youtu.be/2GZohFiNxJ4

• Author’s Information

• Full Name Dr.Maryann DiEdwardo

• Position, Title, and affiliation Adjunct Professor Lehigh University and University of Maryland University

Cultural Poetics Subtitle Aesthetic Consciousness, Praxis, Critiques, and Cultural Landscape

Maryann Pasda DiEdwardo, in her research ethics, is rooted in the principles of the Aristotelian philosophy based on art as imitation, the theme of the Poetics by Aristotle. Criterion for interpretation thorugh the study and philosophy of Aristotle reflects and questions fundamental assumptions (Malpas et al.). “Poetry Festival Project Case Study” focuses on three attributes of hermeneutical arc including text, explanation of the text, understanding in reflections. For example, imagine new insights into the meaning of the poetry of Emily Dickinson for applications of reading poetry for healing from grief. In anticipation of exploring reading the poetry of Emily Dickinson as a therapy, one may read poems by Dickinson, reflecting upon the poems, and writing poetry. This researcher wrote reflections based on her own experiences upon reading the poetry of Emily Dickinson. From the perspective of hermeneutic interpretation, consider the impact of writing journal entries of short reflections and poetry as a methodology to create personal and poetic embodied space, the location where human experience and consciousness takes on material and spatial form. Apply a hermeneutic approach to interpret poetry by writing original poetry. The actions of essential criterion of hermeneutic study use text, respect for history of the author of the text, and consider the significance of the text. Perhaps, according to Lorraine Code, Ed. in Feminist Interpretations of Hans-Georg Gadamer, published by Pennsylvania University Press, 2003, a feminist inquiry offers wider horizons for philosophers…(337). Methodology in the case study uses the poetry of Dickinson for inquiry and interpretation of the events and conditions of daily life. By doing so, Dr. M. DiEdwardo relies on Plato who uses hermeneutic knowledge as a spiritual endeavor, revealed and intuitive (Oxford English Dictionary). Support of previous research include “A Hermeneutics of Contemplative Silence: Paul Ricoeur and the Heart of Meaning” by Michelle Therese Kueter Petersen. She joins hermeneutic process of description, explanation, and interpretation with the traditional religious journey (1).

Further, researchers write critiques to practice hermeneutic planning. The hermeneutic framework as a pre-writing exercise allows us to use critical reading skills to enhance writing activity. Reading to doubt or exploratory writing offers reflective writing practices to discover style and personal voice or alternative topics. Thinking about literature through the lens of the hermeneutic arc with metacognitive activities may enlighten us to better writing. In fact, this researcher promotes the use of metacognition to begin the outlines and purpose, hermeneutics to approach the research, and finally, cultural poetics to see the literary work as a social discourse. Investigating the useful social functionality of literature as well as the theoretical processes of the literary scholar regards the power of writing for cultural change. The most important outcome of hermeneutics and metacognition in writing is cultural poetics which seeks to identify literary works as social discourses. Crafting original poetry and reflections in a journal prepare this researcher to write. The results of the case study reveal that the researcher reinvents her devotion to the study of poetry. See Appendix 1 for the journal from the case study. “Hermeneutic Approach for Conducting Literature Reviews and Literature Searches” by Sebastian K. Boeil and Dubravka Cecez-Kecmnanoc inspires us. The authors propose a hermeneutic framework that integrates analysis and interpretation of literature and the search for literature. Furthermore, the authors explain two circles: the search and acquisition circle and analysis and interpretation circle (Boeil et al.).

