Thirteen Ways of Self-Questioning Essay Example

terms "moving" and "flying" in these two sections respectively to convey the same idea that our consciousness is constantly changing. Cleanth Brooks offers his interpretation of paradox as "the language of sophistry, hard bright, witty" (Brooks 58). In Stevens' poem, this use of paradox serves to make readers aware of the difficulties we encounter in our thought processes.

The narrator describes an unusual situation in the poem. He says, "It was evening all afternoon. / It was snowing / And it was going to snow / The blackbird sat / In the cedar-limbs" (XIII). This paradoxical statement suggests a passive outlook on life. Although afternoon comes before evening, the narrator claims that it is already evening during the afternoon. This implies that someone is already experiencing the decline or nearing the end of their life during a time that is typically associated with vitality. This paradox is a common feature in the final section of the poem.

The purpose of the language may seem contradictory and illogical, but it aims to draw our attention to our awareness of thoughts. The statement "It was snowing / And it was going to snow" represents how people can anticipate future events by drawing on their experiences and observations of nature. Stevens intentionally places the outcome before the foresight. He then uses the image of a blackbird peacefully perched on cedar-limbs to demonstrate how consciousness becomes less active in old age compared to youth. Nonetheless, the cumulative life experiences we accumulate become valuable possessions that provide us with wisdom and understanding.

The final section of the text is connected to the second section through

the line "I was of three minds, / Like a tree / In which there are three blackbirds" (II). The blackbirds in the tree symbolize our minds, so I am likened to a tree with three minds symbolized by three birds. This section possibly suggests the three levels of the human mind according to Freud's "Id, ego and super-ego" theory. In section four, Stevens states: "A man and a woman / Are one. / A man and a woman and a blackbird / Are one" (IV). This is another example of paradox.

In his analysis of Wordsworth’s poem, Brooks examines the paradox present and states that he does not intend to overemphasize Wordsworth’s awareness of it (Brooks 60). This allows us to explore how the narrator possibly unconsciously employs the paradox. When we assert that multiple distinct entities are one, it may initially be seen as unacceptable and prompts us to consider this idea further, particularly when we repeat part of the narrative but introduce another subject the second time. Section four delves into potential religious themes within this world.

The text states that every human being, regardless of gender, originates from a single source. It asserts that both our physical selves and our consciousness are derived from this source. The poet, Stevens, utilizes paradoxical elements in the poem to evoke experiences that can be perceived both audibly and visually. The author, Brooks, emphasizes that the paradoxes in the poem stem from the inherent nature of the poet's language, wherein the connotations hold equal significance as the denotations (Brooks 61).

Analyzing Stevens' work allows us to understand the mastery of paradox language. In section

five, he presents a narration about his preference: "I do not know which to prefer, / The beauty of inflections / Or the beauty of innuendoes, / The blackbird whistling / Or just after" (V). When the blackbird is whistling, there is a beauty of inflections. However, immediately after that, we witness the beauty of innuendoes. In this context, the blackbird symbolizes the poem.

When reading or reciting a poem, its pronunciation can sound similar to bird inflections due to its rhythms and structure. However, upon closer examination, we can uncover the hidden meanings within the poem. A well-crafted poem not only allows readers to enjoy its inflections but also prompts us to reflect upon it. Furthermore, this section shares an interesting connection with section eight. Likewise, the narrator utilizes accents and rhythms to indicate the composition and recitation of the poem, providing readers with audible enjoyment.

In the poem, Stevens incorporates his thoughts through paradoxes and sensory experiences. The use of paradoxes is evident in the two sections that depict how he applies them to our hearing senses. Additionally, he employs metaphors to evoke visual imagery. Brooks supports this idea by stating that even seemingly simple poets are compelled to use paradoxes due to the nature of their art form. This can be seen in section eleven, where the narrator describes a picture that triggers our imagination. The mention of a "glass coach" signifies fragility and transparency, while the illusion of blackbirds symbolizes fear. Section three also showcases the use of sensory language, as the narrator describes a blackbird being engulfed by autumn winds.

He depicts a detailed image of the

blackbird and then explains that it is merely a small fragment of a grand performance. This expands our perspective from the specific to the overall view, signifying that the blackbird symbolizes the unpredictable nature and uncertainty of life. Brooks argues that paradox is an essential and unavoidable language in poetry, stating that "the poet's truth can only be expressed through paradox, while the scientist's truth necessitates a language free from any hint of paradox" (Brooks 58).

In his poem "Thirteen Ways of Looking at a Blackbird," Wallace Stevens presents thirteen interpretations that contribute to our understanding of consciousness. Paradox is used to further explore the theme, while symbolism and sensory elements delve into social and cultural concepts. The primary purpose of paradox in this poem is to provoke introspection and challenge our established understanding of thought.