DOCSLIB.ORG

The Translation of Wordplay in Lewis Carroll‟S Through the Looking Glass and What Alice Found There Into Bahasa Indonesia by Djokolelono

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Translation of Wordplay in Lewis Carroll‟S Through the Looking Glass and What Alice Found There Into Bahasa Indonesia by Djokolelono THE TRANSLATION OF WORDPLAY IN LEWIS CARROLL‟S THROUGH THE LOOKING GLASS AND WHAT ALICE FOUND THERE INTO BAHASA INDONESIA BY DJOKOLELONO A Thesis Presented as Partial Fulfillment of the Requirements for the Attainment of a Sarjana Sastra Degree in English Language and Literature By: Henggar Sulistyowati 13211144015 ENGLISH LITERATURE STUDY PROGRAM ENGLISH EDUCATION PROGRAM FACULTY OF LANGUAGES AND ARTS STATE UNIVERSITY OF YOGYAKARTA 2017 ii iii iv MOTTOS “It always seems impossible, until it’s done.” ~ Nelson Mandela ~ “Although they plan, Allah also plans and He is the best of planners.” ~ Al Anfal: 30 ~ “the big secret is that there is no big secret. whatever your goal, you can get there if you’re willing to work.” ~ Oprah Winfrey ~ v DEDICATION This thesis is specially dedicated to Mom, Dad, Little Brother, and all people around me who always share their loves, cares, and supports for me. vi ACKNOWLEDGEMENTS Alhamdulilah hirobbil alamin, praise be to Allah SWT, the Almighty and the Cherisher in which with His blessing this thesis can be completed. In addition, peace and blessing be upon the prophet Muhammad (Peace be Upon Him) who has guided the Muslims into the right path to Allah‘s way by following his Sunnah. This thesis would be impossible to be completed without the help of people around me. Therefore, in this great opportunity, I would like to address my gratitude to 1. my one and only supervisor, Andy Bayu Nugroho, S.S., M.Hum. who has devoted his time and energy to give guidance, advices, corrections, and supports to finish this thesis; 2. my academic supervisor, Ari Nurhayati, M.Hum., who always encourages me in completing this thesis; 3. all lecturers of English Literature Study Program for the insights and guidance given during the academic years; 4. my peer-reader Mbak Della, for her patience in correcting this thesis also my triangulators Irsyad, Hasna, and Decky who have helped me to validate the data; 5. all of my friends in K class and Translation class for the beautiful memories during the college days; and 6. my family and close friends for their kind words, supports, and patience until this thesis is finally finished. Finally yet importantly, the researcher realizes that this thesis is probably still far from being perfect. Therefore, I hope that this thesis could be very useful for students who are learning this topic. Yogyakarta, June 1st 2017 Henggar Sulistyowati vii TABLE OF CONTENTS COVER ................................................................................................................ i APPROVAL SHEET ........................................................................................... ii RATIFICATION .................................................................................................. iii PERNYATAAN ...................................................................................................... iv MOTTOS .............................................................................................................. v DEDICATION ...................................................................................................... vi ACKNOWLEDGEMENTS .................................................................................. vii TABLE OF CONTENTS ...................................................................................... viii LIST OF FIGURES ............................................................................................. x LIST OF TABLES ............................................................................................... xi ABSTRACT ......................................................................................................... xii CHAPTER I INTRODUCTION .......................................................................... 1 A. Research Background ............................................................................... 1 B. Research Focus ......................................................................................... 3 C. Research Objectives .................................................................................. 5 D. Research Significance .............................................................................. 6 CHAPTER II LITERATURE REVIEW .............................................................. 7 A. Theoretical Review .................................................................................. 7 1. Translation .......................................................................................... 7 a. Definitions of Translation ............................................................ 7 b. Types of Translation .................................................................... 9 c. Translation Process ...................................................................... 10 2. Stylistic ............................................................................................... 11 3. Wordplay ............................................................................................ 13 a. Definitions of Wordplay .............................................................. 13 b. Types of Wordplay ....................................................................... 15 4. Translation and Wordplay .................................................................. 21 viii a. Translation Techniques in Wordplay Translation ........................ 22 b. Translation Equivalence of Wordplay Translation ...................... 