Tampilkan postingan dengan label literature. Tampilkan semua postingan
Tampilkan postingan dengan label literature. Tampilkan semua postingan

Jumat, 24 Desember 2010

Sample Literature Papers for Prof. A. Peever


Dr. A. Peever
Sample Literature Papers for Prof. A. Peever

The first two papers below, by Julie Matthews and Bret Steinbook, were handed in to fulfill the requirement for paper two in my World Literature class during Spring semester 1997 (given at the University of Miami). The third paper, Zylena's, was written during Spring semester 2000 for a course in science fiction in literature and film (given at Barry University). Bret told me that his paper is the result of two weeks' work, and that he'd never come across Paul Radin's work on the Winnebago Cycle before beginning research on this paper. Julie's paper represents a fine articulation of some recurring themes of our class discussions during that semester: the status of "literature" versus "history"; the interpretation of "symbols"; and the real-world applications of "literary criticism." On the subject of downloading, these pieces are the result of Bret's, Julie's, and Zylena's hard work, and they remain the students' own intellectual property. The authors gave me special permission to post their papers.


Brett Steinbook
Eng 201F
Prof. Peever
April 14, 1997
Hero Versus Hero: Oedipus and Sir Gawain in The Winnebago Hero Cycle
Sir Gawain and the Green Knight and Oedipus Rex, while not myths in Joseph Campbell's sense of the term, because they do not focus on a world conquering type of hero, nonetheless deal with mythological characters. If they are not traditional style myths then what are they? It is the purpose of this paper to argue that these stories are illustrations of a process in which one type of hero is replacing the old hero type. What are these different types of heroes and their significance? Perhaps this is most clearly illustrated in Dr. Paul Radin's Winnebago Hero Cycle derived from his study of the Winnebago Indians and their literature.
It is probably wisest to begin with an introduction to the Winnebago hero cycle itself. The cycle contains four hero cycles each relating to a different kind of hero-- the Trickster, the Hare, Red Horn, and the Twins. The Trickster begins as a fool on whom bad luck befalls and who is always the brunt of practical jokes. In the end the Trickster is the bully and plays practical jokes on others. Elmer Fudd, Daffy Duck, Coyote, and Bugs Bunny all represent different aspects of Trickster. In the Hare cycle the hero blunders and struggles but in the end he sacrifices himself for the good of mankind. Moses, Jesus Christ, and Prometheus are all Hare types. Red Horn goes out and conquers the evil in the world, coming back changed. Luke Skywalker, Theseus, and Orpheus are all similar to Red Horn. The last cycle is that of the Twins. The Twins take offwhere Red Horn stopped completing the conquering of the earth. They change usually by becoming one figure and stop only when their exploits threaten to topple the world. Perhaps the myth of Hercules was once a Twin cycle myth; Gilgamesh and Enkidu definitely represent this type. These four are listed in order because of the symbolic significance of that order. Dr. Radin explains that the mythic cycle " . . . represents our efforts to deal with the problem of growing up." Therefore the Trickster represents our earliest mental development and the Twins our last stage. A more complete explanation would divert this paper from its main objective.
The next point to be argued logically would be the validity of applying a foreign, Native American, construct to western mythic heroes. This point already has been belabored by Jung and Campbell without any serious opposition. Dr. Radin notes that in his day, "The vast majority of anthropological theorists and ethnologists . . . [began] with the assumption that the apparent sameness of the forms of thought found in widely separated religions . . . could best be explained by what they vaguely called the psychic unity of mankind. This psychic unity . . . expressed itself in a fairly limited number of forms. And it was in mythology that these forms expressed themselves with particular clearness." Suffice it to say, if most scholars in the field assume the validity of this treatment of cross-cultural comparison then it would not be unreasonable for this paper to assume so too.
In Sir Gawain and the Green Knight Sir Gawain represents the forces of Hare while the Green Knight represents the Trickster. The Green Knight is described as being green, the color of nature. According to Radin, "He and all the objects in the world were brothers and understood each other's language"; this is how the Winnebago illustrate the same connection to nature of the Trickster (Radin 17). Not only is he a Trickster but he's at the end of his cycle. This is evidenced by his purposefulness, his starting the games (instead of being the brunt of them) and his near human appearance (Radin 21,22). According to Henderson, it is only, "At the end of his rogue's progress [that] he is beginning to take on the physical likeness of a grown man" (Henderson 104). Sir Gawain obviously represents Hare. He is a follower of Christ, who himself was a Hare figure. He starts on his adventure as a representative of the court of Camelot. He leaves Camelot knowing he might have his head chopped off for them and yet he goes anyway. This is the essence of the Hare figure: self sacrifice for the betterment of the people. In the Winnebago myth Hare challenges the gods for the Medicine Rites. In Greek myth Prometheus sacrifices himself to bring fire to man. And Christ lets himself be hung on the cross to absolve man's sins.
One can easily see this tale as the old hero coming to challenge the new young upstart. It is the Green Knight who comes and makes the challenge at the Court of Camelot whose members all claim the Hare virtue of defending the people. But who wins out in this confrontation? In the end, one may argue that Sir Gawain has lost to the Green Knight. The only way for Gawain to have won is if he had been virtuous to the last and the Green Knight had taken his head, thus sacrificing himself. But instead he wears the green girdle of protection to cheat at the beheading game and live. In the end the Green Knight only nicks him. By failing to get a serious wound he fails to be a serious healer. Jung says it well when he writes, it is "the mythological truth that the wounded wounder is the agent of healing, and that the sufferer takes away suffering" (Jung 136). The Green Knight could only have won if Gawain had given in and slept with the knight's wife, and then he would himself have become the Trickster through this sexual initiation.
