Archetypes and Romanticism in Establishing National Identity As Reflected in Tolkien‘S the Silmarillion

Total Page:16

File Type:pdf, Size:1020Kb

Archetypes and Romanticism in Establishing National Identity As Reflected in Tolkien‘S the Silmarillion ARCHETYPES AND ROMANTICISM IN ESTABLISHING NATIONAL IDENTITY AS REFLECTED IN TOL.IEN‘S THE SILMARILLION Emil Eka Putra, [email protected], Universitas Putera Batam ABSTRACT of the surrounding objects in mind-the ability to This research demonstrates the relationship of imagine. Fantasy which is a psychological fantasy fiction, archetypes, romanticism and phenomenon is then produced fantasy stories. nationalism in one of fantasy fiction, namely This can be seen from the myths and legends Tolkien‘s The Silmarillion. Since fantasy fiction, with that live in the community of various cultures in the stereotype of escapism, is less appreciated this the world. The stories of the Greek gods, article is written in attempt to give more appreciation to fantasy fiction. Analysis to show the relationship of Egyptian, Arthur Legend, Story of Sangkuriang fantasy fiction, archetype, romanticism and and Dayang Sumbi, and Malin Kundang all are nationalism is carried out by applying archetypal fantasy stories, stories from the perspectives of approach and Frye‘s concept of mythos. This analysis reality would not be possible. Myths, mysticism, is aimed at determining the position of the story in folklore, fairy tales and old romance is then Frye‘s mythos taxonomy and its values. The values, regarded as the root of modern fantasy then, are compared with values found in English (D'Ammassa, 2006; Jackson, 2001; Kelleghan, nationalistic discourse. The result of this analysis 2002; Stableford, 2005) which has become a indicates that the story of The Silmarillion can be genre of fiction in contemporary literature. classified as tragic mythos. However, tragedy in the Although deeply rooted in the history of human Silmarillion is elaborated differently from the characteristics of the mythos suggested by Frye. life, fantasy fictions are often subordinated and Tragedy of The Silmarillion is collective in its nature. underestimated. Steoretype of escapism entitled The uniqueness of tragedy in The Silmarillion, then, to fantasy that is often seen from negative is read as representation of fellowship spirit value in standpoint is one of the causes (Sturch, 2001). English nationalistic discourse. The Silmarillion also By building a superior alternative secondary shows wisdom and historical continuity values world fantasy stories regarded as an escape from parallel with values found English nationalistic reality which is not ideal. The real world which discourse. From these values The Silmarillion shows is far from ideal urges a means to escape from all that pastoral life with its collectivity, wisdom and the problems encountered in the real world and it tranquility as an ideal life for English people. can be found in fantasy stories (Rabkin, 1979). Further, the revealed values also shows that in establishing England national identity, Tolkien, like However, the opinion which considers the his national identity builders predecessor, refers to fantasy just as an sscapism is not entirely true, as old wisdoms. He refers to values that are perceived suggested by Jackson (2001: 20) when she as part of values in previous past gloriuos era. By states: doing so it can be concluded that in establishing the “fantasy re-combines and inverts the real, but I national identity Tolkien uses the same method with does not escape it . the fantastic cannot exist his predecessor; refering back to the previous golden independently of that ”real‘ world which it seems era–a kind of romanticism. to find so frustratingly finite. What is done by fantasies are simply concocting Keywords: fantasy, archetypes, romanticism, and reversing the so-called reality not escape nationalism, Tolkien from it. Thus fantasy can not simply be considered separated from reality. As with other I. INTRODUCTION texts fantasy is also influenced by the social Fantasy is as old as human life because context. As a text, fantasy is born in and human beings are born with the ability of influenced by social context. As with other texts, imagination. In this context fantasy according in its birth process there are many texts interact Stableford (2005) is a product of the mental and influence, be it social, economic, historical, faculties by which man can reproduce the picture 39 and political. Fantasy then does not build a TolNien is considered to record more TolNien‘s world that is different from the real world. What views. Based on Tolkien's intentions which have is done is fantasy concoct and remodel the real been expressed earlier the writer argues that world elements to become something new. As there are values that reflect the spirit of expressed by Jackson (2001: 8): nationalism in this work. Through this article Fantasy is not to do with inventing another non- then the author reveals these values. To uncover human world: it not transcendental. It