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Children Need Fairy Tales information 26/2013/E 17 Heike vom Orde Children need fairy tales Bruno Bettelheim’s The uses of enchantment In The uses of enchantment, Bruno influential today, on the one hand be- truth of our imagination, not that Bettelheim analyzes and discusses cause it rehabilitates fairy tales, and of normal causality” (Bettelheim, the emotional, symbolic and thera­ on the other hand because it proves 1989, p. 117). Following Freud, he peutic importance of fairy tales that these can contribute to the un- sees fairy-tale figures as symboliz- from the Brothers Grimm for chil­ derstanding of children’s inner life. ing the elements of the personality, dren. This article summarizes key The uses of enchantment was the first the “ego”, “id” and “super-ego”. The findings, their reception and criti­ comprehensive study in fairy tale re- aspect of the stories he is most inter- cism. search to be based on Freudian psy- ested in is their effect, that is, to what choanalysis. extent fairy tales offer aids to pro- jection which can foster children’s 00 years ago, Jacob and Wil- development. In The uses of enchant- Why do children need helm Grimm published the ment, Bettelheim puts forward the fairy tales? 2first volume of their Kinder- thesis that fairy tales give children und Hausmärchen (“Children’s and In The uses of enchantment, Bettel- the opportunity to understand inner household tales”). Generations of heim demonstrates a correspondence conflicts which they experience in children grew up with these timeless between the fairy-tale world and the the phases of their spiritual and in- stories. experience and thinking of children. tellectual development, and to act In The uses of enchantment: the Here he argues on various levels, and these out and resolve them in their meaning and importance of fairy relates the structure of the fairy tale imagination. tales, Bruno Bettelheim investigated to children’s thinking, the content from a psychoanalytical perspective of fairy tales to children’s develop- Fairy tales offer knowledge of life why these stories were so important mental tasks, and fairy-tale themes to from the inside and enthralling for children. children’s developmental crises (cf. For Bettelheim, the narratives in It became Bruno Bettelheim’s most Hoeppel, 1994). folktales are “life divined from the popular work, published at a time in The first part of the book also con- inside” (ibid., 1989, p. 24), because which fairy tales were regarded with tains theoretical reflections, in which they give expression to inner pro- suspicion, as instruments of bourgeois observations from Bettelheim’s child cesses and make these comprehensi- oppression used to transmit false psychology practice are related to ble. In his view, children intuitively ideas and attitudes to young people. motifs and figures from the German understand that these stories represent The representations of violence, par- folk tale. the essential developmental steps to- ticularly in the tales of the Brothers The extensive second part consists wards independent existence. From Grimm, played an important part in of interpretations showing how fairy Bettelheim’s psychoanalytical per- these discussions. Thus it was argued tales can be read and understood from spective, many fairy tales deal – in from a social theory perspective that a psychoanalytical viewpoint. The a manner that is “unreal, but not un- fairy tales legitimized violence by following article summarizes some true” (ibid., p. 73) – with oral and modelling aggressive modes of con- of Bettelheim’s key statements. oedipal conflicts, with violent and flict resolution. From a pedagogical phallic fantasies, with fear of sexu- point of view, it was suspected that Fairy tales help children to project, ality or castration, with humiliation, the violence represented could pro- thus fostering their development self-destruction and separation anxi- voke aggression and fear in children. In response to the criticism that fairy ety (ibid., p. 73 ff.). Nonetheless these Bettelheim’s book stimulated wide- tales are not true, Bettelheim argued “cruel” stories help children to cope spread interest at the time and is still that the truth of the fairy tale is “the with life, as they thematize the diffi- information 18 26/2013/E culties of growing up, and emphasize Bettelheim’s advocacy for fairy tales the hope of a better future and a happy as part of child raising, their opinions outcome. Even today, young