Midnight's Children by Salman Rushdie

TOPIC OF THE BLOG:-

This blog is a part of a task given by Dilip Barad Sir from The English Department, MKBU, Bhavnagar. For more information about other writers, Poets, Poems and related topics visit this Blog site of Dilip Barad Sir (Click here). In this blog I am going to discuss my point of view and try to answer the questions that were asked in the context of Midnight's Children work. I got help from Chat GPT for Spelling errors to improve my answer with some synonyms words also. 

SALMAN RUSHDIE:-

Salman Rushdie is a British-Indian author known for his works of fiction that often blend elements of magical realism, political commentary, and cultural exploration. He gained widespread recognition with his novel "Midnight's Children," which won the Booker Prize in 1981. However, his most controversial work is "The Satanic Verses," published in 1988, which led to a fatwa issued by Iran's Ayatollah Khomeini, calling for his assassination due to perceived blasphemy.

Rushdie's writing often navigates complex themes of identity, migration, religion, and post-colonialism. His style is marked by a rich use of language and a willingness to experiment with narrative structures. Despite the challenges he faced after the fatwa, Rushdie continued to write novels like "The Ground Beneath Her Feet," "The Enchantress of Florence," and "Two Years Eight Months and Twenty-Eight Nights."

In addition to his fiction, Rushdie has written essays, memoirs, and children's books. He has won numerous awards for his contributions to literature and is considered a significant figure in contemporary literature.

Here is a video available on Ted & YouTube which gives you the reason to read Midnight's Children.

MIDNIGHT'S CHILDREN:-

"Midnight's Children" by Salman Rushdie is a novel that follows the life of Saleem Sinai, who was born at the exact moment when India gained independence from British rule. Saleem's life is intertwined with the fate of his country, as he discovers that he possesses extraordinary telepathic powers that connect him to other children born during the same midnight hour.

As he grows up, Saleem realizes that his life and the lives of the other "midnight's children" are shaped by historical events, political changes, and personal struggles. The novel provides a sweeping portrayal of India's post-independence history, blending magical realism with historical facts. Rushdie uses Saleem's story as a lens to explore the complexities of identity, nationhood, and the impact of historical forces on individual lives. The novel is celebrated for its intricate narrative structure, vivid characters, and thought-provoking themes. It won the Booker Prize in 1981 and is considered one of Salman Rushdie's most significant works.

WRITE AN ESSAY ON NARRATIVE TECHNIQUE IN MIDNIGHT’S CHILDREN.

👉"Midnight's Children" by Salman Rushdie is a literary masterpiece renowned for its inventive and complex narrative technique. Published in 1981, the novel skillfully intertwines history, magical realism, and personal storytelling to create a rich and immersive narrative. Rushdie employs a range of narrative techniques that contribute to the novel's depth and intricacy, making it a captivating exploration of India's post-independence history and the lives of its characters.

One of the most distinctive narrative techniques in the novel is the use of the first-person narrator, Saleem Sinai. As the protagonist, Saleem recounts his life and experiences, providing readers with an intimate perspective of the events that shape his life and the lives of the other "midnight's children." The first-person narrative allows for a direct and personal connection between Saleem and the reader, drawing them into his world and emotions. However, Rushdie complicates this technique by presenting Saleem as an unreliable narrator. His recollections are colored by his personal biases, insecurities, and the limitations of his memory. This adds layers of complexity to the storytelling, encouraging readers to critically engage with the narrative and question the accuracy of Saleem's account.

Rushdie's narrative technique also involves a non-linear structure that weaves together multiple timelines and perspectives. The novel moves back and forth in time, presenting events out of chronological order. This reflects the fractured nature of memory and allows Rushdie to explore the interconnectedness of past, present, and future. The non-linear structure mirrors the chaotic and evolving nature of post-independence India, where historical events, political changes, and personal stories overlap and influence one another. This technique demands active engagement from the reader, as they piece together the puzzle of Saleem's life and the broader historical context.

Magical realism is another narrative technique that Rushdie masterfully employs. Throughout the novel, fantastical elements are seamlessly woven into the fabric of reality. Saleem's telepathic powers, his ability to sense the emotions of others, and the symbolic connections between the midnight's children create a sense of wonder and mystery. These magical elements serve as metaphors for the larger themes of the novel, such as the idea that individual lives are intertwined with the destiny of the nation. The blending of the magical and the mundane underscores the novel's exploration of the blurred boundaries between reality and imagination, as well as the influence of myth and storytelling on collective memory.