Studying previously researched knowledge, whether within scripture or secular contexts, constitutes a text, a respect for history of the author of the text, and significance of the text, and understanding approaches to writing about the text. The hermeneutic arc offers us methodology for interpretation. “Hermeneutics, in France as elsewhere abroad, is frequently associated with the work of Paul Ricoeur” (Frey, viii.). In 2011, in World Applied Science Journal 15 (11): 1623-1629, Ghasemi et al. defined Hermeneutics as the science of interpretation. “In the field of education, hermeneutics has played a relatively important role in understanding text” (Ghasemi et al.). The authors site the hermeneutic method according to Paul Ricoeur. Researchers accomplish understanding by explanation, understanding, and appropriation which Ricoeur called “hermeneutic arc”. Explanation explores the nature of the text; understanding explores the question, which the text presents; and appropriation expands knowledge and perception. Jeff Malpas and Hans-Helmuth Gander, editors of The Routledge Companion to Hermeneutics, establish hermeneutic origins, explain thinkers, ask questions, describe engagements, challenges and dialogues, and conclude with the future of hermeneutics.

Hermeneutic models ask how a particular effect is achieved or why an ending seems right but also what a particular line of text means and what a literary work tells us about the human condition. In 2017, this researcher published her article titled “Implementing Learning Strategies Based on Metacognition” in the Journal of Modern Education Review. Strategies based on metacognition engage memories of readings, life experiences, and imagination. Accordingly, these three patterns compose voice.

Modern hermeneutics includes both verbal and non-verbal communications as well as semiotics, presuppositions and pre-understandings. Metacognitive processes focus on learning with self-discovery in hard copy journals. Writing assignments ask us to take positions on cultural issues or questions of interpretation. Combine metacognition and hermeneutic models to ask how a particular effect is achieved or why an ending seems right but also what a particular line means and what a literary work tells us about the human condition. Critical Hermeneutics is an approach to transform readers. Considering the impact that researchers make on their readers, we can change the researcher with hermeneutics, metacognition, and cultural poetics to illuminate the necessity for textual interpretation beyond texts through exploration, understanding, and appropriation. Objectives are to achieve a cultural interest in the methods we use to reflect, construct, and mediate experiences in the world. Social justice as a paradigm resounds with tension and resolution dependent upon the silent resilience of the individual. The framework short story fuses our concentration on signs and interpretation (Semiotics and Hermeneutics) as a focus to envision the writers in a creative process to offer transformation. Globalization of the literary canon requires applications of the aspects of oral history traditions. To write, this researcher engages memories of readings, life experiences, and imagination. Accordingly, these three patterns compose voice on the written page. As cultures converge in global 21stcentury, writers of multiethnic backgrounds require varied models to succeed. Reading, writing, and arithmetic which served our industrial society may be enhanced by a new fourth “R” or remembrance as educational focus for the age of technology and multiculturalism. Language is the basis of classrooms whether traditional, enhanced or distance. Students read the works of multicultural authors and create audio presentations in YouTube. Music, photography, art, Netflix, become the new literature that enhances learning. Stories that students create in the new literature of the social network become the new voices for a global cultural literature revolution.

Through the lens of hermeneutics and semiotics, consider the cultural poetics in the film Roma. The director Alfonso Cuaron portrays the injustice and suffering of the main characters, Cleo. He engages viewers to explore archetypical cultural milieu Mexico in 1970. Interpretation of texts is the main purpose of hermeneutics. However, through semiotics as an additional theoretical model, we can study film as well. Semiotics is the study of signs. Moreover, as a reflective inquiry, hermeneutics or the study of aletheia, the Greek word for unhiddenness, reveals truth (Moules). Through use of the hermeneutic arc, this researcher interprets literary works and film as visual literature. Interpretation of current films such as Roma directed by Alfonso Cuaron, tells the story of Cleo who is a domestic worker who experiences the death of her child. Cleo helps take care of the children of Antonio and Sofia. The story is complex, since Antonia suddenly runs away with his mistress. The story unfolds as Cleo becomes pregnant with the child of a cousin of a friend. When she tells him of her upcoming pregnancy, he threatens to kill her and the baby. Yet, the baby is stillborn. Cleo goes on a vacation to the beach and experiences healing when she saves two of the children from drowning in the ocean. Cleo is a character that embodies the life of a servant who does not have rights in the society, but who has found a caring employer during the 1970s in Mexico. The audience feels empathy for Cleo who is mute after the loss of her child. Cuaron directs a passionate cast in a heart wrenching film which we interpret as a social discourse. Cultural landscape, which portrays the places in the film, is also significant. Cleo uses water to clean as a metaphor for the place and space that she portrays in the film. She has not experienced human rights in the relationship with her child’s father. Article 3 in the Declaration of Human Rights follows: “Everyone has the right to life, liberty, and security of person” (United for Human Rights).