has to do it the writer uses archetypes as its entrance. with inverting elements of this world, re- combining its constitutive features in new Limitation and Formulation of the Problem relations to produce something strange, With the argument that Tolkien wants to unfamilliar, and apparently ”new‘, absolutely build an England idealized image or England ”other‘ and different. national identity through the Silmarillion as a Further, fantasy through its unreal nature manifestation of nationalism spirit, this research is trying to express something that is missing is focused on answering the following questions: from the reality. It expresses things that are 1. Into what narrative archetypes (mythos) can forgotten, lost, silenced or suppressed. An the Silmarillion be categorized? awareness of the things that are missing 2. What values or ideology are reflected in The indicates that there are things that are supposed Silmarillion? to be there. Fantasy then is likely to be a means 3. Based on the value or ideology expressed, of restoring the lost. Fantasy value is believed to what ideal picture arisen and can be read as a be manifestations-an ideology. Thus the works form of manifestation of the spirit of of modern fantasy writers like CS story Lewis nationalism? Is the expressed value reflecting and J.R.R. Tolkien can be interpreted to imply romanticism? the author's ideology. Tolkien letter which he sent to the editor Objective of the Research of a publishing implies a fantasy relationship By answering the formulated problems with this ideology. Tolkien concern on England this study is expected to be able to: poverty in story of her own trigger him to create 1. Place the plot of The Silmarillion in the what he describes as "a body of more or less classification of narrative archetypes (mythos) connected legend" (Carpenter 1981: 167), a specific. mythology which contains legends related that 2. Describe the value or ideology that appears in his country, the one that he dedicates to England. The Silmarillion based on its type of narrative Here it can be seen that the TolNien‘s effort in archetypes. writing the story is based on the spirit of 3. Describe the ideal picture of England that is nationalism against England. His creative emerging as a manifestation of nationalism process in creating story is driven by his love for spirit. England. In addition to having links with ideology, Research Methodology fantasy also has been associated with archetypes This study uses the archetypal approach. as fantasy often contains archetypes, both the This approach is used to analyze the plot in the character and the storyline archetypes. This then story. The plot in this story is divided into two urges the writer to describe the relationship major groups: the major plots and minor plots. between fantasy stories, archetypes and The plot is considered a major plot if it relates nationalism. As the object of this study the directly to the history of The Silmaril while writer chooses one of the works of JRR Tolkien; minor plot is the plot that is not directly related The Silmarillion. The author chose this work to the story of the history of The Silmaril. The because this work is the lifelong work of storyline in this novel would be seen from Tolkien. The collected correspondence of archetypal elements point of view. The Tolkien collected by Carpenter (1981) reveals possibilities of narrative archetypes that the concept of work published posthumously modifications are also be seen as a manifestation in 1977 or four years after his death in 1973 has of values or ideologies that appear in the story. been in existence since the year of 1914/1915. The data used in this study are taken from the The length of time dedicated to the work by analysis of the document, which in the case of 40 this study is a novel. Then, the data in the form and too confident. Hybris will then bring the of quotations are analyzed and results are downfall of the hero because it will blind the described. conscience of the hero so that he performs an act The first step taken is to identify the contrary to public morals, something that is spread of the generic plot elements- the temporal called hamartia by Aristotle. Further Frye progression events "first this happens, then that, explains that hybris is also adopted in the form then that..." [Abrams, 1999: 224]), conflict, of act of sin. Hybris, according to Frye is "a character, and then place them in each mythos. precipitating agent of catastrophe" (2000: 210), Due to the time background of the novel is very things that bring catastrophe. long, there are many minor stories that have its Moral values opposed action of the own plots in the novel. Plots are then placed in tragic hero is caused by so-called a moment of each myhtos to be used to determine the dizziness. Hero, with his hybris faces problems. dominant myth in the novel. The next step is to These problems are then very hard for him and identify the elements in the story and sort them then bring in tremendous confusion called the out based on the Frye mythos.