Rushdie's narrative technique also extends to his rich use of language and symbolism. The novel is replete with wordplay, puns, and linguistic inventiveness that reflect the diversity of languages, cultures, and voices in India. This linguistic experimentation contributes to the novel's vibrant and kaleidoscopic narrative style. Symbolism, such as the recurring motif of the "nose," serves as a thread that binds characters and events together, adding depth and resonance to the storytelling.

In conclusion, Salman Rushdie's "Midnight's Children" showcases a masterful narrative technique that weaves together first-person narration, non-linear structure, magical realism, and linguistic inventiveness. Through these techniques, Rushdie crafts a multi-layered narrative that explores the interplay of personal stories and historical forces. The novel invites readers to engage actively with the text, challenging them to decipher the complex web of connections between characters, events, and ideas. "Midnight's Children" stands as a testament to the power of narrative innovation in illuminating the intricate tapestry of individual lives within the broader sweep of history.

WRITE AN ESSAY ON RUSHDIE’S USE Of ENGLISH LANGUAGE IN MIDNIGHT’S CHILDREN.

👉Salman Rushdie's "Midnight's Children" is not only celebrated for its intricate narrative and compelling characters but also for its innovative and masterful use of the English language. Published in 1981, the novel is a testament to Rushdie's linguistic virtuosity and his ability to wield English as a tool for creative expression, cultural exploration, and storytelling.

Rushdie's use of the English language in "Midnight's Children" is characterized by its rich tapestry of linguistic elements, including wordplay, puns, allusions, and linguistic experimentation. The novel is a linguistic playground where English is stretched, molded, and transformed to accommodate the diverse linguistic and cultural landscapes of India. One of the most striking features of Rushdie's language is his incorporation of various Indian languages and dialects into the narrative. Through this technique, he captures the multiplicity of voices and languages that coexist in India's social fabric. He employs a phonetic rendering of accents and speech patterns to bring authenticity to his characters' voices. This linguistic diversity reflects the complex interplay of languages in post-colonial India, where English is often spoken alongside regional languages.

Furthermore, Rushdie's linguistic inventiveness is evident in his wordplay and puns. The novel is rife with clever linguistic constructions that play on multiple meanings and interpretations of words. This not only adds a layer of humor and wit to the narrative but also serves to convey deeper thematic ideas. The use of puns is particularly significant as it echoes the theme of connections and interrelatedness, both among characters and between history and present events.

Rushdie's language also carries a strong element of magical realism. He employs vivid and imaginative descriptions that evoke a sense of wonder and the surreal. Through his words, the mundane world is transformed into a place of enchantment, where reality and imagination converge. This is in line with the novel's larger exploration of the blurred boundaries between reality and myth, history and storytelling.

The author's mastery of language is also evident in his ability to seamlessly transition between different narrative styles and tones. From Saleem's intimate first-person narrative to grand historical narratives and fable-like storytelling, Rushdie navigates a range of styles with finesse. This versatility in language mirrors the novel's thematic exploration of identity and the fluidity of cultural and personal narratives.

Additionally, Rushdie's use of language is deeply intertwined with his exploration of post-colonialism and the legacy of British imperialism. By using the language of the colonizers to tell the stories of the colonized, Rushdie reclaims English as a tool for cultural expression and resistance. The novel's linguistic experimentation is, in itself, a form of decolonization, asserting the power of language to shape and define individual and collective identities.

In conclusion, Salman Rushdie's "Midnight's Children" showcases a remarkable use of the English language that goes beyond mere communication. His linguistic inventiveness, incorporating wordplay, linguistic diversity, and magical realism, enriches the narrative and reflects the complexities of post-colonial India. Through his creative linguistic choices, Rushdie not only tells a compelling story but also engages in a larger discourse on language, identity, and the evolving nature of cultural narratives. The novel stands as a testament to the transformative power of language in shaping literature and cultural understanding.

I wrote answer of these two questions which I am interested in and has some different way of thinking in it. 

We also done some activity online in which Questions are asked or formed by Chat GPT.

LAB ACTIVITY:- SYMBOLS IN MIDNIGHT'S CHILDREN

Part I: Multiple-Choice Questions:-

1. According to the video, the study of symbols in "Midnight's Children" is contextualized within which literary framework?

a) Structuralism

b) Modernism

c) Post-structuralism

d) Realism

2. The concept of "pharmakon," as discussed in the video, refers to:

a) A type of symbolic gesture in literature

b) A binary opposition in storytelling

c) An ancient Greek mythological figure

d) A term with dual meanings - both remedy and poison

3. In Plato's "Phaedrus," what argument does Socrates present about writing and speech?

a) Writing is superior to speech for communication.

b) Writing is a form of art, while speech is a utilitarian tool.

c) Writing is inferior to speech and is misleading.

d) Writing and speech are equally effective forms of expression.