What is Metacognition? Metacognition is thinking about thinking. John H. Flavell coined the term metacognition in the seventies of the last century (Flavell). In the book published in 2013 called Reflection and Using Metacognition to improve student writing, editors Matthew Kaplan, Naomi Silver, Danielle Lavaque-Mantz, and Deborah Meizlish provide a template for a new writing environment. Blended learning approaches use the three attributes of this hermeneutical including text, explanation of the text, and understanding in reflections. As example, we select the text Using Reflection and Metacognition to Improve Student Learning, specifically Chapter 8,” Reflection, e-portfolios, and WEPO”. The authors suggest that social pedagogy based on writing and editing in print and on line adds valuable experiences for writers. The text is carefully written; examples to be adequate. This researcher interprets the evidence that the authors present as valid. Readers also experienced the use of the social pedagogy. A text, a clear explanation of the chapter focus on writing in both a word processing program and a website or other online digital format exceeds for the 21stcentury writing student. This researcher uses storyboard from film to aid the writer in understanding writing and editing in print and online. Film aesthetic provides a backdrop to us as writers. Observe visual imagery that also acts a text. Ethos, logos and pathos exist within the characters and are also present in the setting; use interpretation to evolve as writers. Write film to practice writing. Writing to write, and writing comes to us within our efficacy through practice and experiences.

In 2017, this researcher published an article titled “Implementing Learning Strategies Based on Metacognition” in the Journal of Modern Education Review. She presents learning strategies based on metacognition or thinking about thinking. The planning of a writing project “center upon activities that support preparation to act as cognitive mappers to create new literature of the social network as new voices for a global cultural revolution” (DiEdwardo, 380). Stories that writers create in the new literature of the social network become the new voices for a global cultural literature revolution. By telescoping into a shorter version of oral history, writers succeed in the learning community.

At the 2019 Symposium, this researcher presented a lecture titled “Hermeneutics, Metacognition, and Writing”. The intention of the event was to share a useful technological approach to writing. The purpose of the lecture identified the hermeneutic arc as a methodology to plan and implement research writing. The arc contains steps to interpret, understand, and appropriate the topic. Drafting begins with the critique. A critique is hermeneutic. Writing critiques combine hermeneutics in action and metacognitive ideology. The take away initiates self-monitoring as metacognitive or meta-reflection. Hermenetucis in action is practice and theory of interpretation, understanding, and respect for history of the author. The result of this extension, or interpolation, is to deepen and clarify a thought path begun by Ricoeur. The basis for a critique of ideological action is a conception of truth that incorporates a Husserlian notion of evidential experience, and a Habermasian notion of truth as consensus. The normative basis for critique is Ricoeur’s conception of discourse ethics, which incorporates an Aristotelian conception of the good life, and a Kantian conception of autonomy and deontological moral norm. Ricoeur’s model of interpretation and critique surpasses both Habermas and Gadamer, by integrating the Habermasian validity basis of discourse within a broader, phenomenologically grounded conception of human experience and action that emphasizes the creative and imaginative uses of language for interpretation, critique, practical reason, and self-reflection.