28 5. Related Studies ................................................................................... 32 6. About the Novel: Through the Looking Glass and What Alice Found There .................................................................................................. 33 B. CONCEPTUAL FRAMEWORK ............................................................ 33 CHAPTER III RESEARCH METHOD ........................................................ 37 A. Type of Research ...................................................................................... 37 B. Data and Data Sources ............................................................................. 38 C. Research Instruments ............................................................................... 38 D. Data Collection Techniques ..................................................................... 38 E. Data Analysis Techniques ........................................................................ 39 F. Trustworthiness ........................................................................................ 41 CHAPTER IV FINDINGS AND DISCUSSION .......................................... 42 A. Findings .................................................................................................... 42 1. Types of Wordplay in Carroll‘s Through the Looking Glass and What Alice Found There .............................................................................. 42 2. Translation Techniques to Translate the Wordplay ........................... 44 3. The Degree of Equivalence ................................................................ 46 B. Discussion ................................................................................................ 50 1. Types of the Wordplay ....................................................................... 50 2. Translation Techniques to Translate the Wordplay ............................ 79 3. The Degree of Equivalence ................................................................ 92 CHAPTER IV CONCLUSION AND SUGGESTIONS ...................................... 101 A. Conclusion ............................................................................................... 101 B. Suggestions .............................................................................................. 103 REFERENCES ..................................................................................................... 105 APPENDICES ..................................................................................................... 107 A. Types of Wordplay, Techniques to Translate them, and the Degree of Equivalence .............................................................................................. 107 B. Surat Pernyataan Triangulasi ................................................................... 163 ix LIST OF FIGURES Figure 1. Translation Process by Bell .................................................................. 11 Figure 2. Analytical Construct .............................................................................. 36 Figure 3. Illustration of Toves .............................................................................. 144 Figure 4. Illustration of Borogove ........................................................................ 146 x LIST OF TABLES Table 1. Degree of Equivalence Parameter of Wordplay Translation ................. 31 Table2. Sample of the Data Table of Analysis .................................................... 40 Table 3. Distribution of Types of Wordplay Found in the Source Text .............. 43 Table 4. Distribution of Translation Techniques to Translate the Wordplay ...... 45 Table 5. Distribution of the Degree of Equivalence ............................................ 46 Table 6. Distribution of the Types of Wordplay, the Technique, and the Degree of Equivalence ....................................................................................... 47 xi THE TRANSLATION OF WORDPLAY IN LEWIS CARROLL‟S THROUGH THE LOOKING GLASS AND WHAT ALICE FOUND THERE INTO
Load more

Recommended publications
  • Lewis Carroll at Play •}'Y It, -Pjf55 Dhhl )')~, I
    CQS€.; RS 3b Lewis Carroll at Play •}'Y It, -PJf55 dhhl )')~, I A Thesis Presented to the Chancellor's Scholars Council of The University ofNorth Carolina at Pembroke In Partial Fulfillment Ofthe Requirements for Completion of The Chancellor's Scholars Program By James Nichols December 4,2001 Faculty Advisor's Approval ~ Faculty Advisor's Approvaldi: Faculty Advisor's APproi :£ Date ~ 296640 Lewis Carroll at Play Chancellor's Scholars Paper Outline I. Introduction A. Popularity ofthe Alice books B. Lewis Carroll background & summary ofAlice books C. Lewis Carroll put Alice books together for insight D. Lewis Carroll incorporated math, logic and games in Through the Looking Glass and Alice's Adventures in Wonderland, which benefits computer scientists and mathematicians. II. Mathematics in Alice books relates to computer science A. Properties 1. Identity 2. Inverses 3. No solution problems (nonsense) 4. Rules not absolute-always an exception B. Symmetry C. Dimensions D. Meaning ofmathematical phrases E. Null class F. Math puzzles 1. Multiplying 2. Alice's running 3. Line puzzle 4. Time 5. Zero-sum game 6. Transformations G. Mathematical puns m. Logic in the Alice books relates to computer science A. Concepts being broken down B. Humpty Dumpty chooses what words mean C. Need for Order D. Alice as a logician E. Logic ofa child F. Don't assume anything G. Symbols N. Games in the Alice books relates to computer science A. Cards B. Chess C. Acrostics D. Doublets E. Syzgies F. Magic Tricks 1. Fan 2. Apple 3. Magic Number G. Mazes H. Carroll's Games V. What Lewis Carroll offers to Computer Science and Mathematics today A.