4. According to Derrida's theory of "archie writing," speech is considered:

a) The original form of language

b) An outdated form of communication

c) A form of writing that predates speech

d) A way to preserve knowledge through text

Part II: Descriptive Thinking Activity Questions (25 minutes)

5.Explain the concept of "pharmakon" in the context of the video's discussion. How does this concept challenge the idea of a single, fixed meaning in language? Provide examples to support your explanation.

"Pharmakon" is an unknown word for us in someway.This word was used by Derrida in his work Plato’s Pharmacy (La pharmacie de Platon (1969)) to give his ideas on Free play of meaning of word. Pharmakon is a Greek Word which means ‘Remedy & Poison’, both negative/positive, good/bad, etc. In this work he fictionalized Socretes and his students' conversation in which he used Egyption myth of Thoth’ creation and described his script as Pharmakon. With this idea Derrida tries to prove that a single word might have opposite meanings also. 

6. Discuss the significance of the symbols "perforated sheet," "spittoon," and "pickles" in "Midnight's Children." How do these symbols reflect the novel's themes and contribute to its deeper meaning? 

The Perforated Sheet reveals also and onceals too, has two meanings behind it. Narration of the perforated sheet is like it doesn't allow us to see the full view. Adam falls in love with his wife in pieces which also symbolizes perforation. The Silver Spittoon symbolizes Amnesia and Memory as well. When Sleem is hit by the Spitoon he loses his memory and it is symbolic too because it is the only thing which remained with him from childhood. Pickel’s is like they can be preserved and also be destroyed also. Sleem tries to preserve his life like pickles in pieces but also it gets destroyed in the end too. 

7. How does the post-structuralist approach, as described in the video, impact our understanding of binary oppositions in literature? Provide examples from the text to illustrate how binary oppositions are explored in "Midnight's Children."

This idea of Binary Opposition described by Derrida in his work of Derrida & Deconstruction. Through this idea we get to know that a single word might have more than one meaning which can be found in so many works of Literature. In ‘Midnight’s Children’ this Binary Opposition is described by the examples of perforated sheet, Silver Spittoon, Pickles, Knees and Nose, etc. 

8. Reflect on the duality between history and memory as discussed in the video. How does Salman Rushdie's portrayal of memory loss contribute to the understanding of collective memory and personal history in the context of the novel?

This idea of Memory Loss and History has duality if we see deeply. When Sleem is hit by the Spitoon he loses his memory and when he again sees Parvati he remembers everything. Salman Rushdie's portrayal of memory loss contributes to the understanding of collective memory and personal history because he uses Sleem’s memory in pieces to describe his family history and also the main story of his own life. So, it can’t be completely beneficial or a loss for Saleem too. 

Here is a book review of Midnight's Children by Salman Rushdie available on YouTube.

NOTE:- If you have any suggestion or want to say something please comment below or contact me on my social media.

Final Solution by Mahesh Dattani

TOPIC OF THE BLOG:-

This blog is a part of a task given by Vaidehi Hariyani Ma'am from The English Department, MKBU, Bhavnagar. Check out Vaidehi Hariyani's Blog (Click here) on this task, how we are supposed to do it and what points we should have in our mind while performing the task. For more information about other writers, Poets, Poems and related topics visit this Blog site of Vaidehi Hariyani Ma'am (Click here). In this blog I am going to discuss my point of view and try to answer the questions that were asked through this task.

FINAL SOLUTION:-

"Final Solutions," a play by Mahesh Dattani, is a thought-provoking exploration of communalism and its enduring impact on society. Set within a middle-class Indian household, the narrative follows Javed, a Muslim boy seeking refuge during communal riots, as he interacts with the Hindu Patel family. Through their interactions, the play delves into prejudices, biases, and the cyclical nature of hatred, urging the characters and the audience to confront their own beliefs and break the cycle of division. Dattani's play critically examines the consequences of intolerance and the potential for change through empathy and self-reflection. The title "Final Solutions" draws a haunting parallel to historical atrocities while highlighting the urgent need to address the roots of communal conflicts. As characters grapple with their fears and misconceptions, the play underscores the importance of understanding and compassion in dismantling the barriers that separate communities. And somewhat it also gives the idea of Guilt through the character of Daksha who becomes Hardika after marriage. 

