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The Gap of Desire: A Lacanian and Ironic Realist Reading of Wilbert Salgado’s “Diastema”

Irony, Jacques Lacan, Lacanian Analysis, Latin American Literature, Literary Analysis, Literary Criticism, Modern Realism, Nicaraguan Literature, Psychoanalysis, Wilbert Salgado 0 comments

 

"Fractured Identity”
AI-generated picture by Prof. Jonathan Acuña Solano in November 2025

📜 Introductory Note to the Reader

     Wilbert Salgado is a friend and ELT colleague of mine. For sure his ars creativa is incredibly good, and this story, Diastema, is a good example of it.

     A short story does not have to be lengthy; it just needs to convey an idea through the plot, which is the one that needs to be dealt with as a reader. Wilbert is good at it.

     His constant experiments with his ars creativa have made him become a great representative of Nicaraguan literature.


The Gap of Desire: A Lacanian and Ironic Realist Reading of Wilbert Salgado’s “Diastema”

 

📜 Abstract

This essay explores the intersection between Lacanian psychoanalysis and the aesthetics of irony and modern realism in Wilbert Salgado’s short story. Drawing from Jacques Lacan’s theories on the symbolic, the mirror stage, and the divided subject, the paper situates Salgado’s narrative voice within a field of fractured identity and self-alienation. The analysis also highlights irony as a modern realist device that exposes the subject’s struggle for coherence within social and linguistic constructs. Supported by scholars such as Žižek, Eagleton, and Barthes, the discussion demonstrates how Lacanian thought deepens the understanding of contemporary Latin American short fiction. The essay concludes that Salgado’s narrative reveals the ironic disjunction between the self’s desire for wholeness and the impossibility of achieving it in modern realist representation.

📜 Keywords:

Jacques Lacan, Irony, Lacanian Analysis, Modern Realism, Psychoanalysis, Latin American Literature, Wilbert Salgado, Literary Analysis, Literary Criticism, Nicaraguan Literature

 

 

📜 Resumen

Este ensayo analiza la intersección entre el psicoanálisis lacaniano y las estéticas de la ironía y el realismo moderno en el cuento de Wilbert Salgado. A partir de las teorías de Jacques Lacan sobre el estadio del espejo, el orden simbólico y el sujeto dividido, el texto sitúa la voz narrativa de Salgado en un contexto de identidad fracturada y autoalienación. Asimismo, se resalta la ironía como un recurso propio del realismo moderno que revela la lucha del sujeto por mantener una coherencia dentro de las estructuras sociales y lingüísticas. Con el apoyo de teóricos como Žižek, Eagleton y Barthes, el ensayo demuestra cómo la teoría lacaniana amplía la comprensión de la narrativa contemporánea latinoamericana. En conclusión, la narrativa de Salgado pone en evidencia la disyunción irónica entre el deseo de totalidad del yo y la imposibilidad de alcanzarla en el marco del realismo moderno.

 

 

📜 Resumo

Este ensaio examina a intersecção entre a psicanálise lacaniana e as estéticas da ironia e do realismo moderno na narrativa de Wilbert Salgado. Baseando-se nas teorias de Jacques Lacan sobre o estágio do espelho, o simbólico e o sujeito dividido, o texto posiciona a voz narrativa de Salgado dentro de um campo de identidade fragmentada e autoalienação. A ironia é abordada como um instrumento essencial do realismo moderno, capaz de expor a tensão entre linguagem, desejo e verdade. Com apoio de estudiosos como Žižek, Eagleton e Barthes, o ensaio mostra como a perspectiva lacaniana aprofunda a leitura da ficção latino-americana contemporânea. Conclui-se que a narrativa de Salgado revela a disjunção irônica entre o desejo de completude do sujeito e a impossibilidade de realizá-lo dentro das limitações do realismo moderno.

 

 

Introduction

In Wilbert Salgado’s short story “Diastema,” the narrator visits a bar intending solitude, yet finds himself drawn into a magnetic, ambiguous encounter with a woman he projects his fantasies onto. On one level, the story reads as a witty vignette of failed seduction; on another, it reveals deeper dynamics of desire, identity, and self-deception. This essay argues that the titular “diastema” (a gap between teeth) functions as a metaphorical marker of the gap inherent to subjectivity and desire, and that through a Lacanian psychological lens we can trace how the narrator attempts to fill that gap via projection onto the other. In parallel, a literary reading grounded in ironic modern realism reveals how Salgado deploys contemporary everyday experience (the bar, the michelada, the UFC fight) to dramatize the discrepancy between fantasy and reality. Through this blog post I intend to analyze Wilbert’s story by using Lacanian concepts to examine the narrator’s psychic economy; then the subsequent part of my essay explores how irony and realist detail shape the narrative’s effect; then the conclusion will synthesize both approaches employed for the analysis.