    [Show full text]
  • Annihilating Nihilistic Nonsense Tim Burton Guts Lewis Carroll’S Jabberwocky
    Annihilating Nihilistic Nonsense Tim Burton Guts Lewis Carroll’s Jabberwocky Alice in Wonderland seems to beg for a morbid interpretation. Whether it's Marilyn Manson's "Eat Me, Drink Me," the video game "American McGee's Alice," or Svankmajer's "Alice" and "Jabberwocky," artists love bringing out the darker elements of Alice’s adventures as she wanders among creepy creatures. The 2010 Tim Burton film is the latest twisted adaptation, featuring an older Alice that slays the Jabberwocky. However, unlike the other adaptations, Burton’s adaptation draws most of its grim outlook by gutting Alice in Wonderland of its fundamental core - its nonsense. Alice in Wonderland uses nonsense to liberate, offering frightening amounts of freedom through its playful use of nonsense. However, Burton turns this whimsy into menacing machinations - he pretends to use nonsense for its original liberating purpose but actually uses it for adult plots and preset paths. Burton takes the destructive power of Alice’s insistence for order and amplifies it dramatically, completely removing its original subversive release from societal constraints. Under the façade of paying tribute to Carroll’s whimsical nonsense verse, Burton directly removes nonsense’s anarchic freedom and replaces it with a destructive commitment to sense. This brutal change to both plot and structure turns Alice into a mindless juggernaut, slaying not only the Jabberwock, but also the realm of nonsense, non-linear narrative and real world empires. At first, nonsense in Lewis Carroll’s books seems to just a light-hearted play with language. Even before we come into Wonderland, the idea of nonsense as just a simple child’s diversion is given by the epigraph.
    [Show full text]
  • Adventuring with Books: a Booklist for Pre-K-Grade 6. the NCTE Booklist
    DOCUMENT RESUME ED 311 453 CS 212 097 AUTHOR Jett-Simpson, Mary, Ed. TITLE Adventuring with Books: A Booklist for Pre-K-Grade 6. Ninth Edition. The NCTE Booklist Series. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-0078-3 PUB DATE 89 NOTE 570p.; Prepared by the Committee on the Elementary School Booklist of the National Council of Teachers of English. For earlier edition, see ED 264 588. AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 00783-3020; $12.95 member, $16.50 nonmember). PUB TYPE Books (010) -- Reference Materials - Bibliographies (131) EDRS PRICE MF02/PC23 Plus Postage. DESCRIPTORS Annotated Bibliographies; Art; Athletics; Biographies; *Books; *Childress Literature; Elementary Education; Fantasy; Fiction; Nonfiction; Poetry; Preschool Education; *Reading Materials; Recreational Reading; Sciences; Social Studies IDENTIFIERS Historical Fiction; *Trade Books ABSTRACT Intended to provide teachers with a list of recently published books recommended for children, this annotated booklist cites titles of children's trade books selected for their literary and artistic quality. The annotations in the booklist include a critical statement about each book as well as a brief description of the content, and--where appropriate--information about quality and composition of illustrations. Some 1,800 titles are included in this publication; they were selected from approximately 8,000 children's books published in the United States between 1985 and 1989 and are divided into the following categories: (1) books for babies and toddlers, (2) basic concept books, (3) wordless picture books, (4) language and reading, (5) poetry. (6) classics, (7) traditional literature, (8) fantasy,(9) science fiction, (10) contemporary realistic fiction, (11) historical fiction, (12) biography, (13) social studies, (14) science and mathematics, (15) fine arts, (16) crafts and hobbies, (17) sports and games, and (18) holidays.