Further study in area of critiques utilizes Diigo pages which contain links to books, articles, presentations, and published research. Coordinate Diigo resources with Google Scholar and library digital researches. Pursue broad questions that are fundamental to any efforts in research writing. Who is the author of the text? What period was the text about? How do we interpret the ideas? Hermenetutics has been useful as a way to interpret texts since Antiquity and called the ‘hermeneutic circle.’ The critique is imperative. Hermeneutics discovers the impulse to critique, openness, and …reasonableness in ethos (Weinsheimer, Preface). Critiques engage readers in analyzing key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material demonstrating techniques of close reading in order to explicate a text with terms of the hermeneuticist, that apply to writing to converse, to analyze, and to use cultural heritage. Writers possess qualities of memory based upon human every day experiences similar to those experiences within literary works they read. Play pod casts of sample student essays that show how students recall events. Metacognition and 21st century pop culture themes fuse to ignite us for reflection, discovery, and social networking to motivate. The critique is themed on ideas about the human condition. Create journals as primary sources for essays. Writing based on keen observation and self discovery is a part of learning interpretation. Paradigms of research based internet resources like Diigo are useful to create annotated bibliographies to collect data. Diigo as a resource is based on my own books, articles, presentations and original published poetry. List other poets as well, especially 21st century new poets.

Hermeneutics includes semiotics to signify transformation. Pre-suppositions or previously successful or meditative reflective writing, with metacognition as a goal, refers to higher order thinking which involves active control over the cognitive processes. Writers plan, evaluate, monitor, embed, inform and train. In particular, the emphasis of writing online and in print formulates a writers’ planning as a semiotic or significant stage of the writing process. Pre-writing in an informal journal is metacognitive thinking in action. Metastudy such as a free writing journal prepare us to write. The e-portfolio suggests that we can collect ideas and reflect upon the process of the creation. The three attributes of this hermeneutical arc including text, explanation of the text, and understanding in reflections.

Charles Dickens teaches peace through his literature. He is an agent of change who adapts biblical allusions to teach morality. Hermeneutics of Dickens works is a burgeoning field. His use of the Bible recaptures the essence of Christianity in his book The Life of Our Lord (Larson). This research seeks to apply critical hermeneutics which takes nothing for granted. In fact, it is the taken for granted nature of understanding that is the object of study and, in particular, where that knowledge comes from. Hermeneutics stops at the point of saying that knowledge and understanding is historically and socially bound. Critical hermeneutics continues where traditional hermeneutics leaves off, by embarking on an examination of those social and historical conditions which make understanding possible.

This researcher refers to The Life of Our Lord by Charles Dickens as a way to investigate. The narrative gently tells the reader about the life of Christ and ends with the ultimate sadness of persecution of the Christians. Yet, the republished work is illustrated with Victorian themed pictures to capture the cultural landscape of the Victorian Era. The book presents the life of Jesus Christ rewritten by Dickens for his children. The generous tone that Dickens applies in references to moral code shows radical compassion.

Why do writers write? “Social justice, Thematic tool and Paradigm in the construction of the novels of Dickens and DiEdwardo” was presented at the Hotel Bethlehem in April 2010 as a part of the Pennsylvania College English Association Spring Conference called “English Studies and Social Justice.”The answer is that characters, setting, mood, voice, and themes dynamically bring us to a state of relaxation and vision to understand truths. Literature is inspirational.My intention is to provide readers with tools to research the use of social justice as a reason to write and a methodology of applying the social justice paradigm for writing. Conclusively, this book seeks to develop empathy.

Works Cited Sebastian K. Boeil and Dubravka Cecez-Kecmanovic. “A Hermeneutic Approach for Conducting Literature Reviews and Literature Searches” Communications of the Association for Information Systems. Volume 34. Article 12. Pp. 57-286. January 2014. Maryann DiEdwardo. Diigo. https://www.diigo.com/user/diedwardo7

____________________“Implementing Learning Strategies Based on Metacognition.” Journal of Modern Education Review. Volume 7, Number 6, June 2017. New York: Academic Start, 2017. Pages 380 – 388.

__________________Spatializing Social Justice, Literary Critiques. Maryland: Hamilton, 2019. J.H. Flavell. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 1987. 906 – 911.