Recommended publications
  • 2-Łamanie (11).Indd
    Yearbook of Conrad Studies (Poland) Vol. 11 2016, pp. 75–86 doi: 10.4467/20843941YC.16.005.6851 ROMEO AND JULIET: A NEW CONTEXT FOR VICTORY? Nic Panagopoulos National & Kapodistrian University of Athens Abstract: The contention of the present comparative study is that the closest Shakespearean work to Conrad’s Victory is not The Tempest, as has previously been thought, but Romeo and Juliet. Besides various thematic links between these two texts, also noted by Adam Gillon (1976), I argue that Victory and Romeo and Juliet are connected on the level of genre, plot, and characterization, with whole scenes in Conrad’s novel mirroring those in Shakespeare’s play. In conclusion I suggest that the striking similarities between the two works can either be explained by a conscious desire on Conrad’s part to imitate Shakespeare’s art, or by a kind of involuntary emulation, whereby the nov- elist had so far assimilated the Bard’s work as to follow it unconsciously while composing his own novel. Keywords: Conrad and Shakespeare, tragedy/comedy, mirroring, Victory, Romeo and Juliet, com- parative study, cryptomnesia In his famous extended essay “Joseph Conrad and Shakespeare,” the late Adam Gillon does a remarkable job of tracing the many textual and thematic parallels between Conrad’s major works and virtually the whole Shakespearean canon. He be- gins by pointing out that Conrad could have read The Two Gentlemen of Verona at the age of eight as his father was translating many of the Bard’s works into Polish around 1856. As is often the case, Shakespeare must have been one the fi rst writers that the young and impressionable Conrad was exposed to, and certainly one of the fi rst English writers in that category.
    [Show full text]
  • AP English Literature Required Reading
    Kerr High School AP English Literature Summer Reading 2019 Welcome to AP Literature! I’m fairly certain you are parched and thirsty for some juicy reading after a year of analyzing speeches and arguments, so let us jump right in. After months of deliberation and careful consideration, I have chosen several pieces from as far back as 429 BC Athens, to 1200 AD Scotland, venturing on to Africa 1800s, and finishing up in 20th century Chicago. Grab your literary passport and join me as we meet various tragic heroes and discover their tragic flaws and tragic mistakes. You will learn the difference between an Aristotelian tragic hero and a Shakespearean tragic hero, not to mention gain a whole bunch of insight into the human condition and learn some ancient Greek in the process. I made sure each piece is available in PDF online. If you choose to use the online documents, be certain you are able to annotate and have quick access to the annotated text for class discussions. The only AP 4 summer writing you will do is five reading record cards. Four of your reading record cards could include all of the required summer reading pieces. It is my expectation that you earnestly read, annotate, and ponder each of the required pieces and be ready to launch into discussion after your summer reading exam. Heavily annotated notes on the four attached tragic hero articles and your handwritten reading record cards will count as one major grade and are due Thursday, August 15, by 3:00 pm. Instructions for the reading record cards are attached.
    [Show full text]
  • Deal Simultaneously with Literary Forms. with the Chronological
    .1\ * 4 411, 1, 1, 44' .041. 1 t i s 4 I .4 . DOCUMBN.T RESti.01E ED 033 114 . I. f g , .to O . 604 4 0,4 re 44 4. I 'to TE 001 533 By Sauer, Edwin H. I to *. t et°. Sequence and Uniformity in the High School Literature Program. o Metropolitan Detroit Bureau of School Studies. Inc.. Mich. ' Pub Date 28 Mar' 63 .., . 4 Y. 1* Note-16p.; Address before the 13th Annual English Conferenceof the Metropolitan Detroit Bureau of School Studies. Detroit. Michigan. EDRS Price MF -$025 HC -$0.90 Descriptors -Classic& Literature. Comedy. Curriculum. *Curriculum Design.Drama. *English. English Instruction. Literary Genres. Literary History. *Literature. Mythology. Novels.Poetry. Satire. *Secondary Education. *Sequential Programs. Thematic Approach. Tragedy A good. sequential literatureprogram for secondary school students should deal simultaneously with literary forms. with thechronological development of literature, and with broad themes of humanexperience. By employing the abundance of teaching aids.texts. and improved foreign translations available today.an imaginatively planned program can help studentsdiscover themselves as wellas become aware of their cultural heritage and rapidlychanging world. In grades 7-9. such a program should include mythology from all periodsand cultures. the literature of the great heroes from Agamemnonto Robert E. Lee. and the mysteryor cycle plays of the English Middle Ages. In grades 10-12.the lyric poem. satire and irony. the comic and tragic hero. the comedy ofmanners. the 'problem drama. the historical romance. the social novel, the novel of sensibility, the theme ofmovement, and such non-literary components as current eventsmay be covered.