1.)What is the significance of the title "Final Solutions" and what is the final solution of the play?

Normally by the title of the book we get to know that it is a story of some motivational kind of thing but the story, main idea and themes are totally opposite and effective also. The end is opposite from the title as it isn't giving any solution to the problem which occurs. Daksha also suffered throughout her life as Hardika also. This Play contains problems of Guilt, Jealousy, Prejudice, Religious Identity, and Self searching too. So, the title reflects the final solution of the problems but in reality there is no final solution as such we are expecting or thinking. 

2.)What was the difference you observed in the movie and play you performed?

Just like movies and books feel different even though they have the same plot and references, the plays we perform and the plays we watch as a movie are totally different things. We only performed some scenes from the play but we learnt how to perform on the stage. If we watch movies we aren't able to tell how they acted and what are the basics of performing Play. So, by Performing some scenes from the play we lived the particular Play. And after performing we compared where and what the mistakes we made and what we needed to improve.

3.) Share your thoughts on understanding drama through drama-based pedagogy or involvement in  theatrical practices.

Play or Drama are for performing rather than watching or reading. While watching the movie or reading the drama from the textbook, of course we get interest. We also understand everything but somewhere it remains empty if we don't try to understand the emotions of the Drama, of the words and the script. We performed this drama and understand what is lacking in us and we are naive too to understand that the true method of Drama and Play are different from we thought our all life. So, we were totally involved in the drama while practising, remembering the dialogues and experiencing every word from that text. Drama based pedagogy is important and also very effective too. 

4.) What kind of skills do you develop while undergoing the preparation process for a performance and how?

The preparation of the Play was very interesting and we also enjoyed ourselves as well as learnt so many things about ourselves too. Not particularly skill but I get to know that I can cry, laugh, shy, get angry as per my requirement of the script. I can remember my dialogues more easily if I practise more than reading endlessly.

NOTE:- If you have any suggestion or want to say something please comment below or contact me on my social media.

Photography Workshop by Mr. Kaushik Ghelani

TOPIC OF THE BLOG:- 

In this blog the information about photography and it's aesthetic conveyed through the rules of Photography with the point of view of Mr. Kaushik Ghelani which help to understand the basics of taking photos. This Workshop was divided into wo parts - first one is for learning and second is for question - answers and also has  a beautiful title for this one '"Imagination - an art of seeing" a Photography Workshop by Mr. Kaushik Ghelani (17/08/23)'. 

INTRODUTION OF MR. KAUSHIK GHELANI:-

Let's see something brief about Kaushik Sir with the beautiful introduction by Avni Jani to welcome sir in the Department. 

Good noon to you all.

Distinguished faculty, dear juniors, and esteemed guests. 

I am delighted to introduce the immensely talented individual, Mr. Kaushik Ghelani, to all of you.

Mr. Kaushik Ghelani is a columnist at Mumbai Samachar. He is involved in producing wildlife films for various government departments and working on wildlife documentation for multiple assignments within these departments. He is a wildlife filmmaker and photographer by profession. Additionally, he writes a column about travel titled "Travel Story" in Mumbai Samachar.

Among his numerous achievements, he has notably published a special story for International Tiger's Day in Hindustan Times and his images are set to appear in the upcoming WWF Calendar for 2024. He also had a lion's special story published in the March-April 2022 edition of National Geographic Magazine.

કૌશિક sir ને સૌથી પેહલા જ્યારે લાઈવ science department માં થી મળવાનું થયું ત્યારે જ ખબર પડી ગઈ કે તેઓ બાકીનાં wildlife photographer ની જેમ જાનવર ને જાનવર તરીકે ન જોઈ ને જંગલ નું એક પાત્ર સમજે છે. અને જંગલ ને સ્ત્રી ગણે છે કે જે તહેવાર મુજબ પોતાનાં સાજ શણગાર બદલે છે. કૌશિક sir પર ધ્રુવ ભટ્ટ નાં લખાણ નો વિશેષ પ્રભાવ છે. લાઈવ science department માં તેમણે કહેલું કે “ધ્રુવ ભટ્ટ જે લખે છે એમનાં સત્વ માં જીવવાનું કામ કરે છે” 

એટલે જ ધ્રુવ ભટ્ટ ની જ પેલી પંક્તિ યાદ આવે કે -

ફાટેલા ખિસ્સા ની આડમાં મુકી છે અમે છલકાતી મલકાતી મૌજ…

એકલો હોઉ ઊભો ને તોય હોઉ મેળામાં, એવું લાગ્યા કરે છે મને રોજ..