Lacan: Lack and Desire

According to Jacques Lacan, desire is always structured around lack: “the subject’s desires are scripted … by an unconscious fundamental fantasy in which the desiring subject is positioned in relation to its corresponding object-cause of desire” (Stanford Encyclopedia of Philosophy, 2023). In Salgado’s story, “Diastema,” the narrator’s gaze falls on the woman, and he immediately begins to “fill in the missing parts” of her frame, “since I’m a Gestalt kind of man, I filled in the missing parts until her frame was complete.” He thus attempts to complete the “lack” in his own subjectivity via identification with her as fantasy object: she becomes less the other person and more a projection of his ideal. The titular gap, the diastema, becomes emblematic of the subject’s irreducible lack; the narrator sees it as physical and perhaps symbolic, the very opening he hopes she will “fix.”

Lacan: Desire of the Other and the Object petit a

Jacques Lacan states that “man’s very desire is constituted … under the sign of mediation: it is the desire to have one’s desire recognised” (LacanOnline.com, 2020). The narrator in Salgado’s story is acutely aware, though unconsciously, of being looked at: “Her pupils gleaned, bright and liquid, like the plastic of a brand-new cellphone just taken out of its box.” In that moment the narrator reads not just attraction, but recognition. He raises his mug and murmurs “Hi.” She responds with a nod. The shift from spectator to participant begins via that recognition. Yet the recognition is mis-registered: the narrator projects his own narrative of romance, when in fact the woman’s “interest” may simply be polite or ambiguous. As the Stanford Encyclopedia of Philosophy (2023) notes, the object a is “a spectral, virtual construct … these substitutes are always and necessarily inadequate and unsatisfactory due to an insurmountable, ineliminable gap.” The narrator’s fantasy collides with reality when the bartender clarifies: “She’s a dentist. A lesbian. Says she can fix your diastema.” The fix he fantasized becomes literalized in a way he did not anticipate.

Lacan: Fantasy, the Gap, and Return to Solitude

Lacan emphasizes that fantasy structures the subject’s relation to desire: one endures the “lack” through the fantasy rather than eliminating it (Tel Journal, 2016). The narrator’s inner monologue reveals this: “My mating light flicked on. It had been a while since I’d had one of those romances that arrive by coincidence.” He ponders being “the cat that lost his life to curiosity—or if she’d purr.” But when the reality check arrives, that Solange is uninterested, he returns to isolation: “I don’t think I smiled again.” The fantasy evaporates, leaving the gap intact. In this way, Salgado dramatizes Lacan’s point that the subject cannot bridge the lack; the gap remains, and desire continues its circuit, often turning back into solitude.

Irony and Modern Realism: Everyday Scene and Disillusionment

On the literary plane, Salgado frames the story in mundane, everyday realism: a bar, a TV showing a UFC fight, micheladas, and a napkin with eight digits. These details root the narrative in contemporary urban life. Yet the tone is ironically poised: the very “romance that arrives by coincidence” arrives only to dissolve. The use of realistic detail heightens the ironic distance between the narrator’s expectations and his outcome. In the tradition of modern realism, everyday settings are not romanticized; here the bar becomes a space of longing and disappointment. As Stasi (2025) notes, “the form of the novel itself may have shifted in relation to the reality of the nation and of national-popular collective life.” Salgado, in his short-story micro-form, follows this lineage by using realistic detail to engage existential dynamics rather than grand historical sweep.

Irony: Projection and Self-Deception

Irony emerges strongly in the narrator’s self-presentation and projection. He remarks that he came “to enjoy my own company—a gift to myself after meeting everyone’s expectations all month long.” Yet we see immediately that he is scanning the room, looking for recognition; his solitude is fragile. His internal narrative frames the woman as “the kind of woman who could bewitch me like a siren,” even though his encounter is superficial and ill-fated. The sudden revelation at the end, she can fix your diastema, undercuts his fantasy with ironic precision. Lozano-Palacio (2019) argues that irony arises from “a clash between an echoed scenario and an observed scenario,” producing evaluative tension (p. 102). Salgado orchestrates that clash expertly.