    [Show full text]
  • Tragedy and Transcendence: Tracing Tragedy from Early Modernity to Present William J
    College of the Holy Cross CrossWorks Honors Theses Honors Projects 5-20-2012 Tragedy and Transcendence: Tracing Tragedy from Early Modernity to Present William J. Giancola '12 College of the Holy Cross, [email protected] Follow this and additional works at: https://crossworks.holycross.edu/honors Part of the English Language and Literature Commons Recommended Citation Giancola, William J. '12, "Tragedy and Transcendence: Tracing Tragedy from Early Modernity to Present" (2012). Honors Theses. 1. https://crossworks.holycross.edu/honors/1 This Thesis is brought to you for free and open access by the Honors Projects at CrossWorks. It has been accepted for inclusion in Honors Theses by an authorized administrator of CrossWorks. TRAGEDY AND TRANSCENDENCE: TRACING TRAGEDY FROM EARLY MODERNITY TO PRESENT by William Giancola COLLEGE OF THE HOLY CROSS Worcester, Massachusetts May, 2012 For Charles Flowers Table of Contents Introduction: Tragedy and Transcendence………………………………………………………...1 Tragedy’s Concerns and Structure………………………………………………………………...4 The Tragedy of Dr. Faustus……………………………………………………………………...13 The Tragedy of Hamlet…………………………………………………………………………..23 The Tragedy of King Lear……………………………………………………………………….34 The Modern Sense of Tragedy…………………………………………………………………...44 Modern Tragedy and Pessimism – Death of a Salesman………………………………………...53 Modern Tragedy and the Absurd – Endgame……………………………………………………63 Conclusion: The Future of Tragedy…………………………………………………………...…70 Introduction: Tragedy and Transcendence Tragedy, in comparison to epic, comedy, satire, and lyric – as representations of life – seems to occupy a more fundamental position. By this I do not mean to say that tragedy is objectively superior to these other genres, but instead that it more earnestly, in some respects, offers insight into human nature, life’s necessities, and the cosmic forces at play in the world as they relate to and have a bearing on human existence.
