YOUTH, DAY, OLD AGE AND NIGHT.

 

OLD AGE AND NIGHT.

YOUTH, DAY, OLD AGE AND NIGHT.

YOUTH, large, lusty, loving—youth full of grace, force,

fascination,

Do you know that Old Age may come after you with

equal grace, force, fascination?

Day full-blown and splendid—day of the immense sun,

action, ambition, laughter,

The Night follows close with millions of suns, and sleep

and restoring darkness.

“Obsessed by a fairy tale,

 ...we spend our lives searching for a magic door and a lost kingdom of peace.” ― Eugene O'Neill

 “There is no present or future-only the past, happening over and over again-now.”
― Eugene O'Neill, A Moon for the Misbegotten 

“The fog was where I wanted to be. Halfway down the path you can’t see this house. You’d never know it was here. Or any of the other places down the avenue. I couldn’t see but a few feet ahead. I didn’t meet a soul. Everything looked and sounded unreal. Nothing was what it is. That’s what I wanted—to be alone with myself in another world where truth is untrue and life can hide from itself. Out beyond the harbor, where the road runs along the beach, I even lost the feeling of being on land. The fog and the sea seemed part of each other. It was like walking on the bottom of the sea. As if I had drowned long ago. As if I was the ghost belonging to the fog, and the fog was the ghost of the sea. It felt damned peaceful to be nothing more than a ghost within a ghost.”

― Eugene O'Neill, Long Day's Journey into Nigh

The logic of the concept tells us what?

 Deleuze would have turned his attention to the subject of education with some frequency, but in fact he dedicated only a small portion of his energies to this field. He did, however, devote a few passages of Difference and Repetition (1969) to the relationship between thought and learning that are especially suggestive.

 Let’s have Leibniz speak. Never has anyone witnessed so much calm in the presence of so much daring. He will explain that there is no indefinite. There is only an actual infinite. He will immediately define the individual as the concept; the individual is the concept. The individual is the concept insofar as its comprehension is infinite and its extension unity. A concept whose comprehension is actually infinite, you see it’s the actual infinite that allows him to say that. If he said: the individual is the concept whose comprehension is indefinite, that would make no sense. It’s because there is actual infinite everywhere according to Leibniz that this definition is possible. It was therefore impossible for the neo-Platonists who had no idea of the actual infinite.

paraphraser Deleuze

https://archive.org/stream/lectdeguerma01prou?ref=ol#page/6/mode/2up

 Deleuze reads the Recherche as the record of an apprenticeship (apprentissagein French), or process of learning (French apprendre: to learn), and all learning, he asserts, proceeds via the interpretation of signs. “Everything that teaches us something emits signs; every act of learning is an interpretation of signs or hieroglyphs. Proust’s work is based not on the exposition of memory, but on the apprenticeship in signs” (Deleuze, 2000, p. 4). By “learning” Deleuze clearly does not mean the mere acquisition of any new skill or bit of information, but instead the accession to a new way of perceiving and understanding the world. To interpret signs is to overcome “stock notions,” “natural” or “habitual” modes of comprehending reality (ibid., p. 27).

.