Irony, Reader, and Interpretation in Latin American Short Fiction

In Latin American short fiction, irony has been studied as a strategy that reveals disjunctions of intention, identity, and desire. Adriaensen (2016) highlights how irony “plays with the distance between two opposing senses and carries an evaluative dimension” (The Politics of Irony in Contemporary Latin American Literature on Violence). In “Diastema,” the narrator’s initial triumphal posture (“I had to find out whether I’d be the cat that lost his life to curiosity—or if she’d purr”) is deflated into a comedic, melancholic moment. The story invites the reader to see the narrator’s self-delusion before he does, engaging the reader’s interpretive role in the ironic dynamic. Salgado thus situates his micro-narrative in a mode that is both realist in setting and post-realist in its ironic register.

Conclusion

Through the combined lenses of Lacanian psychoanalysis and ironic/realist literary theory, Wilbert Salgado’s “Diastema” emerges as a multilayered exploration of the gap between desire and recognition, projection and truth, fantasy and quotidian reality. On the psychological level, the narrator’s longing, his filling in of missing parts, his momentary recognition, and ultimate solitude reflect Lacan’s teaching that desire is built around lack and will always return to it. On the literary level, the realistic details of setting and character mask a quietly ironic structure: the narrator’s fantasy of connection dissolves into an ironic twist that reveals the self-absorption of his gaze. The titular gap is both literal and symbolic: it signals the narrator’s missing piece and his mistaken belief that another might complete him. Wilbert Salgado’s story thus invites us to consider how we narrate our own desire, how we interpret the other’s gaze, and how the most ordinary of nights can reveal the most profound of psychic fissures.


📚 References

Adriaensen, B. (2016). The politics of irony in contemporary Latin American literature on violence. Netherlands Organisation for Scientific Research (NWO). https://www.redvyral.com/projects/the-politics-of-irony-in-contemporary-latin-american-literature-on-violence

Lacan, J. (1988). The seminar of Jacques Lacan, Book I (1953-1954): Freud’s papers on technique (J. Forrester, Ed.). W. W. Norton.

Lacan, J. (2006). Écrits: A selection (B. Fink, Trans.). W. W. Norton.

LacanOnline.com. (2020). What does Lacan say about desire? https://www.lacanonline.com/2010/05/what-does-lacan-say-about-desire

Lozano-Palacio, I. (2019). Irony in linguistics and literary theory: Towards a synthetic approach. Miscelánea: A Journal of English and American Studies, 59, 95-115. https://www.researchgate.net/publication/360105583_Irony_in_Linguistics_and_Literary_Theory_Towards_a_synthetic_approach

Salgado, W. (2024). Diastema. [Unpublished short story].

Stasi, P. (Ed.). (2025). Realism and the novel: A global history. Cambridge University Press.

Stanford Encyclopedia of Philosophy. (2023). Jacques Lacan. https://plato.stanford.edu/entries/lacan

Tel Journal. (2016). The study of desire: A Lacanian perspective. https://www.teljournal.org/article_113137

Tittler, J. (1985). Narrative irony in the contemporary Spanish-American novel. Hispania, 68(4), 851-857. https://www.academia.edu/56843752/Narrative_Irony_in_the_Contemporary_Spanish_American_Novel


Short Story: "Diastema" by Wilbert Salgado

Diastema by Wilbert Salgado by Jonathan Acuña


Reader's Handout for Salgado's Short Story: Diastema

Reader’s Handout by Jonathan Acuña



A Lacanian and Ironic Realist Reading of Wilbert Salgado’s “Diastema” by Jonathan Acuña




Saturday, November 08, 2025



AI-Powered Skill Gap Analysis and the Discovery of Teaching Coaches: Toward Evidence-Based Teacher Development

Adaptive Learning, AI Ethics, Artificial Intelligence, Educational Leadership, Professional Development, Skill Gap Analysis, Teacher Evaluation 0 comments

 

Teaching Evaluation with AI
AI-generated picture by Prof. Jonathan Acuña Solano in October 2025
 

AI-Powered Skill Gap Analysis and the Discovery of Teaching Coaches: Toward Evidence-Based Teacher Development

 