    [Show full text]
  • Late Sophocles: the Hero's Evolution in Electra, Philoctetes, and Oedipus
    0/-*/&4637&: *ODPMMBCPSBUJPOXJUI6OHMVFJU XFIBWFTFUVQBTVSWFZ POMZUFORVFTUJPOT UP MFBSONPSFBCPVUIPXPQFOBDDFTTFCPPLTBSFEJTDPWFSFEBOEVTFE 8FSFBMMZWBMVFZPVSQBSUJDJQBUJPOQMFBTFUBLFQBSU $-*$,)&3& "OFMFDUSPOJDWFSTJPOPGUIJTCPPLJTGSFFMZBWBJMBCMF UIBOLTUP UIFTVQQPSUPGMJCSBSJFTXPSLJOHXJUI,OPXMFEHF6OMBUDIFE ,6JTBDPMMBCPSBUJWFJOJUJBUJWFEFTJHOFEUPNBLFIJHIRVBMJUZ CPPLT0QFO"DDFTTGPSUIFQVCMJDHPPE Late Sophocles Late Sophocles The Hero’s Evolution in Electra, Philoctetes, and Oedipus at Colonus Thomas Van Nortwick University of Michigan Press Ann Arbor Copyright © Thomas Van Nortwick 2015 All rights reserved This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and ex- cept by reviewers for the public press), without written permission from the publisher. Published in the United States of America by the University of Michigan Press Manufactured in the United States of America c Printed on acid- free paper 2018 2017 2016 2015 4 3 2 1 A CIP catalog record for this book is available from the British Library. Library of Congress Cataloging- in- Publication Data Van Nortwick, Thomas, 1946– . Late Sophocles : the hero’s evolution in Electra, Philoctetes, and Oedipus at Colonus / Thomas Van Nortwick. pages cm Includes bibliographical references and index. ISBN 978- 0- 472- 11956- 1 (hardcover : alk. paper) — ISBN 978- 0- 472- 12108- 3 (ebook) 1. Sophocles— Criticism and interpretation. 2. Sophocles. Electra. 3. Sophocles. Oedipus at Colonus. 4. Sophocles. Philoctetes. I. Title. PA4417.V36 2015 882'.01— dc23 2014049364 For Nathan Greenberg colleague, mentor, and friend Preface Oh children, follow me. I am your new leader, as once you were for me. (Sophocles, Oedipus at Colonus 1542– 431) Sophocles’s Oedipus at Colonus ends with his most famous character walking serenely through the central doors of the stage building (skēnē) in the Theater of Dionysus and into the grove of the Eumenides.
    [Show full text]
  • Tragedy Tragedy: Drama That Shows the Downfall of a Noble Hero, A
    Tragedy Tragedy: Drama that shows the downfall of a noble hero, a generally good person of high birth who makes a tragic mistake or error in judgment. It can also be a character flaw. (In Greek tragedy, it is usually hubris, or excessive pride, that causes the downfall of the character.) Prior to his death, the hero usually has some realization about human fate and destiny. A tragedy was supposed to arouse pity and fear in the audience—pity that a man of reasonably good character is suffering and fear that the same thing could happen to them. The end of tragedy was intended to produce katharsis, the purging or cleansing of the excess pity and fear aroused by the play. The goal of tragedy was to reduce negative emotions to a healthy, balanced proportion. Aristotle loved Sophocles’ play cycle of Oedipus the King and considered it the perfect tragedy. He wrote Poetics to give the “rules” of tragedy. There are six elements, with plot being the most important and spectacle being the least. 1. Plot: must have a beginning, middle and end. In Greek tragedy, there is only one plot, no subplots. Each event in the plot must play off the others. There can be no “coincidences.” A tragic plot must be serious. 2 A plot should be complex, and must show that the tragic hero recognizes the cause of his problems and is sorry for his actions before his death. According to Aristotle, there is a definite cause and effect chain throughout the play. 2. Character: character supports plot, and the motivations of the character are tied to the plot.
    [Show full text]
  • A Modern Tragic Hero in Arthur Miller's Play Death of a Salesman
    Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, Cilt 21, Sayı3, 2012, Sayfa 101-110 A MODERN TRAGIC HERO IN ARTHUR MILLER’S PLAY DEATH OF A SALESMAN ARTHUR MILLER’IN DEATH OF A SALESMAN OYUNUNDA MODERN BİR TRAJİK KAHRAMAN B. Ayça Ülker ERKAN* Abstract This paper discusses Arthur Miller’s character, Willy Loman, in Death of a Salesman in terms of his being a tragic hero. There are several debates on Willy Loman pointing out that he is not a tragic hero in classical tragedy. The classical definition of a tragedy points out that "tragedy is a story of exceptional calamity leading to the death of a man of high estate because of his tragic flaw." Still Loman cannot be totally considered as a classical tragic hero since he is a common man. He is indeed a modern tragic hero in 1940’s America whose desire is to be “someone” in the society. His problems stem from his own delusions, the American Dream turning sour, and misunderstanding his job and family. Loman is a modern tragic hero turning the American dream into American Nightmare because of his personal flaw. For those reasons, this play can be classified as a "bourgeois" tragedy. This modern tragic hero represents individuals who try to survive and quest for self identity in a capitalistic commercialized world. Key Words: American dream, tragedy, modern tragic hero Özet: Bu çalışma, Arthur Miller’ın Death of a Salesman adlı oyunundaki karakter Willy Loman’nın trajik bir kahraman olmasını tartışır. Willy Loman’nın klasik trajedi tanımına göre trajik bir kahraman sayılamayacağı ile ilgili birçok görüş ileri sürülür.