    [Show full text]
  • Lewis Carroll: Subversive Pragmaticist 369 Thosewho Do Not Accommodateto "Rational"Systems
    Pragmatics3:4.367 -385 InternationalPragmatics Association LEWIS CARROLL: SUBVERSIVEPRAGMATICIST Robin Tolmach Lakoff The field of pragmaticsis broad and diverse;one of its problems,as well as its glories, is the difficulty of defining it so as to cover everythingand satisff everybody.The followingremarks can be consideredone smallcontribution toward making any rigorous definition lessattractive. I like to define pragmaticsas "the interestingstutf about language"- the reason many of us were attracted to linguistics.We wanted to know how languagedid the things it did, to us and for us; why some people used it to get their needs met, and othersto get into variouskinds of trouble;why usinglanguage was sometimesfun, and sometimesfrightening; and so on. As I was reachinglinguistic majority, there was no "linguisticpragmatics": those questionshad to be put aside,as we learned to ask only serious questions: questions that assumed that form alone counted; with the presupposition,I am afraid, that if a question(or its potential answer)was likely to be communicableto a non-specialistor not likely to put such a person immediately to sleep,it was non-linguistics,uninteresting, or too easy. Today I think just the oppositeis true. I think pragmaticsis, and ought to be, the area of study that tells us what we realfy want to know: everythingyou ever wanted to know about languagebut were afraidto ask.Not, that is,everything about language:there is still, of course,phonology, syntax,and the rest of "central"or "core"linguistics. But no responsibleperson is afraid to ask questionsabout those fields. Many of us, however (and even more so, our students)are in somesense or other afraid to articulatethe questionsthey most deeply desirethe answersto, becausethey havegotten the idea that thesequestions aren't sufflcientlyhard-nosed, scientizable, or respectable.I feel,on the contrary,that they are the most respectablequestions anyone can ask,with potentiallythe most important answersanyone can give or get.
    [Show full text]
  • Alice-Ville. the City of Alicia. a City That Functions As Much As A
    ALICE-VILLE por Belén Gache Catalogue Alice-Ville exhibición , Contemporary Art Museum, Rosario/MACRO Museo de Arte Contemporáneo 2005 belengache.findelmundo.com.ar/aliceville.htm ALICIA: THE CITY, THE WORLD, THE BOOK Alice-Ville . The City of Alicia. A city that functions as much as a museum as it does as the world. Alicia’s own world, an obligatory inter-textual quote from Alice in Wonderland . As is the case in Lewis Carroll’s work, where the text envelops us in a labyrinth of word games and linguistic paradoxes, here we also find ourselves faced with an inversion of the laws of perception, without being able to designate one point of view as having priority over others. But another characteristic dimension of the city as museum also appears in Alice-Ville : the city as a book. If the city of Alicia is the museum where her visual and anamorphic games are displayed, the museum is also a book that opens out in space. It is a country of text, just as Wonderland is, where the reading space is similar to the reading of space (to employ a Carroll- esque play on words), Alice-Ville is like one of those pop-up books, that undergoes metamorphosis as it unfolds, full of surprises. Each one of her works would be like a page, a chapter, and also an event. WORDS AND THE EFFECTS OF MEANING - Which way? Which way? – Alice asks herself in Wonderland. In both ways at the same time, Giles Deleuze would say in his text Lógica del sentido . Deleuze, who analyzes philosophical aspects of Carroll’s work in said text, suggests a logic based on the absence of meaning in discourse, in language and generally speaking, in all symbols.