📜 Abstract

Artificial intelligence (AI) has transformed how organizations diagnose, monitor, and close performance gaps. In education, AI-powered skill gap analysis offers an opportunity to revolutionize teacher evaluation and professional development through data-driven insight. This paper explores how AI can be applied to teaching performance evaluation and the identification of new coaching and supervisory talent among teachers. Drawing from the work of Hotwani (2025), Almubarak, Alhalabi, Albidewi, and Alharbi (2025), and the OECD (2024), the discussion argues that AI systems enable precise diagnostics that personalize teacher development, align professional learning with institutional goals, and identify emerging leaders within teaching cohorts. The essay emphasizes ethical implementation, institutional transparency, and the importance of human oversight, positioning AI as a complement to, not a replacement for, professional judgment in teacher growth and leadership development.

📜 Keywords:

Artificial Intelligence, Skill Gap Analysis, Teacher Evaluation, Adaptive Learning, Professional Development, Educational Leadership, AI Ethics

 

 

📜 Resumen

La inteligencia artificial (IA) ha transformado la forma en que las organizaciones diagnostican, monitorean y cierran brechas de desempeño. En el ámbito educativo, el análisis de brechas de habilidades impulsado por IA representa una oportunidad para revolucionar la evaluación docente y el desarrollo profesional mediante información basada en datos. Este trabajo explora cómo la IA puede aplicarse a la evaluación del desempeño docente y a la identificación de nuevos talentos para funciones de mentoría o supervisión. Basándose en Hotwani (2025), Almubarak, Alhalabi, Albidewi y Alharbi (2025), y la OCDE (2024), se argumenta que los sistemas de IA permiten diagnósticos precisos que personalizan la formación docente, alinean el desarrollo profesional con los objetivos institucionales e identifican futuros líderes dentro del cuerpo docente. Se enfatiza la necesidad de una implementación ética, la transparencia institucional y la supervisión humana, considerando la IA como un complemento —no un sustituto— del juicio profesional en el crecimiento y liderazgo docente.

 

 

📜 Resumo

A inteligência artificial (IA) transformou a forma como as organizações diagnosticam, monitoram e reduzem lacunas de desempenho. No contexto educacional, a análise de lacunas de competências baseada em IA oferece uma oportunidade para revolucionar a avaliação docente e o desenvolvimento profissional com base em dados precisos. Este estudo investiga como a IA pode ser aplicada à avaliação do desempenho docente e à identificação de novos talentos para funções de mentoria e supervisão. Com base em Hotwani (2025), Almubarak, Alhalabi, Albidewi e Alharbi (2025) e na OCDE (2024), argumenta-se que os sistemas de IA permitem diagnósticos personalizados que alinham o crescimento docente aos objetivos institucionais e identificam potenciais líderes educacionais. O texto destaca a importância da ética, da transparência institucional e da supervisão humana, considerando a IA como um apoio — e não uma substituição — ao julgamento profissional no desenvolvimento e liderança docente.

 


Introduction

Teacher performance evaluation has traditionally relied on classroom observations, student course outcomes, and supervisor’s feedback and assessment. While these methods offer valuable insights, they often suffer from subjectivity, inconsistency, and limited scope. As educational institutions embrace data-informed practices, AI-powered skill gap analysis has emerged as a transformative tool capable of identifying teacher competencies, performance gaps, and leadership potential. As Hotwani (2025) explains, machine learning models now enable organizations to “gather and analyze data from examinations, performance evaluations, LMS records, and even work items”, providing targeted feedback and individualized learning pathways. This approach can equally benefit educational settings by enhancing teacher growth and helping institutions identify emerging teaching coaches and supervisors.

Literature Review: AI in Skill Gap and Teacher Evaluation

Recent advances in AI applications to teacher evaluation illustrate the potential of data-driven systems to offer a more objective, continuous, and personalized approach. Almubarak, Alhalabi, Albidewi, and Alharbi (2025) proposed a deep-learning model capable of analyzing classroom video data to assess teacher–student interactions, demonstrating how such systems “provide more consistent and scalable measures of instructional performance” (p. 2). Similarly, the AI-based Teacher Performance Evaluation System developed in Saudi Arabia leverages algorithmic weighting of key performance indicators (KPIs) to produce accurate, evidence-based teacher assessments (Discover Applied Sciences, 2024).