    [Show full text]
  • Tragic Hero – Luke Skywalker the Popular Star Wars Series Contains Many Similarities with Sophocles Opedial Trilogy Or the Ancient Myth Itself
    World Literature Name __________________________________ Second Semester 2014-2015 Block _____ Mr. Searcy Due 5/4 Writing Assignment 4 Tragic Hero – Luke Skywalker The popular Star Wars series contains many similarities with Sophocles Opedial trilogy or the ancient myth itself. The central character Luke Skywalker, is compelled by destiny and a burning inner desire to become a member of the ancient but dying order of Jedi Knights. In the tradition of ancient Greek tragedy the conflict Luke is engrossed in is a war of good vs evil as he becomes a member of the Rebel forces battling the powerful and relentless forces of the Empire. To do so he must journey to a far off mysterious planet to gain the wisdom of the ancient Yoda (a parallel to the oracle of Apollo) who teaches him the secret of the "Force"-- a universal energy something akin perhaps to the stoic notion of the "Logos". Soon he finds himself on a mission to save a Princess belonging to the old, and presumably legitimate, royal family who has fallen into the hands of the Empire and the notorious Darth Vader. Luke does rescue the princess and soon falls in love with her only to find later that he is her brother. Likewise, throughout the film Darth Vader has a strange preoccupation with the fledgling knight and seems to have a premonition that he will perhaps be the one who will precipitate his death (paralleled with Laius in Oedipus Rex). In a dramatic duel to the death with Darth Vader Luke later discovers that his arch nemesis is none other than his father himself.
    [Show full text]
  • 1 "What Is a Tragic Hero?" According to Aristotle, the Function of Tragedy Is
    1 "What is a Tragic Hero?" According to Aristotle, the function of tragedy is to arouse pity and fear in the audience so that we may be purged, or cleansed, of these unsettling emotions. Aristotle's term for this emotional purging is the Greek word catharsis. Although no one is exactly sure what Aristotle meant by catharsis, it seems clear that he was referring to that strangely pleasurable sense of emotional release we experience after watching a great tragedy. For some reason, we usually feel exhilarated, not depressed, at the end. According to Aristotle, a tragedy can arouse these twin emotions of pity and fear only if it presents a certain type of hero, who is neither completely good nor completely bad. Aristotle also says that the tragic hero should be someone "highly renowned and prosperous," which is Aristotle's day meant a member of royalty. Why not an ordinary working person? we might ask. The answer is simply that the hero must fall from tremendous good fortune. Otherwise, we wouldn't feel such pity and fear. the change of fortune presented must not be the spectacle of a virtuous man brought from prosperity to adversity: For this moves neither pity nor fear; it merely shocks us. Nor again, that of a bad man passing from adversity to prosperity: For nothing can be more alien to the spirit of tragedy; . it neither satisfied the moral sense nor calls forth pity or fear. Nor, again, should the downfall of the utter villain be exhibited. A plot of this kind would, doubtless, satisfy the moral sense, but it would inspire neither pity nor fear; for pity is aroused by unmerited misfortune, fear by the misfortune of a man like ourselves .