J.H. Flavell. Speculation about the nature and development of metacognition. Chapter in Gadamer. Weinsheimer, trans. Hermeneutics, Religion, and Ethics. New Haven, Yale, 1999. A. Ghasemi, M. Taghinejad, A. Kabriri and M. Imani. :icoeur’s “Theory of Interpretation: A Method for Understanding Text (Course Text)”. World Applied Science Journal 15 (11): 1623-1629. IDOSI Publications, 2011. R.H. Kluwe (and F.E. Weinert Eds.) Metacognition, Motivation, and Understanding. 1987. (pp. 21-22.) NeMLA Convention 2019. “Panel 7.38. Critical Hermeneutics, Metacognition, and Writing.” Rhetoric & Composition & Cultural Studies and Media Studies.

http://www.buffalo.edu/nemla/convention.html

Daniel Frey.” Preface”. Paul Ricoeur. Hermeneutics, Writings and Lectures,

Volume 2. Trans. David Pellauer. Massachusetts: Malden, 2016.Jeff Malpas and Hans- Gadamer, Hans-Georg. Weinsheimer, Joel. Trans. Hermeneutics, Religion, and Ethics. New Haven: Yale University Press, 1999.

Helmuth Gander, eds. The Routledge Companion to Hermeneutics. New York: Routledge, 2015.

Larson, Janet L. “The Fractured Code in Dickens Fiction.” The Victorian Web. 2009,

August. http://www.victorianweb.org/authors/dickens/larson/1.html

Joann McNamara. “From Dance to Text and Back to Dance: A Hermeneutics of Dance Interpretive Discourse”, PhD thesis, Texas Woman’s University, 1994. Kaplan, David M, “Discourse and critique in the hermeneutic phenomenology of Paul Ricoeur” (1998). ETD Collection for Fordham University. AAI9816348.

https://fordham.bepress.com/dissertations/AAI9816348 Matthew Kaplan, Naomi Silver, Danielle Lavaque-Mantz, and Deborah Meizlish, eds. Reflection and Using Metacognition to improve student writing. Virginia: Stylus, 2013. Code, Lorraine, ed. Feminist Interpretations of Hans-Georg Gadamer. University Park: Pennsylvania University Press, 2003. Lawless G.J., Constantineau P., Dizboni A. (2017) Philosophical Hermeneutics and Hermeneutic Philosophy. In: A Hermeneutic Analysis of Military Operations in Afghanistan. Palgrave Macmillan, New York. First Online 24 June 2017

DOI https://doi.org/10.1057/978-1-137-60012-7_5 Moules, Nancy J. “Hermeneutic Inquiry: Paying Heed to History and Hermes An Ancestral, Substantive, and Methodological Tale.” International Journal of Qualitative Methods, Sept. 2002, pp. 1–21, doi:10.1177/160940690200100301.

Petersen, Michele Therese Kueter. “A Hermeneutics of Contemplative Silence: Paul Ricoeur and the Heart of Meaning.” Iowa City: University of Iowa Press, 2011. Szondi, Peter, and Timothy Bahti. “Introduction to Literary Hermeneutics.” New Literary History, vol. 10, no. 1, 1978, pp. 17–29. JSTOR, http://www.jstor.org/stable/468303.

Sternberg. I Interamerican Journal of Psychology, 2005, Vol.39, Num. 2, pp. 1890202, The Theory of Successful Intelligence, http://eric.ed.gov/?id=EJ773903,

Veerman, Elshout, Busato. “Metacognitive Meditation in Learning with Computer-Based Simulations.” Computers in Human Behavior. 10 (1). 1994. . 93-106.

United for Human Rights. Brochure. The Story of Human Rights. 2015. Page 16.

educators, researchers, etc.).see below

Through the lens of cultural poetics and semiotics, I signify that social movements are created by literary works.

Background

I am editor and contributor to a text in 2016 with Cambridge Scholars Press based on a panel that I designed for the Northeast Modern Language Association. I have been a teacher of African American Literature Course at University of Maryland University College as well.