At the level of self-evaluation, the Teacher Artificial Intelligence Competence Self-Efficacy Scale (TAICS) provides a validated instrument to measure teachers’ readiness and confidence in using AI for pedagogical innovation (Education and Information Technologies, 2024). Collectively, these frameworks establish a foundation for AI-driven diagnostics of teaching effectiveness, while adaptive learning systems can deliver responsive professional development aligned with detected needs.

Theoretical Basis and Framework

AI-powered skill gap analysis in education operates through five interrelated phases: a) data collection, b) competency mapping, c) gap identification, d) adaptive learning, e) and iteration. Data are drawn from multiple sources, such as classroom observations, student evaluations, peer reviews, and LMS analytics, to feed machine learning models that compare current performance with established teaching standards (Hotwani, 2025).

In teacher development, this process can be visualized as a continuous loop:

1

Data Collection:

AI compiles evidence from classroom artifacts and performance reviews.

2

Gap Mapping:

Algorithms identify discrepancies between observed and desired competencies.

3

Adaptive Feedback:

Teachers receive customized professional development content.

4

Monitoring:

Ongoing analysis tracks growth and adjusts learning recommendations.

5

Leadership Identification:

Teachers demonstrating consistent excellence, reflective capacity, and peer recognition are flagged as potential coaches or supervisors.

 

This model aligns with the concept of adaptive learning ecosystems, which Hotwani (2025) describes as AI systems that “continuously evolve through feedback loops,” ensuring that professional learning remains relevant and effective.

Identifying Teaching Coaches through AI-Driven Evaluation

One promising application of AI-powered analysis lies in identifying teachers with high leadership or mentoring potential. Language schools can use performance data to locate educators who demonstrate exceptional communication, reflection, and peer collaboration. Machine learning models may analyze variables such as peer feedback sentiment, classroom engagement metrics, and student progress indicators to identify those whose teaching practices positively correlate with learner outcomes.

According to the OECD (2024), AI in education “can strengthen teacher agency and collaboration by supporting virtual coaching and peer mentoring systems” (p. 11). When a teacher exhibits strong performance consistency and improvement across multiple areas, AI-supported systems can recommend them for leadership tracks or teacher coaching programs. This automated identification process complements traditional human evaluation, reducing bias and accelerating leadership development pipelines within schools or institutions.

Case Studies and Applications

Empirical evidence supports the viability of AI-powered gap analysis for education. Almubarak, Alhalabi, Albidewi, and Alharbi (2025) demonstrated that automated image and video processing can classify classroom events (e.g., teacher questioning, student engagement) to provide real-time feedback. Similarly, in corporate learning contexts, Hotwani (2025) highlighted how AI identified deficiencies in negotiation skills within a global sales team, leading to a 22 percent increase in performance outcomes after targeted training. This principle can easily translate to education: AI could detect teachers’ recurring difficulties, such as diminished communication-oriented activities, limited digital integration overlooking the SAMR principles, classroom management challenges, or the amount of teacher talk as opposed to student talk, and then recommend microlearning modules accordingly.

Another example is the Saudi AI-based Teacher Performance Evaluation System (Discover Applied Sciences, 2024), which integrates human expertise with algorithmic scoring to ensure objectivity and reliability. This model could enable educational administrators to detect not only underperformance but also excellence, signaling candidates for coaching or supervisory roles within the organization or academic departments.

Ethical and Practical Considerations

Despite its promise, AI-based evaluation systems must address several ethical and practical issues. First, data privacy is paramount: classroom recordings, feedback, and performance data contain sensitive information requiring strict compliance with regulations stated by the institution aligned with the country’s laws. Second, algorithmic bias can distort results if training data are not representative of diverse teaching styles or teaching methodologies. Third, teacher trust and buy-in are essential; educators must perceive AI-powered evaluations as supportive rather than punitive. As Hotwani (2025) cautions, “human decision-making is not replaced by machines; rather, it is enhanced by it”. Institutions should thus pair AI analytics with human mentorship and qualitative reflection to ensure balanced, ethical decision-making.

Implications for Educational Leadership and Policy

Integrating AI-powered skill gap analysis into educational systems offers long-term benefits for leadership & coaching cultivation, institutional development, and the spotting of areas where teachers need to continue developing themselves in terms of classroom delivery. Administrators, on the other hand, can establish continuous professional learning cycles, supported by adaptive AI tools that align individual teacher growth with pedagogical principles, methodological aims, and organizational goals. Over time, these data insights can inform promotions, coaching assignments, and strategic hiring for key position within the institution. As the OECD (2024) emphasizes, when used responsibly, AI can “promote equity and inclusion in teacher development by tailoring professional learning opportunities to each educator’s context” (p. 15). Thus, AI not only modernizes evaluation but also democratizes access to growth and leadership pathways.