Henderson says, "They brought forth symbols associated with a god-man of androgynous character who was supposed to have an intimate understanding of the animal or plant world and to be the master of initiation into their secrets. The religion contained orgiastic rites that implied the need for an initiate to abandon himself to his animal nature and thereby experience the full fertilizing power of the Earth Mother." One can see this in the Green Knight (as Bercilak) freely leaving Gawain to do what he willed with his wife. It is clear that by not giving in to his animal nature with Bercilak's wife, Sir Gawain has remained true to himself.
It may be called a draw since both leave in one piece. But this is just the end of the Trickster, his last laugh, his reminder to the world of the power of Trickster. The Green Knight fades away like an illusion into Bercilak by the magic of Morgan, a symbolic if not an actual death. On the other hand, it is just the beginning of Gawain's Hare cycle. It may be interesting to note here that in the end Gawain comes full circle, committing the self-sacrifice in his last battle at Arthur's side to save the king. This tale may also be about the author's reluctance to give up the Trickster myth in the face of a new upstart religion that only values the Hare cycle, as well as being a warning not to forget the old ways. As we know historically, Christianity came in and forced the Celts to give up their old religion.
In Oedipus Rex is a similar story between Oedipus and the plague. The plague and the Sphinx represent long-corrupted versions of the trickster. Jung notes this tendency to corrupt the image of the old hero when he writes, "Only when [mankind's] consciousness reached a higher level could he detach the earlier state from himself and objectify it, that is, say anything about it. So long as his consciousness was itself trickster-like, such a confrontation could obviously not take place . . . It was only to be expected that a good deal of mockery and contempt should mingle with this retrospect, thus casting an even thicker pall over man's memories of the past, which were pretty unedifying anyway. This phenomenon must have repeated itself innumerable times" (Jung 143). This is where the Sphinx enters. The Sphinx is sick and twisted in form, half- woman and half-beast. The plague is also a sickness. Both ask a single difficult question whose specific and general answers are the same. The Sphinx asks, "What walks on four legs in the morning, two in the after noon, and three in the evening?" (Bulfinch 124). The plague asks, "Who murdered King Laius?" (Sophocles 109-122). In general both questions can be answered, "Man." Specifically, both could honestly be answered, "Oedipus." Thus one can see both the plague and the Sphinx as the same trickster at work. In a twisted sense both are asking Oedipus to ponder, "Who am I?"
As already covered, the Hare is one who is willing to sacrifice himself for the betterment of the people he represents. Obviously, Oedipus is willing to do this as he states in his speech to his subjects and shows when he says good-bye to his daughters. Hare sleeps with his grandmother and in order to fool her about his identity he has taken his eye out. In the morning when he goes to retrieve it, he finds it has been gnawed away by mice. Like Hare, Oedipus also commits incest. Oedipus has slept with his mother and he too has his eyes scratched out for it. Oedipus and Hare are both raised by foster parents. Hare's virgin mother dies shortly after his birth and he is left in his grandmother's care. Oedipus is thrown away by his father and is taken by a peasant to be raised in another town. The parallels are too great not to see Oedipus as a Hare cycle hero.
Oedipus ends up physically blind and spiritually broken, crushed by the knowledge of his sins. But has he lost or failed? To say so would clearly illustrate our modern bias towards the Red Horn hero who wins by conquering. The action/adventure blockbuster movies that rake in so much money at the box office clearly demonstrate at least America's love of this hero type. What is significant in Oedipus Rex is that Oedipus does solve the riddle despite how cold the trail is and despite his wife's pleading for him to stop. He does leave Thebes according to Bulfinch; thus, according to the prophecy, he has removed the plague from Thebes. He has banished himself from the city, sacrificing his own desire to the good of the people. According to the Hare model he has succeeded in every possible way. Remember, "the mythological truth that the wounded wounder is the agent of healing, and that the sufferer takes away suffering." Oedipus is a much greater success in this light than Sir Gawain who escaped whole and was accepted back home by his friends.
While it is clear that most heroes must conquer evil and go on long questing journeys, this is not the only kind of hero. What happens when the importance of one hero dwindles and the importance of another rises? Or what happens in the gaps between the cycles? Perhaps, as this paper has shown, in Sir Gawain and the Green Knight and Oedipus Rex one hero must test himself against the old hero. Who wins? Only time will tell. Perhaps one day a new myth will be written and a fifth cycle will be born.
Bibliography and Works Cited
Bulfinch, Thomas. Bulfinch's Mythology. New York: Crown Publishers, Inc., 1979.
Campbell, Joseph. The Hero with a Thousand Faces. Princeton: Princeton University Press, 1973.
Henderson, Joseph. "Ancient Myths and Modern Man." Man and His Symbols. Ed. Carl G. Jung, et al. London: Aldus Books Limited, 1964.
Jung, R.F.C. Hull, trans. Four Archetypes. Princeton: Princeton University Press, 1992.
Radin, Paul. "Winnebago Hero Cycles: A Study in Aboriginal Literature." Supplement to International Journal of American Linguistics vol. 14, no. 3, July 1948 Indiana University Publications in Anthropology and Linguistics. Baltimore: Waverly Press, Inc, 1948.
"Sir Gawain and the Green Knight." The Norton Anthology of World Masterpieces. 2 vols. New York: W. W. Norton & Company, 1992, vol.1.
Sophocles. "Oedipus Rex." The Norton Anthology of World Masterpieces. 2 vols. New York: W. W. Norton & Company, 1992, vol. 1.

