Showing posts with label Pynchon. Show all posts
Showing posts with label Pynchon. Show all posts

Thursday, May 19, 2011

What does it mean to go 'beyond the zero'?

   The first section of Gravity's Rainbow begins with an epigraph written by Wernher Von Braun (a German rocket scientist during the first half of the twentieth century) which reads:  "Nature does not know extinction; all it knows is transformation.  Everything science has taught me, and continues to teach me, strengthens my belief in the continuity of our spiritual existence after death," (Pynchon, 2006, pg. 1).  And with such a quote, we enter the complex, and transgressive World War II landscape that is Gravity's Rainbow.  At first glance, it is hard to discern what is reality and what is a dreamlike or fantastic state, and yet as you push further into the text certain questions, concepts, and metaphors begin to plague you, the reader, and become almost so difficult and absolute that they are almost at first impermeable.  At yet as you push further and further into the text, you are finally plagued by some kind of question.  For me there has been one question that has taken over my reading of this text so far: What does it mean to go 'beyond the zero'?  And yet to ask this question we must admit that we must first ask ourselves another question: What is the zero?

    In all honesty, when I ask myself "What is the zero?" no matter how much I look, stare, and study the text itself, I do not know what exactly the zero is, and yet as much as I look, stare, and study the text itself, slowly I become more and more certain that the zero is many things.  Literally, the "zero" of this text has its roots in mathematics.  And while a the physical uttering  of the word "zero" might immediately summon up memories of elementary mathematics, the numerical concept of 0, or even the definition of an additive integer; to a seasoned reader and student of literature on might jump to the metaphorical connotations of "zero" and skip the background scientific and mathematical history of "zero" all together.  This I am convinced would be a mistake, and was my own error of reading the text until I re-examined page 142 where  the character Roger Mexico is analyzing an power series logarithm.  Analysis and research of this logarithm eventually led me to the discovery what is literally happening to Tyrone Slothrop in our text: a reversal of stimuli through the implementation of psycho physics.  Psycho physics is a science that uses the logarithms described in the text, and is a practice of discerning an individuals threshold "zero" through an analysis of the sensations created by various stimuli.  In order to find this threshold, the subject is subjected to stimuli at such a low level that they can't discern the stimuli at all and therefore there is no sensation or reaction.  This stimuli is slowly increased in its intensity and then reversed so that the individual's threshold and "zero" is detected.  In the most literal and scientific sense of this text, this is what we can first call our "zero", the threshold level of stimuli's effect to cause a result; and yet when we read this text we being to get a sense that the "zero" must be something bigger than just this scientific concept.  And that this "zero" must be a metaphor for something else within the context of the novel and the landscape of World War II.  But what does the "zero" stand for as a metaphor?  Is the "zero" a point between transformation?  Is it a space between life and death?  Is it the point where dreams meet reality?  Is it the point of reversal? Is it a place of judgement?  Is the "zero" anything at all or some illusion of a barrier between two things that are one and the same?  These are all questions and metaphors that can arise by reading this text.

    In my reading of this text and analysis of "zero" as a metaphor I have come to believe the latter of all the various metaphors the "zero" could be, and that the "zero" is an illusion, a barrier between two things that are the same, or part of the same thing.  On page 31 there is a description of control which reads: "But you had taken on a greater, and more harmful, illusion.  The illusion of control.  That A could do B.  But that was false.  Completely.  No one can do.  Things only happen, A and B are unreal, are names for parts that ought to be inseparable. . . ." (Pynchon, 2006, 31).  The idea of the "zero" belonging somewhere on a spectrum makes sense, both scientifically for the concept of psycho physics, as there are still sounds and stimuli that we can't discern but are there; but ultimately are all part of the same spectrum.  But it also makes sense in the metaphorical sense of the text as well.  For we we look at the concept of reversal, the psychological landscape of the text, and even perhaps an impending death threatened by the war, which would not be seen as a complete death if we believe as Von Braun does that there is a "spiritual existence after death" (Pynchon, 2006, 1).  And yet this leads me back to my original question.  If the "zero" is some metaphorical barrier, an illusion on some spectrum, what happens, and what does it mean to go 'beyond the zero'?  And yet it becomes unclear to the reader if it is even possible to go 'beyond the zero' at all.

   What is clear is that, what is 'beyond the zero' for me at this point of my reading of the text is unknown and remains to be scene, and until then, I will remain reading with this passage in my mind: "There is no way out.  Lie and wait, lie still and be quiet.  Screaming holds across the sky.  When it comes, will it come in darkness, or will it bring its own light?  Will the light come before or after?" (Pynchon, 2006, 5).

Monday, May 9, 2011

The struggle to read Pynchon

So reading this novel has really given me time to reflect on my reading practices and since I am including this blog in my writer's workshop for 108A, I thought I would take this moment to write about how difficult it has been so far for me to read this book.  This is the first novel, in a very long time, that I have definitely felt like I am having a comprehension issue or that I am extremely challenged comprehension wise.  And while this can be frustrating at moments, I know the book is within my comprehension level and simply requires an amount of opportunities for re-reading, taking notes in the margins of the text, and just slowing down my reading in general for comprehension.  As I have implemented these I have had much better success in reading and slowly understanding this novel, but it has taken me much longer to read than the average text.  I look at this novel though as an opportunity for me to grow as a reader especially since it is so challenging.  I love to read, and as an undergraduate Literature major, I was usually required to read 1.5 to 2 books per week for each class along with a assortment of critical theory and essays, so it is a refreshing change to be able to take time to read a novel at my own comprehensive pace as well as read something that is not a quick read for me.

As far as teaching goes reading a novel at pretty much my frustration level has been really helpful for me to reflect on what it might be like for our students to read texts or to struggle with the texts in the classroom.  (And while I know that we often shoot for students reading at their instructional and independent levels, I also know that too often students are exposed to texts that are at their frustration level; especially those struggling readers who are far below the rest of the class.)  I can definitely relate to the struggling reader now in my classroom and see how hard it must be for them to read and want to finish reading a text that is extremely hard or may be simply too hard for them.  This text for me has definitely been a challenge and I'm not going to lie, at times I have contemplating dropping it for exhaustion reasons, and going back to something that I can breeze through in a week, but isn't challenging for me.  And yet I also love reading so much and have such a desire to read this book, I slowly but surely keep pushing through it.  But one thing I also know is that if I hadn't been given and had so many opportunities for success in reading to be able to really learn to love reading like I do, then I might not have that desire and love of reading to push through and really comprehend and read such a difficult book, which is something to think about when encouraging our students to read and how to proceed to do so.