Conclusion

AI-powered skill gap analysis represents a paradigm shift and a new growth mindset in educational performance evaluation and leadership development. By synthesizing diverse data sources through machine learning, institutions can pinpoint skill deficiencies, personalize teacher training, and identify potential coaches or supervisors with unusual accuracy. However, this transformation must proceed with careful attention to privacy, transparency, and human oversight. Ultimately, AI should be viewed as an ally that enhances professional growth and organizational learning rather than a replacement for human discernment. As education in 2025 continues to evolve, institutions that embrace AI responsibly will be best equipped to cultivate resilient, reflective, and future-ready teaching teams.


📚 References

Almubarak, A., Alhalabi, W., Albidewi, I., & Alharbi, E. (2025). An AI-powered framework for assessing teacher performance in classroom interactions: A deep learning approach. Frontiers in Artificial Intelligence, 8(1553051).

Discover Applied Sciences. (2024). An analytical approach for an AI-based teacher performance evaluation system in Saudi Arabia’s schools. https://doi.org/10.1007/s42452-024-06117-4

Education and Information Technologies. (2024). Development and validation of the teacher artificial intelligence competence self-efficacy (TAICS) scale. https://doi.org/10.1007/s10639-024-13094-z

Hotwani, K. (2025). AI-powered skill gap analysis: Tailoring custom eLearning modules to individual needs in 2025. Custom eLearning Blog. Upside Learning.

Organisation for Economic Co-operation and Development. (2024). The potential impact of artificial intelligence on equity and inclusion in education. OECD Publishing. https://doi.org/10.1787/15df715b-en


Conceptual Model

Visualization - Conceptual Model [Handout] by Jonathan Acuña



AI-Powered Skill Gap Analysis and the Discovery of Teaching Coaches by Jonathan Acuña




Friday, November 07, 2025



Angels, Elohim, and the Shadowed Names: A Comparative Study

Angelology, Demonology, Elohim, Hebrew Mythology, Moncure Daniel Conway, Theophoric Names 0 comments

 

“The Refracted Elohim”
AI-generated picture by Prof. Jonathan Acuña Solano in October 2025

📜 Introductory Note to the Reader

     I must clarify that I am not a scholar in religious history but rather an enthusiast in mythology. Having been raised in the Catholic tradition, I have always found the Jewish and Catholic angelic narratives fascinating in how they blend linguistics, theology, and mythic imagination. This essay, therefore, approaches the topic as a reflective exploration, not as a doctrinal or theological treatise.

     My intention is to recognize the significance of Moncure Daniel Conway’s Demonology and Devil Lore (1879) as a foundational work that sheds light on how the Elohim, once part of a divine council, evolved through reinterpretation into the more dichotomous figures of angels and demons known today. Understanding Conway’s argument helps us grasp how mythology and theology continually interact, redefining the boundaries between the sacred and the profane.


Angels, Elohim, and the Shadowed Names: A Comparative Study

 

📜 Abstract

This essay examines the linguistic, theological, and mythological significance of the “-el” suffix in angelic names within Hebrew and Christian traditions, as well as Moncure Daniel Conway’s interpretation of how ancient deities (Elohim) were redefined through the lens of monotheism. By analyzing examples such as Michael, Gabriel, Raphael, Uriel, Jophiel, Fanuel, Samael, and Azazel, the paper reveals how divine attributes—strength, light, beauty, and even exile—are embedded in angelic nomenclature. Drawing upon Conway’s Demonology and Devil Lore, the essay explores the demonization of figures like Dagon, Astaroth, Chemosh, and Milcom as part of a historical process of theological reclassification. Ultimately, this comparative approach underscores how naming conventions, mythology, and religious reinterpretation together illuminate humanity’s evolving conception of divinity.