Teaching materials: using literature in the EFL/ ESL classroom


Teaching materials: using literature in the EFL/ ESL classroom
By Lindsay Clandfield

Literature has been a subject of study in many countries at a secondary or tertiary level, but until recently has not been given much emphasis in the EFL/ESL classroom. It has only been since the 1980s that this area has attracted more interest among EFL teachers. The purpose of this article is to look at some of the issues and ways in which literature can be exploited in the classroom. There are also links to classroom activities and lessons with literature that you can download and use straight away.
What is literature?

First of all, any method or approach towards using literature in the classroom must take as a starting point the question: What is literature? The Macmillan English Dictionary gives the following definition:
literature / noun
1. stories, poems, and plays, especially those that are considered to have value as art and not just entertainment
(c) Macmillan Publishers Ltd. 2003
Many authors, critics and linguists have puzzled over what literature is. One broader explanation of literature says that literary texts are products that reflect different aspects of society. They are cultural documents which offer a deeper understanding of a country or countries (Basnet & Mounfold 1993). Other linguists say that there is no inherent quality to a literary text that makes a literary text, rather it is the interpretation that the reader gives to the text (Eagleton 1983). This brings us back to the above definition in the sense that literature is only literature if it is considered as art.
Before doing any study of a literary text with your learners, one idea would be to ask them what they think literature is. Attached below is a short discussion lesson you can do with your students on the subject “What is literature?”
Why use literature?

