linked to a frustrating past. Nobel Prize speech, however, shows more maturity than Diana’s statement as aggressiveness on Diana’s may not be high as there is n emotional aspect. The two texts conform to the fact that there is a legitimate understanding of the context being discussed. There must have been a couple of psychological impact of the two versions; thus, the language expressed is that of total agreement. Similarly, when distinctions are tested by time and experience, the fact that they are seldom absolute and without complication, do not mean that they are completely bogus. Indeed, to pretend otherwise is itself a rather binary way of thinking(Heller).

References

Heller, Monica. “Legitimate Language in a Multilingual School.” Linguistics and Education, vol. 8, no. 2, 1996, pp. 139–57, doi:https://doi.org/10.1016/S0898-5898(96)90011-X.

Krisna, Sendy. EMOTIONAL MATURITY AND CONFORMITY WITH AGGRESSIVE BEHAVIOR OF MEMBERS CIVIL SERVICE POLICE UNIT OF SURABAYA. 2018.

Kuepers, Wendelin M., and David Pauleen. “Learning Wisdom: Embodied and Artful Approaches to Management Education.” Scandinavian Journal of Management, vol. 31, no. 4, Elsevier, 2015, pp. 493–500.

Pennebaker, James W., and Lori D. Stone. Words of Wisdom : Language Use Over the Life Span. Vol. 85, no. 2, 2003, pp. 291–301, doi:10.1037/0022-3514.85.2.291.

Society, Linguistic. Linguistic Society of America Polarity in Language Author ( s ): Werner Leopold Source : Language , Vol . 6 , No . 4 , Language Monograph No . 7 : Curme Volume of Linguistic Published by : Linguistic Society of America Stable URL : Https://Www.Jstor.Org/Stable/521989. Vol. 6, no. 4, 2019, pp. 102–09.