    [Show full text]
  • Carrollian Language Arts & Rhetoric
    CARROLLIAN LANGUAGE ARTS & RHETORIC: DODGSON’S QUEST FOR ORDER & MEANING, WITH A PORPOISE By Madonna Fajardo Kemp Approved: _____________________________________ __________________________________ Rebecca Ellen Jones Susan North UC Foundation Associate Professor Director of Composition of Rhetoric and Composition Committee Member Director of Thesis _____________________________________ Charles L. Sligh Assistant Professor of Literature Committee Member _____________________________________ __________________________________ Herbert Burhenn A. Jerald Ainsworth Dean of the College of Arts and Sciences Dean of the Graduate School CARROLLIAN LANGUAGE ARTS & RHETORIC: DODGSON’S QUEST FOR ORDER & MEANING, WITH A PORPOISE By Madonna Fajardo Kemp A Thesis Submitted to the Faculty of the University of Tennessee at Chattanooga in Partial Fulfillment of the Requirements for the Degree of Master of Arts in English: Rhetoric and Composition The University of Tennessee at Chattanooga Chattanooga, TN December 2011 ii Copyright © 2011 By Madonna Fajardo Kemp All Rights Reserved iii ABSTRACT Lewis Carroll (Rev. Charles Dodgson) is a language specialist who has verifiably altered our lexicon and created fictional worlds that serve as commentary on our ability to effectively create meaning within our existing communicative systems. This ability to create language and illustrations of everyday language issues can be traced back to his personal quest for order and meaning; the logician and teacher has uncovered the accepted language and language practices that can result in verbal confusion and ineffective speech, as well as the accepted practices that can help us to avoid verbal confusion and social conflict—all of which reveals a theorist in his own right, one who aides our understanding of signification and pragmatic social skills. Dodgson’s fictive representations of our ordinary language concerns serve as concrete examples of contextual language interactions; therefore, they serve as appropriate material for the teaching of rhetorical theory and, most especially, language arts.
    [Show full text]
  • Alice's Adventures in Wonderland and Through the Looking-Glass
    Table of Contents From the Pages of Alice’s Adventures in Wonderland and Through the Looking-Glass Title Page Copyright Page Lewis Carroll The World of Lewis Carroll, Alice’s Adventures in Wonderland and Through the Looking-Glass Introduction Alice’s Adventures in Wonderland PREFACE CHRISTMAS-GREETINGS. [FROM A FAIRY TO A CHILD.] I - Down the Rabbit Hole II - The Pool of Tears III - A Caucus Race & a Long Tale IV - The Rabbit Sends in a Little Bill V - Advice from a Caterpillar VI - Pig & Pepper VII - A Mad Tea Party VIII - The Queen’s Croquet Ground IX - The Mock Turtle’s Story X - The Lobster Quadrille XI - Who Stole the Tarts? XII - Alice’s Evidence Through the Looking-Glass and What Alice Found There PREFACE TO 1896 EDITION INTRODUCTION. CHAPTER I. - LOOKING-GLASS HOUSE. CHAPTER II. - THE GARDEN OF LIVE FLOWERS. CHAPTER III. - LOOKING-GLASS INSECTS. CHAPTER IV. - TWEEDLEDUM AND TWEEDLEDEE. CHAPTER V. - WOOL AND WATER. CHAPTER VI. - HUMPTY DUMPTY. CHAPTER VII. - THE LION AND THE UNICORN. CHAPTER VIII. - “IT’S MY OWN INVENTION.” CHAPTER IX. - QUEEN ALICE. CHAPTER X. - SHAKING. CHAPTER XI. - WAKING. CHAPTER XII. - WHICH DREAMED IT? Endnotes Inspired by Alice’s Adventures in Wonderland and Through the Looking-Glass Comments & Questions For Further Reading From the Pages of Alice’s Adventures in Wonderland and Through the Looking-Glass The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly down, so suddenly that Alice had not a moment to think about stopping herself before she found herself falling down what seemed to be a very deep well.