There are many good reasons for using literature in the classroom. Here are a few:
  • Literature is authentic material. It is good to expose learners to this source of unmodified language in the classroom because they skills they acquire in dealing with difficult or unknown language can be used outside the class.
  • Literature encourages interaction. Literary texts are often rich is multiple layers of meaning, and can be effectively mined for discussions and sharing feelings or opinions.
  • Literature expands language awareness. Asking learners to examine sophisticated or non standard examples of language (which can occur in literary texts) makes them more aware of the norms of language use (Widdowson, 1975 quoted by Lazar 1993).
  • Literature educates the whole person. By examining values in literary texts, teachers encourage learners to develop attitudes towards them. These values and attitudes relate to the world outside the classroom.
  • Literature is motivating. Literature holds high status in many cultures and countries. For this reason, students can feel a real sense of achievement at understanding a piece of highly respected literature. Also, literature is often more interesting than the texts found in coursebooks.
Different models of teaching literature in class

There have been different models suggested on the teaching of literature to ESL/EFL students (Carter & Long, Lazar). How the teacher will use a literary text depends on the model they choose.
The cultural model views a literary text as a product. This means that it is treated as a source of information about the target culture. It is the most traditional approach, often used in university courses on literature. The cultural model will examine the social, political and historical background to a text, literary movements and genres. There is no specific language work done on a text. This approach tends to be quite teacher-centred.
The language model aims to be more learner-centred. As learners proceed through a text, they pay attention to the way language is used. They come to grips with the meaning and increase their general awareness of English. Within this model of studying literature, the teacher can choose to focus on general grammar and vocabulary (in the same way that these are presented in coursebooks for example) or use stylistic analysis. Stylistic analysis involves the close study of the linguistic features of the text to enable students to make meaningful interpretations of the text – it aims to help learners read and study literature more competently.
The personal growth model is also a process-based approach and tries to be more learner-centred. This model encourages learners to draw on their own opinions, feelings and personal experiences. It aims for interaction between the text and the reader in English, helping make the language more memorable. Learners are encouraged to “make the text their own”. This model recognises the immense power that literature can have to move people and attempts to use that in the classroom.
Attached below are two lessons which draw on a combination of the language approach and the personal growth approach. Both are based on short texts: either extracts or poems.

Using literature over a longer period of time – the set novel or reader

The above lesson plans are all based on short extracts or poems and can therefore easily be used over one class period. However, there are very good reasons for encouraging learners to read books. Extensive reading is an excellent way of improving English, and it can be very motivating to finish an entire book in another language. In addition, many international exams have certain optional questions on them that pertain to set novels each year. One option that is now available to language teachers is the wide range of simplified and inexpensive versions of literary texts, called readers (see Onestop Shop for a list of readers for different levels). Setting up a class library of novels and readers, if you have the resources, is an excellent idea. Tim Bowen and Jonathan Marks, in their book Inside Teaching, recommend the following ideas for extensive reading of literature:
  • Hold brief classroom discussions on what learners have been reading (progress reports).
  • Ask learners to describe a book they like in such a way to make others want to read it.
  • Select a short novel which has been recently made into a film or TV series with which your learners are familiar.
In addition, there is a list of general questions about novels or readers attached at the bottom of the page that could be given for students to answer in written form (they are based on questions from the Cambridge First Certificate Exam).

DIY literature lesson plan

In our first Methodology article on Using Literature, there were two sample lesson plans based on an excerpt or a short story. Both followed a similar lesson plan format, outlined below. This sort of lesson plan works well for extracts from stories, poems or extracts from plays.
Stage one: warmer

There are two different possible routes you can take for this stage:
  • Devise a warmer that gets students thinking about the topic of the extract or poem. This could take several forms: a short discussion that students do in pairs, a whole class discussion, a guessing game between you and the class or a brainstorming of vocabulary around that topic.
  • Devise a warmer that looks at the source of the literature that will be studied. Find out what the students already know about the author or the times he/she was writing in. Give the students some background information to read (be careful not to make this too long or it will detract from the rest of the lesson; avoid text overload!). Explain in what way this piece of literature is well-known (maybe it is often quoted in modern films or by politicians). This sort of warmer fits more into the cultural model of teaching literature (see Literature in the Classroom 1)
Stage two: before reading

