From our understandings of the reading to this point, we don’t see any sign of either Romeo or Juliet falling out of their love or infatuation. According to the Cambridge Dictionary, puppy love is defined as “romantic love that a young person feels for someone else, which usually disappears as the young person becomes older.” Although we see Romeo and Juliet quickly infatuate each other, we only see their love for each other growing stronger when Juliet says “but my true love is grown to such excess, I cannot sum up sum of half my wealth” she is showing a change from her previous more standoffish and poised character into a more excited and exuberant one (2.6.33-34). Another reason why Romeo and Juliet’s love shouldn’t be categorized as merely infatuation is because when Juliet finds out that Romeo is a Montague, she says “my only love sprung from my only hate […] that I must love a loathed enemy,” and is brooding over how to love him instead of trying to cut Romeo (1.5.138,141). When Romeo finds out that Juliet is a Capulet, he says “my life is in my foe’s debt’ which is Romeo saying that it is a shame that his life is in the enemy’s hands since he cannot stop loving Juliet (1.5.119). Even though both Juliet and Romeo know the danger of their love, the strength of that love allows them both to see past their familial enmity and wish to face the coming tribulations together.
Kulich’s view is quite historically accurate as it correlates to the 14th century European culture. Although the play was written in the 1500s, the scene and story are set in the 1300s. In that time period it was very common for a 17 year-old like Romeo to be considered an adult as well as the 13-year old Juliet. In the 1300s, adulthood for girls usually came at 12 and adulthood for males came at 14. Both Romeo and Juliet are over that transition period and their love should not be considered childish with the historical lens of the 1300s. Therefore, it does seem inaccurate to judge Romeo and Juliet’s love as puppy love since they were both considered adults at the time.
In-depth has been going by very quickly for me as it is easy to get caught up in the zen moments of ikebana and the ikenobo school. In my own time, I have been studying the fundamentals of ikebana and the essence and meaning behind the art of flower arrangement. I began to explore how life can be portrayed in the abstract ways of ikebana. With the essence of ikebana being balance and harmony in nature, I learned concepts like the “heaven, earth and man” and “the viewing.”
This week, I met with my mentor for the first time. Due to my later start, I have only just began my in-depth journey with my mentor. However, that doesn’t set me back far because I was prepared with a lot of concepts and ideas to discuss to get full value and enrichment out of her time. To be honest, we didn’t do much flower arrangement on our meeting. Instead, my mentor talked about the history of ikebana and gave insight to what the schools and rules of ikebana really mean. She talked about how the concepts of ikebana all correlate to some sort of belief or past value.
When I was with my mentor last weekend, she asked me why I was interested in ikebana as it is a very old tradition that is dying off. I told her that I wanted to do a sort of decaying art for in-depth to try and revive the skill and specifically ikebana because I think flowers are beautiful and there is many things in life we can mirror using more abstract means. The idea of portraying thoughts in the form of flower arrangement mesmerized me and my mentor agreed strongly. My mentor used to work in a flower shop because she loved to look at flowers and appreciate their beauty. When we talked about the heaven, earth and man concept I brought up, I asked what if we ignored it, and my mentor said that we cannot ignore it because these concepts have a significant cultural meaning and are part of ikebana as a whole.
With the history of ikebana being very long and having many different variations and schools, it was hard to keep track as my mentor educated me on the history of the subject. When she was explaining a few of the big schools, I asked for clarification because I didn’t understand the subtle differences between similar schools. For example, when she compared Saga Goryu ikebana to Ikenobo ikebana, I was confused on the differences and asked for clarification. After she explained that Saga Goryu ikebana focused making the arrangement delicate and sophisticated versus the variety of colour and beauty in ikenobo, I agreed with her when I looked at the pictures. Like I mentioned in the previous paragraph, my mentor asked why I wante to learn ikebana and I actually told a story about it. When I was a child, I’d always look at the flowers in the gardens, fields, and lakes. Although I’m not proud of it now, I would always pluck the flowers from their habitat and run around with them. I have always had a sort of connection with flowers since I was young. When my mentor mentioned the idea of “viewing” and how different concepts can be seen when the flower arrangement is viewed from different perspectives sort of reflected on my life. I feel like there are many things I miss out on because I have a bias of sorts.
I plan to meet my mentor next weekend and go deeper into my exploration on ikebana and hopefully make some beautiful artwork to show.
In-depth for me has been a little rough from the start. Having to change in-depths midway through the project set me back a little, but luckily, I switched in-depths near the beginning of the project so I could mitigate most of the damage. My current in-depth is Ikebana and I will be exploring all the techniques and processes behind the traditional-style japanese flower arrangement. In comparison to my previous in-depth of horse riding, ikebana is a much more mellow and calm sport. However, that does not mean that I am choosing it merely due to its ease. In fact, after doing research I learned about all the small nuances and thoughts that go into ikebana and realized it is a very deep and complicated topic with hundreds of schools.
To be perfectly candid, I have not made much contact with my mentor due to my slightly later start from my setback. However, I have discussed some schedules and planned meetings with them. Although we have not yet began delving into the actual in-depth subject, I have full use of Edward De Bono’s techniques when communicating with my mentor.
How to agree
Using my understand from De Bono’s How to have a beautiful mind, my conversations with my mentor went quite smooth. When we were discussing the cost of the lessons and the times my mentor had available, I understood where they were coming from and my mentor’s point of view. I made sure to look at things from my mentor’s perspective so I would not be rude and bias. I took advantage of guideline #6 “Make a real effort to see where the other person is coming from” the most. In the end, we negotiated well and have organized our schedules and pricing.
How to disagree
The disagree guidelines weren’t as relevant in our online communications, but it still came up subtly in our conversations. Of De Bono’s guidelines, the one I used the most would have to be #12 “Distinguish between having a different opinion and disagreeing with an opinion.” We didn’t have much of a chance to disagree since our communications were quite limited but I did understand how my mentor can have a different opinion from me without disagreeing. This is especially true since my mentor has much more knowledge on the in-depth than me.
How to differ
When it comes to differing, all the techniques were very relevant in my communications with my mentor. The techniques didn’t come out obviously, but I had them in mind when writing emails to my mentor. My mentors opinions pretty much align with mine and if they don’t one of us will persuade the other. We usually have a strong sync and don’t enter any arguments, especially since my mentor is volunteering their time for me.