તાળુ વસાય નહિ એવડી પટારીમા, આપણો ખજાનો હેમ ખેમ છે…

આપણે તો કહિયે કે દરીયાશી મૌજ મા, ને ઉપરથી કુદરતની રહેમ છે…

પૈસા ને અવગણી ને કેટલીયે વાર તેમણે Camera સાઇડ માં રાખી ને ભય નો લાહવો લીધો છે. તે ખરેખર કૃષ્ણકાંત ઉનડકટ ની વાત સાર્થક કરે છે કે -

“પ્રકૃતિ નાં કણ અને જિંદગીની ક્ષણ ને જે જાણી શકે છે એ લોકો જ જીવન ને માણી શકે છે.”

કૌશિક sir વિશે સાંભળવા કરતાં તેમની પાસેથી સાંભળવું વધુ રસપ્રદ છે. વક્તા નાં વક્તવ્ય કરતાં તેમનો પરિચય વધી ન જાય તે બાબત નું ધ્યાન રાખતાં હું મારી વાત અહીં પૂર્ણ કરું છું.

PART 1:-

WHAT WE LEARNT IN THIS WORKSHOP?

Learning is the process which happen if we have so much patience because in rush only the surface you can earn never the depth. So, today we tried to get involved with our full concentration. Here are the some points which we learnt:-

• See, Think and then Execute the Photography.
• Photography is how you see the things and convey the same output through your camera.
• There are two types of photos:- one is we click intentionally good and second which clicked good by chance by us.
• Everyone can teach you Camera the equipment never the Photography.
• Photo should tell some story in it.
• When the particular photo look good or aesthetic? when we make our eyes like camera too.
• Learn how to see frame through your eyes, from which angle and which subject should be added or avoided. 
• For good photos there should be good area of foreground, midground and background.

Here are some rules or things to remember while clicking the photo:-

RULE OF 3RD

GOLDEN POINT

CENTER FOCUS RULE

SYMMETRY

GEOMATRIC SHAPES

LEADING LINES

HEAD LEADING ROOM

DEAPTH OF FIELD

BREAK THE RULE

PART 2:-

In second part we all are commanded to take some photos with these rules and held aesthetics also. And from us there are 6 photos which are chosen as winner also. Here are the winners of this compition.

Here are some of the photos from this workshop:-

Derrida & Deconstruction (Part - 1)

TOPIC OF THE BLOG:- 

This blog is a part of a thinking activity given by Dilip Barad Sir from The English Department, MKBU, Bhavnagar. Check out Dilip Barad sir's Blog Site (Click Here) for more information and knowledge about Derrida & Deconstruction and other works and writers. In this blog I am going to give my ideas on what I understand about Deconstruction and also try to  deconstruct a Poem. 

JACQUES DERRIDA:-

Jacques Derrida, was born on July 15, 1930 in El Biar, Algeria and died on October 8, 2004 in Paris, France. He was a famous French thinker who questioned Western philosophy and talked about language, writing, and meaning. Many people disagreed with him, but he had a big impact on the world of ideas in the late 20th century. He was mostly famous for Philosophy, Deconstruction and Metaphysical thoughts. 

In 1967, Jacques Derrida wrote three books - "Writing and Difference," "Of Grammatology," and "Speech and Phenomena." These books discussed how influential thinkers like Husserl, Rousseau, and Freud treated writing. In 1972, he published more books analyzing writing and representation in the works of philosophers like Plato and Hegel. Another book called "Glas" (1974) was an experimental work with two columns, discussing Hegel's philosophy and the writer Jean Genet. Derrida always had a keen interest in the power of words, and in "Glas," he explored how language can provoke thoughts by playing with different ideas. (Britannia)

WHAT IS DERRIDA & DECONSTRUCTION?

If we see the history of how it's started, so, after French philosopher Jacques Derrida presented his essay titled "Structure, Sign, and Play in the Discourse of Human Sciences" at a gathering in John Hopkins University in October 1966, the American reception of Deconstruction and the influential idea of "Poststructuralism" became widely accepted and established in English-speaking academia. 