📜 Keywords:

Angelology, Elohim, Moncure Daniel Conway, Demonology, Theophoric Names, Hebrew Mythology

 

 

📜 Resumen

El presente ensayo examina el significado lingüístico, teológico y mitológico del sufijo “-el” en los nombres angélicos dentro de las tradiciones hebrea y cristiana, junto con la interpretación de Moncure Daniel Conway sobre la transformación de los antiguos dioses (Elohim) a través del monoteísmo. A partir de nombres como Michael, Gabriel, Raphael, Uriel, Jophiel, Fanuel, Samael y Azazel, se muestra cómo los atributos divinos —fuerza, luz, belleza e incluso exilio— se integran en la onomástica celestial. Basándose en Demonology and Devil Lore, el texto explora la demonización de figuras como Dagon, Astaroth, Chemosh y Milcom como resultado de un proceso histórico de reinterpretación teológica. En conjunto, este análisis comparativo resalta cómo los nombres, los mitos y la evolución religiosa revelan la manera en que la humanidad redefine lo divino.

 

 

📜 Resumo

Este ensaio analisa o significado linguístico, teológico e mitológico do sufixo “-el” nos nomes angélicos das tradições hebraica e cristã, juntamente com a interpretação de Moncure Daniel Conway sobre a transformação dos antigos deuses (Elohim) no contexto do monoteísmo. A partir de exemplos como Michael, Gabriel, Raphael, Uriel, Jophiel, Fanuel, Samael e Azazel, observa-se como atributos divinos —força, luz, beleza e exílio— são incorporados à linguagem dos nomes celestes. Com base em Demonology and Devil Lore, o texto discute a demonização de figuras como Dagon, Astaroth, Chemosh e Milcom como parte de um processo histórico de reinterpretação teológica. No fim, esta leitura comparativa mostra como a mitologia e a linguagem refletem a evolução da ideia humana do divino.

 


Introduction

In religious and mythological traditions, names often encode belief about power, identity, and relationship with the divine. In Hebrew and Christian angelology, many celestial beings’ names end in “-el”, linking them to El (God). But some names such as Samael, Azazel, etc., bear darker connotations. Simultaneously, in Demonology and Devil Lore, Moncure Daniel Conway argues that many gods once counted among the Elohim were later reinterpreted as demons in monotheistic tradition we see today in religion nowadays. The sole intention of this essay, my blog post #486, intends to shallowly explore how angelic names function theologically, to examine particular names (e.g. Uriel, Jophiel, Fanuel), and to situate Conway’s perspective on the transformation of other Elohim (such as Dagon, Astaroth, Chemosh, Milcom) into demonological beings.

Theophoric Names and the “-el” Suffix

In Hebrew, El (אֵל) is a common term for “God” or “mighty one.” In the context of angelic names, “-el” functions as a theophoric suffix, that is, a marker that ties a name to God. Thus, names like Michael, Gabriel, Raphael, Uriel, Jophiel, Fanuel etc., can be read as short expressions or “sentences” about God:

●       Michael (מִיכָאֵל) = “Who is like God?” (a rhetorical question implying none)

●       Gabriel (גַּבְרִיאֵל) = “God is my strength”

●       Raphael (רְפָאֵל) = “God heals”

●       Uriel (אוּרִיאֵל) = “Light of God” or “God is my light”

●       Jophiel / Iophiel (יוֹפִיאֵל) = “Beauty of God”

●       Fanuel / Phanuel (פְּנוּאֵל) = “Face of God” or “God has turned / turned toward”

These names not only designate beings but also express a function or attribute (“healer,” “light,” “beauty,” etc.). The suffix “-el” anchors their identity to the divine; they are not autonomous gods but beings whose authority or being is derived from God.

Special Cases: Samael, Azazel

●       Samael (סַמָּאֵל) is commonly interpreted as “poison / venom of God,” or “blindness of God.” This negative-sounding element reflects his more ambiguous or adversarial role in some Jewish and mystical sources (angel of death, accuser).

●       Azazel (עֲזָאזֵל) has a more complex etymology: sometimes rendered “strong one of God” or connected to the Hebrew azael, azazel, meaning “scapegoat.” In Leviticus 16, one goat is sent by the community “for Azazel” into the wilderness (symbolically carrying away sins). In later Jewish lore (e.g. Book of Enoch), Azazel becomes a fallen angel who teaches forbidden knowledge, and in Christian/demonological tradition he becomes a demon leader.

Because their names still include “-el,” we see that in early mythic/angelic cosmologies, even adversarial beings were originally part of the same Elohim structure before later being recast as demonic forces.

The Elohim, Demonization, and Moncure D. Conway

Moncure Daniel Conway (1832–1907) was a 19th-century American writer, thinker, and scholar who, in his two-volume Demonology and Devil Lore (1879), traces how beliefs in gods, demons, and spirits evolved across cultures over the centuries.