    [Show full text]
  • The Appearance of Archetypes in Lewis Carroll's Through The
    The Appearance of Archetypes in Lewis Carroll’s Through the Looking-Glass Jennifer Reiten, English Major Mentor: Dr. Hilary Fezzey, Associate Professor of English Thesis Analyzing Lewis Carroll’s Through the Looking-Glass from a psychological stance allows readers to explore the meanings of certain characters and concepts in his stories. Carl Jung’s concepts of archetypes and the collective unconscious in particular offer a fruitful way to interpret Carroll’s work. Using a Jungian psychological perspective, this project argues that archetypes of water, the quest, the trickster, and the wise old man are present in Through the Looking-Glass and then outline their ultimate purpose. Archetypes According to Jung, “The archetype is essentially an unconscious content that is altered by becoming conscious and by being perceived, and it takes its colour from the individual consciousness in which it happens to appear” (5). Water The Quest The Trickster(s) The Wise Old Man According to Jung, “water is the commonest “The quest usually involves a difficult search for a This figure is known to be mischievous, disorderly, The wise old man is also known as “the enlightener, symbol for the unconscious” (18). Ann Dobie magical or holy item that will return fertility and foolish, and able to outwit many. In some folktales, the master and teacher,” and this archetype has explains that “water is often used as a creation, abundance to a desolate state. A related pattern is the trickster figure works to corrupt, lead others also been referred to as the archetype “of meaning” birth, or rebirth symbol, as in Christian baptism.
    [Show full text]
  • IHEWHITEEHIGHT 4 Sttdy of C. L . DODGSON (LWLS CARROLL)
    I HE WHITE EHI G H T 4 STtDY OF C. L . DODGSON (LW LS CARROLL) ; b y ALEXANDER L , TAYLOR, M J i . ProQuest Number: 13838374 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 13838374 Published by ProQuest LLC(2019). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1346 0 0 STB N T S. SUMMARY. CHAPTER I. BEFORE ALICE. CHAPTER II. THE LITTLE LOW DOOR. CHAPTER III. MR. DODGSON IN WONDERLAND. CHAPTER IV. ALICE WAVES HER HANDKERCHIEF. CHAPTER V. THROUGH THE LOOKING-GLASS. CHAPTER VI. CHASMS AND CRAGS. CHAPTER VII. OUTLAND, BIBLIOGRAPHY. SUMMARY. In "The White Knight," the story of C. L. Dodgson ("Lewis Carroll") is re-told. The original biography by Stuart Dodgson Collingwood was ¥/ritten in the lifetime of many people whose feelings had to be considered and information vital to an understanding of Dodgson as a man was deliberately suppressed. His relations with Alice Liddell and with the Liddell family were passed over in silence when they could not be represented as idyllic. Proof is now offered that Dodgson’s love for the child Alice Liddell did not end with her childhood but affected his entire life.
    [Show full text]
  • The New Collaborative Cinema: Fan Labor in Contemporary Film Franchises
    The New Collaborative Cinema: Fan Labor in Contemporary Film Franchises A thesis presented to the faculty of the College of Fine Arts of Ohio University In partial fulfillment of the requirements for the degree Master of Arts Natallia Yeloshyna April 2021 © 2021 Natallia Yeloshyna. All Rights Reserved. 2 This thesis titled The New Collaborative Cinema: Fan Labor in Contemporary Film Franchises by NATALLIA YELOSHYNA has been approved for the Film Division and the College of Fine Arts by Ofer Eliaz Associate Professor of Film Matthew R. Shaftel Dean, College of Fine Arts 3 Abstract YELOSHYNA, NATALLIA, M.A., April 2021, Film Studies The New Collaborative Cinema: Fan Labor in Contemporary Film Franchises Director of Thesis: Ofer Eliaz This paper reviews recent attempts of contemporary media franchises to include fan labor in the development of commercial entertainment cinema. By examining Star Wars, Lord of the Rings, Fifty Shades and the Wizarding World franchises, I argue that socially and historically unique characteristics of contemporary Western culture allow contemporary franchises to encourage and reinforce audience involvement into franchise development. In particular, the Fantastic Beasts film series resets hierarchical relationships between the creators of J.K. Rowling’s franchise and the imput of its fans. This makes the film Fantastic Beasts: The Crimes of Grindelwald the most progressive example of a producer-consumer relationship in contemporary cinema. This paper provides an overview of strategies of producer-consumer communication in fantasy film franchises that can help film theorists to better understand the specifics of the contemporary media environment and filmmakers to avoid mistakes in communications with their fans.