This stage could be optional, or it may be a part of the warmer. Preparing to read activities include:
  • Pre-teaching very difficult words (note: pre-teaching vocabulary should be approached with caution. Often teachers “kill” a text by spending too much time on the pre-teaching stage. Limit the amount of words you cover in this stage. If you have to teach more than seven or eight there is a good chance the text will be too difficult.)
  • Predicting. Give students some words from the extract and ask them to predict what happens next. If it is a play, give them a couple of lines of dialogue and ask them to make predictions about the play.
  • Giving students a “taste”. Read the first bit of the extract (with their books closed, or papers turned over) at normal speed, even quickly. Ask students to compare what they have understood in pairs. Then ask them to report back to you. Repeat the first bit again. Then ask them to open the book (or turn over the page) and read it for themselves.
Stage three: understanding the text, general comprehension

Often with extracts or poems, I like to read the whole thing to my students so that they can get more of a “feel” for the text. With very evocative pieces of literature or poetry this can be quite powerful. Then I let students read it to themselves. It is important to let students approach a piece of literature the first time without giving them any specific task other than to simply read it. One of the aims of teaching literature is to evoke interest and pleasure from the language. If students have to do a task at every stage of a literature lesson, the pleasure can be lost.
Once students have read it once, you can set comprehension questions or ask them to explain the significance of certain key words of the text. Another way of checking comprehension is to ask students to explain to each other (in pairs) what they have understood. This could be followed up by more subjective questions (e.g.. Why do you think X said this? How do you think the woman feels? What made him do this?)
Stage four: understanding the language
At this stage get to grips with the more difficult words in the text. See how many of the unfamiliar words students can get from context. Give them clues.
You could also look at certain elements of style that the author has used. Remember that there is some use in looking at non-standard forms of language to understand the standard.
If appropriate to the text, look at the connotation of words which the author has chosen. For example, if the text says “She had long skinny arms,” what does that say about the author’s impression of the woman? Would it be different if the author had written “She had long slender arms”?

Stage five: follow up activities

Once you have read and worked with your piece of literature it might naturally lead on to one or more follow up activities. Here are some ideas:
Using poems
  • have students read each other the poem aloud at the same time, checking for each other’s pronunciation and rhythm. Do a whole class choral reading at the end.
  • Ask students to rewrite the poem, changing the meaning but not the structure.
  • Ask students to write or discuss the possible story behind the poem. Who was it for? What led to the writing of this poem?
  • Have a discussion on issues the poem raised and how they relate to the students’ lives.
Using extracts from stories or short stories
  • Ask students to write what they think will happen next, or what they think happened just before.
  • Ask students to write a background character description of one of the characters which explains why they are the way they are.
  • Ask students to imagine they are working for a big Hollywood studio who wants to make a movie from the book. They must decide the location and casting of the movie.
  • Ask students to personalise the text by talking about if anything similar has happened to them.
  • Ask students to improvise a role play between two characters in the book.
Using extracts from plays

Most of the ideas from stories (above) could be applied here, but obviously, this medium gives plenty of opportunity for students to do some drama in the classroom. Here are some possibilities:
  • Ask students to act out a part of the scene in groups.
  • Ask students to make a radio play recording of the scene. They must record this onto cassette. Listen to the different recordings in the last five minutes of future classes. Who’s was the best?
  • Ask students to read out the dialogue but to give the characters special accents (very “foreign” or very “American” or “British”). This works on different aspects of pronunciation (individual sounds and sentence rhythm).
  • Ask students to write stage directions, including how to deliver lines (e.g. angrily, breathlessly etc) next to each character’s line of dialogue. Then they read it out loud.
  • Ask students to re-write the scene. They could either modernise it (this has been often done with Shakespeare), or imagine that it is set in a completely different location (in space for example). Then they read out the new version.
Potential problems