    [Show full text]
  • Michael As a Modern Tragic Hero of Wordsworth’S “Michael”: an Application of the Theory of Modern Tragedy
    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI MICHAEL AS A MODERN TRAGIC HERO OF WORDSWORTH’S “MICHAEL”: AN APPLICATION OF THE THEORY OF MODERN TRAGEDY AN UNDERGRADUATE THESIS Presented as partial fulfillment of the requirement for the degree of Sarjana Sastra in English Letters By COSMAS ANDY IRIANTO BROTO Student Number: 034214049 ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2008 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI MICHAEL AS A MODERN TRAGIC HERO OF WORDSWORTH’S “MICHAEL”: AN APPLICATION OF THE THEORY OF MODERN TRAGEDY AN UNDERGRADUATE THESIS Presented as partial fulfillment of the requirement for the degree of Sarjana Sastra in English Letters By COSMAS ANDY IRIANTO BROTO Student Number: 034214049 ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2008 i PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI EX ME IPSA RENATA SUM (From Myself I Reborn) iv PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI This undergraduate thesis is dedicated to The One and Only Lord in the Kingdom of Heaven My beloved late father My beloved mother My dearest little brother and sister My dearest late little sister v PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ACKNOWLEDGEMENTS Praise to God, finally I finished my thesis. I would like to thank Jesus Christ for blessing me all my life and for guiding me in writing my undergraduate thesis. I would like to thank Drs. Hirmawan Wijanarka M. Hum, my advisor, especially for his guidance, big patience, suggestions and flexible time during the writing of my thesis.
    [Show full text]
  • Hegel's Theory of Tragic Heroes
    HEGEL’S THEORY OF TRAGIC HEROES: THE HISTORICAL PROGRESS OF SUBJECTIVITY A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY by Rachel C. Falkenstern May 2016 Examining Committee Members: Dr. Kristin Gjesdal, Advisory Chair, Philosophy Dr. Susan Feagin, Philosophy Dr. Espen Hammer, Philosophy Dr. Paul Kottman, External Member, Comparative Literature and Philosophy, The New School for Social Research © Copyright 2016 by Rachel C. Falkenstern All Rights Reserved € ii ABSTRACT This dissertation argues that Hegel’s theory of tragedy is best understood in combination with his theory of the historical progress of subjective freedom, and that this progress is manifested as the heroes of tragic drama in its different stages of antiquity, early modernity, and late modernity. The truth of tragedy for Hegel, like the content of all art, progresses concomitantly with human freedom, reason, and subjectivity. Likewise, humanity’s self-understanding of these aspects of itself also historically progresses. In this light, I further argue that Hegel’s theory shows tragedy to be not only a historically contextualized cultural practice and form of self-understanding but also a presentation of absolute truth: the truth of a culture at a particular historical moment is presented in its tragedy, yet that culture is a part of a larger narrative, so that a common thread running through tragic drama of all eras comes to light when tragedy is examined through the lens of Hegel’s philosophy. Specifically, I show that Hegel views self-contradiction, alienation, and the drive to reconcile these as underlying universal human conditions, and in tragedy this universal truth is embodied in the tragic hero.
    [Show full text]
  • 7 Rules for Writers, #5: the 15 Character Types That Affect Plot - 10-21-2014 by Chazda Albright - Greatstorybook.Com
    7 Rules for Writers, #5: The 15 Character Types that Affect Plot - 10-21-2014 by Chazda Albright - GreatStorybook.com - http://greatstorybook.com/dev 7 Rules for Writers, #5: The 15 Character Types that Affect Plot by Chazda Albright - http://greatstorybook.com/dev/7-rules-for-writers-5/ Character creates plot; the plot doesn’t happen to the character. This is a key distinction that affects absolutely everything about a story. The protagonist must make decisions that drive the plot forward. That's their role and ultimately what makes them the main character. When the protagonist doesn't fill that role, the story is at best a collection of events happening to someone - at worst, it's a passive story where the character drifts from moment to moment without purpose. A plot is driven by the decisions your protagonist makes when presented with options. Likewise, the types of characters appearing in a story are defined by their actual purpose, so you can functionally break it down to character type to help structure your writing. This is why you should create your characters before planning out the story's plot points. So let's take a look at the types of characters you might have in a story, and how that influences the plot. Protagonist: the main character who makes the decisions that drive the plot. Antagonist: the secondary main character or thing (especially in children's books, the antagonist can be a thing - the first day of school, the potty, the darkness under the bed, etc.) that poses a problem for the protagonist.
    [Show full text]