    [Show full text]
  • Individual and Social Teleology in Victorian Children's Fiction
    UNMAKING PROGRESS: INDIVIDUAL AND SOCIAL TELEOLOGY IN VICTORIAN CHILDREN’S FICTION Justin T. Jones, B.A., M.A. Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS May 2011 APPROVED: Evan Horowitz, Major Professor David Holdeman, Committee Member and Chair of the Department of English John G. Peters, Committee Member James D. Meernik, Acting Dean of the Toulouse Graduate School Jones, Justin T. Unmaking Progress: Individual and Social Teleology in Victorian Children’s Fiction. Doctor of Philosophy (English), May 2011, 245 pp., bibliography, 186 titles. This study contrasts four distinct discursive responses to (or even accidental remarks on) the Victorian concept of individual and/or social improvement, or progress, set forth by the preeminent social critics, writers, scientists, and historians of the nineteenth century, such as Thomas Carlyle, John Stuart Mill, Thomas Macaulay Matthew Arnold, Charles Darwin, and Herbert Spencer. This teleological ideal, perhaps the most prevalent ideology of the long nineteenth century, originates with the Protestant Christian ethic during and in the years following the Reformation, whereupon it combines with the Enlightenment notions of rational humanity’s boundless potential and Romanticism’s fierce individualism to create the Victorian doctrine of progress. My contention remains throughout that four nineteenth-century writers for children and adults subvert the doctrine of individual progress (which contributes to the progress of the race) by chipping away at its metaphysical and narratalogical roots. George MacDonald allows progress only on the condition of total selflessness, including the complete dissolution of one’s free will, but defers the hallmarks of making progress indefinitely, due to his apocalyptic Christian vision.
    [Show full text]
  • The Stories of the Whimsical Woods
    The Stories of the Whimsical Woods Read on to find the stories you’ll encounter in the Whimsical Woods Flip Flopped! You can revisit classic tales you know well, and you may even discover new favorites. Please note that longer stories have been summarized to save space. 1 Contents Goldilocks and the Three Bears……………………………………………………………….4 The Adventures of Tom Sawyer………………………………………………………………5 The Adventures of Huckleberry Finn…………………………………………………………6 The Frog Prince………………………………………………………………………………...8 The Little Mermaid……………………………………………………………………………11 The Donkey, the Dog, the Cat, and the Rooster…………………………………………….15 Humpty Dumpty………………………………………………………………………………18 The Three Little Pigs…………………………………………………………………………..19 Rumpelstiltskin………………………………………………………………………………...20 The Jungle Book……………………………………………………………………………….22 The Billy Goats Gruff…………………………………………………………………………25 Snow White and the Seven Dwarfs…………………………………………………………..26 Alice’s Adventures in Wonderland………………………………………………………......27 Rapunzel……………………………………………………………………………………….28 The Itsy Bitsy Spider…………………………………………………………………………..32 Little Boy Blue…………………………………………………………………………………33 The Wonderful Wizard of Oz………………………………………………………………...34 Little Bo Peep………………………………………………………………………………….38 The Story of Chicken Little…………………………………………………………………...39 The Jolly Giraffe of Jomb……………………………………………………………………..41 2 Jack and the Beanstalk………………………………………………………………………..45 Hansel and Gretel……………………………………………………………………………..47 The Adventures of Pinocchio…………………………………………………………………48 How Deer Won His Antlers…………………………………………………………………..49
    [Show full text]