Problem 1: Where do I find material?
Of course you may have a novel or book of poetry that you have been dying to use with your students for a long time. But where can you get more material? Easy! The internet brings you instant access to many works of literature. Use a search engine. Usually it is enough to key in the name of the author or the book you are looking for. Older books and plays can sometimes be found entirely on-line.
The following sites are excellent for book excerpts and stories:
  • www.bookbrowse.com - a really great site which allows you to read an excerpt from a multitude of recently published books. You can search by author, book title or genre!
  • www.readersread.com - brings you the first chapter of many recently published books.
Literature doesn’t have to mean “books written by dead white English or American men”. Look for literature from other English speaking countries (there is lots and lots) to give your students a richer variety of work written in the English language. Bookbrowse.com (above) for instance has a whole section on Asian and Indian writers. You can also try the following link: www.blackliterature.com
Try the following two sites for poetry:
  • www.favoritepoem.org - a site collecting America’s favourite poems. You can also read comments about why people like them and hear them being read aloud.
  • www.emule.com/poetry - an archive of classical poetry, easy to browse through by poet. Has a top ten list of favourite poems (chosen by visitors to the site) which makes an interesting starting point.
Problem 2: How do I choose material?
Think about the following factors when you choose a piece of literature to use with learners:
  • Do you understand enough about the text to feel comfortable using it?
  • Is there enough time to work on the text in class?
  • Does it fit with the rest of your syllabus?
  • Is it something that could be relevant to the learners?
  • Will it be motivating for them?
  • How much cultural or literary background do the learners need to be able to deal with the tasks?
  • Is the level of language in the text too difficult (see below)
Problem 3: Is the text too difficult?
Obviously a teacher would not want to use a text that is completely beyond their learners. This would ultimately be frustrating for everyone involved. However, the immediate difficulty with vocabulary in a text might not be an obstacle to its comprehension. Learners can be trained to infer meaning of difficult words from context. The selection of a text must be given careful thought, but also the treatment of the text by the teacher (this means think about the tasks you set for a reading of a piece of literature, not just the text).

Further reading
Bowen, T & J Marks, Inside Teaching, Macmillan 1994
Carter, R & M Long, Teaching Literature, Longman 1991
Lazar, Gillian, Literature and Language Teaching, Cambridge 1993
Widdowson, H. Stylistics and the Teaching of Literature, Longman 1975




Rabu, 22 Desember 2010

Sleep Research & The Subconscious Mind

Sleep Research & The Subconscious Mind


Sleep research is all about coming to terms with the darker side of the mind. The science of sleep helps us delve into the subconscious mind and return with insights into the basic needs of the human brain and body.
“I’m not alseep… but that doesn’t mean I’m awake”

In this section, you can learn about the history and science of sleep, and how breakthrough theories from Sigmund Freud helped us to further our understanding of dreams and the subconscious mind.
Learn about the shocking effects of sleep deprivation – a state which lingers at the edge of consciousness, but for most people never quite takes hold. Later we will look at voluntary and forced sleep deprivation.

A History of Sleep

The science of sleep and dreaming goes back millennia as you will see in the history of sleep. See how the ancient Greeks and Egyptians interpreted dreams and created their own primitive theories of sleep. Learn about Circadian Rhythms and how it was another two centuries before Sigmund Freud emerged on the scene with his famous book on dream analysis: The Interpretation of Dreams.


Why Do We Sleep?

To learn about modern sleep research, take a look at why do we sleep? This article explains the nature of the NREM and REM sleep cycles, with the brainwave changes that occur in the subconscious mind. It is all about the science of sleep and the human brain.
Discover the role played by neurotransmitters in sleep rhythms and compare human sleep requirements with a host of other animals. This leads to a look at evolution and the four main theories of sleep.


Sleep Deprivation
The most famous sleep research often involves sleep deprivation. When humans go without sleep for more than 24 hours, strange things begin to happen… Their minds and bodies soon deteriorate. Learn about attempts to break the Guinness World Record for sleep deprivation, including Peter Tripp and Randy Gardner, and the planend stunt by David Blaine.
Discover the mental and physical effects of sleep deprivation, including real life studies of people with Fatal Familial Insomnia, a tragic genetic disease which kills its victims from a complete lack of sleep. Understanding this condition has driven the science of sleep to new realms.