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“In Tell My Horse, her 1938 recounting of her fieldwork in Haiti, she talked about what she’d seen” (Faircloth).

My book is rooted in my determination to gather support for the works of Zora Neale Hurston, who was born on Wednesday, January 7, 1891, in Notasulga, Alabama, and died on Thursday, January 28, 1960, in Fort Pierce, Florida. In the essay “Characteristics of Negro Expression” (1934), she describes her rich and flexible uses of folk expression.

My first paper on Hurston—which I presented at the College English Association conference in 2012 in Richmond, Virginia—featured a statement on her story, “Magnolia Flower,” in which I found the use of the river as redemptive. She travelled to write about Haiti, and wrote an important work titled Tell My Horse: Voodoo and Life in Haiti and Jamaica.

In addition, I am the author of more than 35 books and articles. I currently teach at University of Maryland University College where I was awarded the 2016 Faculty Professional Achievement Award. I also teach at Lehigh University. I was awarded the 2016 Karen Lentz Award by the College English Association for Adjunct or Contingent Faculty Presentation; I was also recipient of the Northampton Community College Project Aware Outstanding Service Award 1978.

Moreover, the French director Bertrand Tessier is developing a series of 52 minutes documentaries about mythical couples in Hollywood for French television OCS, a channel dedicated to Hollywood movies. One of the documentaries will be about:

Spencer Tracy/Katharine Hepburn. My book entitled The Legacy of Katharine Hepburn, Fine Art As A Way of Life on Katharine Hepburn’s performance in Shakespeare’s As You Like It compared to performances by Vanessa Redgrave and Dame Edith Evans, is a reference.

Audience

Target audience includes scholars of African American Studies and in particular, cultural poetics, cultural criticism, folklore, Caribbean Studies, and Zora Neale Hurston, graduate students, and professional researchers and writers.

Similar Books in the Field

An analysis of competing or similar books (including publishers and dates) include a book that relates to my research is about Haiti and Zora’s novel.

Zora Neale Hurston, Haiti, and Their Eyes Were Watching God, by La Vinia Delois Jennings. Publication Year: 2013. (http://muse.jhu.edu/book/24908), Zora Neale Hurston wrote her most famous work, the novel Their Eyes Were Watching God, while in Haiti on a trip funded by a Guggenheim Fellowship to research the region’s transatlantic folk and religious culture for her study Tell My Horse: Voodoo and Life in Haiti and Jamaica. Another work which relates is entitled Haiti and the Americas by Carla Calargé (Editor); Raphael Dalleo (Editor); Luis Duno-Gottberg (Editor); Clevis Headley (Editor). Publication Date: 2013. Haiti has long played an important role in global perception of the western hemisphere, but ideas about Haiti often appear paradoxical.

Courses based on my Study

A list of courses in which my book might be used as a text or supplementary text include African American Literature, Religious Studies, Political Science. Humanities, Digital Humanities, The Study of Archival Research, Caribbean Studies, Haitian Folklore, Zora Neale Hurston, Cultural Studies, Ethnographic Studies, and Rhetorical Study of the Language and Linguistics of Zora Neale Hurston. For the purpose of my study, I also delve into literary research for clues. Furthermore, Haitian Folklore (Zonbi) (NPR) and the works of Zora Neale Hurston underlie important elements of the archetype that still carry vital information for scholars who wish to create a pedagogical and fundamentally purposeful basis for zombie characters in story and poetry as scholarship in literary classes.

My recently published new work with Cambridge Scholars Publishing, American Women Writers, Poetics, and the Nature of Gender Study, has a chapter on Zora Neale Hurston’s short story “Black Death” compared to Stephanie Powell Watts’ short story “Unassigned Territory”. The few single line reference from Chapter 3 will be noted in permissions.

The length of the manuscript in 12-point type on double-spaced 8 ½” by 11” pages will reach approximately 175-200 pages. I will need three months to write, edit, and finally submit.