In "Structure, Sign and Play" Derrida questions the STRUCTURALITY OF STRUCTURE and NOTION OF CENTRE. Derrida explored the idea of 'decentering' concerning Lévi-Strauss's views. He believed Lévi-Strauss wanted to uncover a single truth or origin that goes beyond the complexities of language and symbols. Instead, Derrida suggested embracing new ways of understanding human experiences and perspectives.

Derrida, influenced by Nietzsche and Heidegger and befriended by Levinas, questioned the traditional idea of the individual in humanist thinking. He aimed to create a science of writing that goes beyond the concept of a fixed 'man' with complete consciousness. Some people who oppose Nietzsche's ideas have misinterpreted Derrida's work, claiming that he completely erased the notion of the individual, leading to a potential danger to democracy and personal agency. (Peters)

For more information here is the video of Derrida & Deconstruction available on YouTube:-

LOVE'S PHILOSOPHY BY PERCY BYSSHE SHELLY':-

Image taken from the 'Gallary Thane'

This Poem written by Percy Bysshe Shelley and published 22nd December, 1819. Let's see a little bit about the poem first.

The poem begins with a series of images of natural elements merging together. The fountains mingle with the river, the rivers with the ocean, and the winds of heaven mix for ever. These images suggest that all things in the world are interconnected and that there is a fundamental unity to the universe.

The speaker then asks a rhetorical question: "Why not I with thine?" This question suggests that the speaker believes that the same principle of interconnection that applies to the natural world should also apply to human relationships. In other words, the speaker believes that they should be able to merge with their beloved just as the fountains mingle with the river and the rivers with the ocean.

However, the poem ends with a sense of doubt. The speaker asks, "What is all this sweet work worth if thou kiss not me?" This question suggests that the speaker is not sure if their beloved will reciprocate their feelings. The poem ends with an unanswered question, leaving the reader to ponder the possibility that love is not always reciprocated and that the natural world does not always provide a model for human relationships.

'DECONSTRUCTIVE READING OF LOVE'S PHILOSOPHY BY PERCY BYSSHE SHELLY':-

The fountains mingle with the river

   And the rivers with the ocean,

The winds of heaven mix for ever

   With a sweet emotion;

Nothing in the world is single;

   All things by a law divine

In one spirit meet and mingle.

   Why not I with thine?—

• In the first stanza, Shelley presents a vision of interconnection in nature, where various elements mix and mingle. However, this interconnectedness becomes paradox when the speaker questions why they cannot unite with their beloved. With the point of view of Derrida's Deconstruction one can point out the tension between the notion of unity in nature and the separation between the speaker and their beloved, revealing the poem's untold contradictions.

See the mountains kiss high heaven

   And the waves clasp one another;

No sister-flower would be forgiven

   If it disdained its brother;

And the sunlight clasps the earth

   And the moonbeams kiss the sea:

What is all this sweet work worth

   If thou kiss not me?

• The second stanza continues this exploration by comparing natural elements, such as mountains and waves, flowers, sunlight, and moonbeams, engaging in balanced interactions. Yet, the poem highlights the absence of unity between the speaker and the beloved, which becomes a source of desire.
• The poem begins by asserting that all things in the world are interconnected, but the ending suggests that this is not always the case. The poem also ends with a question, which leaves the reader to ponder the possibility that the speaker's beloved will not reciprocate their feelings. This questioning of the poem's own premises is a key element of deconstruction. 
• Poem also follow the free play of words in changes the centre of the poem. In first some lines when can assume that, the centre of the poem is nature, poet try to connect that all the natural elements are connected with each other but as we read the poem we get confused that the centre of the poem in reality is beloved. 
• Poet try to connect nature and his beloved with each other but it seems like you also fail somewhere to connect it cause he also describe that mountain kiss the heaven which we know that it is not possible, one can only imagine something like that. So, Poet imagine something which can't be possible. 

NOTE:- If you have any suggestion or wants to say something please comment below or contact me on my social media.

• For reading second part of Derrida & Deconstruction click here.

WORKS CITED:-

• Britannica, The Editors of Encyclopaedia. "Jacques Derrida". Encyclopedia Britannica, 11 Jul. 2023, https://www.britannica.com/biography/Jacques-Derrida.Accessed 5 August 2023.
• PETERS, MICHAEL A. “Chapter 3: DERRIDA, NIETZSCHE, AND THE RETURN TO THE SUBJECT.” Counterpoints, vol. 323, 2009, pp. 59–79. JSTOR, http://www.jstor.org/stable/42980423. Accessed 5 Aug. 2023.