Why Do We Dream?
If the light has been shed on sleep research – then we are still poking around in the dark for a practical theory of why do we dream? There is plenty of dream research from the last few decades, but still there is no single accepted theory for this hallucinogenic state. Sigmund Freud had many ideas (including the theory of Id, Ego and Super-Ego) but Freud remains controversial to this day.
Some scientists say that dreams are random impulses from the brain stem, while others insist there is logic and meaning to our dreams, arising from the subconscious mind. Find out why some researchers think dreaming may be a coping method to help us deal with potential real life traumas.


Dream Interpretation
What is the meaning of dreams? Dream interpretation is based on the theory that dreams offer hidden messages from the subconscious mind. They may be vital to uncovering lost memories and repressed thoughts – if you really want to dig them up, that is.
Sigmund Freud was the first to put dream interpretation on the map of sleep research. Many people still find his dream analysis useful today. Here you can learn about the language of the subconcious human brain, and how we can relate to it with dream symbols.
This article explains the true meaning behind dreams – with scientific dream interpretation.
Dreams are like letters from the unconscious brain. If only they were written in the same language that we use in waking reality!
Alas, they are disguised through conceptual thinking, which is how the subconscious mind works. But we can decode this information with dream analysis.

How to Begin your Dream Interpretation
To begin your dream analysis, start a dream journal, for three reasons:
1. Improve your Dream Recall – so that in time you can remember up to five dreams every night (one for each REM sleep cycle). A powerful technique for remembering dreams is to set your alarm clock to wake you after each REM cycle has finished: first after 3 hours, then every 90 minutes thereafter. This can be disruptive to your sleep, but it is worth trying one night – you will be bowled over by the number of dreams you can recall!
2. Identify Dream Symbols – a dream journal allows you to track recurring dream symbols and translate the underlying meaning behind dreams. For instance, you may repeatedly dream about falling, but this only becomes clear when you count the number of times it appears in your dream journal. That’s because your subconscious mind is trying to send you a message in conceptual form.
3. Increase Dream Meaning – writing and talking about your dreams places greater importance on them in your subconscious mind. The power of the subconscious is truly amazing, and if you give it a task (to remember more dreams) it will comply. Suddenly you will be able to boost your dream recall and have greater opportunities to translate the meaning behind dreams. You may also realize that your dreams become more meaningful for as you open up a new communication channel with the subconscious mind.

How to Translate Srubconscious Dreams
The essence of dream interpretation is not to take things literally. Dreaming about death does not mean you are going to die. Instead it may represent the end of an era or part of your life.
Dream analysis is symbolic – because that’s how the subconscious mind works.
The human brain thinks and learns in neural patterns. If you fall off your bike and cut your knee, you will associate your bike with pain. Your subconscious then creates a “rule” to avoid falling off a bike in future. This is a neural pathway; a link between neurons in your brain. It is learned through experience.
Neural pathways become more complex over the years. They apply to every kind of experience in life. Your subconscious mind uses these associations in dreams.

How to Interpret Dream Symbols
You have a unique understanding of the world around you. As you grew up, your subconscious learned about friendship, love, loneliness and betrayal. It made up rules about every human emotion and how you should feel about life. These “rules” are reflected in your dreams each night.
But equally, we have all grown up in the same culture, the same era, and we are all human. So it’s no coincidence that we all make the same conclusions about life, subconsciously. That’s where a dream dictionary comes in extremely useful.
Cloud Nine: A Dreamer’s Dictionary is the most complete and comprehensive dream dictionary for beginners. It provides thousands of dream symbols and definitions to translate your subconscious dream interpretation.
For anyone looking to find the meaning behind dreams, this dream dictionary is an excellent start. It also teaches you how to:
  • keep a dream journal
  • identify dream symbols
  • encourage peaceful sleep
  • remember more dreams
  • gain insights from nightmares
  • invoke healing dreams
Cloud Nine is written by a practicing psychologist in California and has received some rave reviews on Amazon. Highly recommended for understanding the true meaning behind dreams.