A central claim of Conway’s is that many gods or divine beings (Elohim) of earlier polytheistic or henotheistic systems were eventually reinterpreted as devils or demons once monotheism became dominant. In his publications, Conway uses historical, comparative, and folkloric evidence to show that the gods worshiped by nations neighboring Israel, such as Dagon, Astaroth, Chemosh, Milcom, were originally divine Elohim in their own traditions. Over time, in the theology of Israel and later Christianity, these figures were recast or re-interpreted as false gods, evil spirits, or demonic powers.

This transformation is not merely a shift in classification, but a reorientation of theological meaning:

●       What was once a god of fertility (Baal), war (Milcom), or foreign worship (Chemosh) becomes a demon or devil in polemical narratives.

●       The names survive, but their status is inverted: once an Elohim, now a demon.

●       This supports Conway’s broader thesis: demonology is the history of defeated gods, as monotheism asserts supremacy, the pantheon is reinterpreted.

Thus, when we see angelic names ending in “-el,” it evokes a prior cosmological structure in which many beings, good, neutral, or evil, were part of the heavenly council of Elohim. Only later do we see the strict bifurcation (angel = good; demon = evil) more fully enforced.

Comparative Dynamics: Biblical, Mystical, and Demonological Traditions

To make the shift clear, let us consider three layers:

1.    Biblical / Canonical tradition

o   The Hebrew Bible introduces “Elohim” plural in grammar, occasionally used to denote gods of other nations or divine council members (e.g. Psalm 82:1).

o   Names like Michael and Gabriel appear (e.g. in Daniel) as positive, divine agents.

o   Figures like Azazel (in Leviticus) appear in ritual contexts.

2.    Mystical / Apocryphal expansions

o   In the Book of Enoch, Uriel, Fanuel, and others become archangels, while Azazel and Samael are fallen.

o   Kabbalistic and medieval angelology elaborate dozens more names, functions, and hierarchies (e.g. Metatron, Raziel, etc.).

o   The “-el” suffix remains standard in new angelic names, underscoring the continuity of the divine-name tradition.

3.    Demonological reinterpretation (as per Conway)

o   Former gods become devils (Dagon, Astaroth, Chemosh, Milcom).

o   Angels are purified; adversarial beings are vilified.

o   The narrative of divine testing (e.g. Satan in Job) is recast as theological mythology rather than literal cosmic warfare.

Implications & Reflections for Comparative Theology

●       Name as theology: Angel names are not random; they encode a claim about how those beings relate to God.

●       Continuity beneath change: The persistence of “-el” in names like Samael and Azazel reveals a deeper surfeit; these beings, even in their corruption, remain tied to God’s sphere, not independent deities.

●       Demonization is interpretive: Conway’s approach reminds us that labeling something as “evil” is often a religio-cultural reclassification rather than an ultimate ontological judgment.

●       Comparative reading: By comparing the ideology of the Hebrew Bible, later Jewish mystical texts, Christian tradition, and Conway’s historical anthropology, we can see how the tradition shifts categories, from polytheistic or henotheistic cosmos to strict monotheism with a dichotomy of angels and demons.

Conclusion

The prevalence of “-el” in angelic names provides a linguistic window into early theologies: these beings were understood as participants in a divine order, not independent gods. The names Uriel, Jophiel, Fanuel (and even Samael, Azazel) show how attributes (light, beauty, presence, poison, exile) were integrated into that divine vocabulary. Moncure Daniel Conway’s work highlights how, as monotheism ascended, many other Elohim (Dagon, Chemosh, Milcom, Astaroth) were reinterpreted as demons, thus rearranging the cosmic taxonomy. Studying names, mythic shifts, and theological reclassification together helps us trace how human religious imagination transforms divine plurality into monotheistic unity.


📚 References

Conway, M. D. (1879). Demonology and Devil Lore (Vols. 1 & 2). Henry Holt & Company. Retrieved from Project Gutenberg.

Conway, M. D. (2012). Demonology and Devil Lore: Volume 1 (Reprint ed.). Cambridge University Press.

“Demonology and Devil Lore.” (n.d.). In Archive.org. Retrieved from https://archive.org/details/demonologydevill00conw


Angels, Elohim, And the Shadowed Names by Jonathan Acuña




Friday, October 31, 2025



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