people were very much divided about his appreciate that fairy tales usually end interpretations of fairy tales, which positively (see graph). make up the second part of the book. Essentially 2 aspects were identi- Fairy tales help to dispel fears fied as “pitfalls” of psychoanalytical Fairy tales meet both the young au- fairy-tale interpretation (cf. Hoeppel, dience’s desire for the fantastic and 1994, p. 218): firstly, the fairy-tale its fear of the horrible. And although texts were used by Bettelheim to gender roles are conventionally dis- confirm and illustrate his theory, in tributed in the stories, this, in Bettel- which process, according to his crit- heim’s view, does not matter when it Graph: 9­ to 19­year­old German pupils’ opin­ ics, important aspects of content fell comes to identifying with the hero or ions about fairy tales (n=1,577) by the wayside. Secondly, Bettelheim heroine, because the child sees only is criticized for not having sufficiently character polarities and strategies reflected on the subjectivity of his for action as essential: “If our fear The uses of enchantment: interpretation of the fairy tales. But: of being devoured takes the tangi- reception and criticism “This ‘weakness’ of the second part of ble shape of a witch, it can be gotten the book could also be its ‘strength’, rid of by burning her in the oven!” From the 1990s, scholars in the if it challenges readers to contradict (ibid., 1989, p. 120). Here, according German-speaking countries began to Bettelheim and to interpret the mes- to Bettelheim, the child does not care engage seriously with Bruno Bettel- sage of the fairy tales differently, and whether Hansel or Gretel carries out heim’s work. Bettelheim’s research thus also to some extent subjectively.” this act of liberation. Bettelheim is crossed disciplinary boundaries, and (ibid., 1994, p. 218)3 convinced that fairy tales are superior left a rich academic legacy for peda- Heike vom Orde, M.A. (IZI) to contemporary children’s literature gogy and related branches of scholar- precisely because of their elements ship, going far beyond the fairy tale of menace and cruelty, since they studies in The uses of enchantment: produce neither aggression nor fear, “We may learn from Bettelheim, the but help children to cope with these Jewish teacher and former concentra- feelings. tion-camp inmate, that an ‘education NoTES after Auschwitz’ (Theodor Adorno) 1 Translated from German source Fairy tales correspond to the is possible and, in particular, how it 2 Translated from German source child’s thinking and experience might be possible.” (Mai, 2007, p. 1)1 3 Translated from German source Fairy tales thus help to cope with life, Evaluations of The uses of enchant- not by belittling childish difficulties, ment also stress that this is an “im- but by “giving full credence to the portant work for pedagogy and child seriousness of the child’s predica- psychology, and not just because it ments” and “relat[ing] to all aspects rehabilitates fairy tales, but because of his personality” (ibid., 1989, p. 5). it is important for educational prac- REFERENCES The stories begin at the child’s current tice.” (Hoeppel, 1994, p. 211)2 Schol- Bettelheim, Bruno (1989). The uses of enchantment: stage of development, and show him/ ars criticize Bettelheim, however, for the meaning and importance of fairy tales. New York: her the way: just like the black-and- failing to reflect on the historical so- Vintage Books. white characterization of the fairy cializing function of fairy tales, and Eltern family (2009, ed.). “Ich liebe Märchen, wenn meine Oma sie mir erzählt.” Eltern family (12). 40-41. tales, so too is the child’s view of for differentiating too little in his Hoeppel, Rotraut (1994). Kinder brauchen Märchen. the world marked by polarization. judgements of fairy tales and modern In Roland Kaufhold (ed.), Annäherung an Bruno Bet- Fairy tales demonstrate that an inner children’s literature. As the research telheim (pp. 207-219). Mainz: Matthias-Grünewald. development has to take place, by of- has been able to show, Bettelheim’s Kaufhold, Roland (ed.) (1994). Annäherung an Bru- no Bettelheim. Mainz: Matthias-Grünewald. fering solutions which the child can claim that children enjoy folktales Mai, Gabi (2007). Bruno Bettelheims Pädagogik und understand, because they correspond more than other children’s literature Milieutherapie unter besonderer Berücksichtigung to childish, animistic thinking, and (or literary fairy tales) is untenable seiner lebensgeschichtlichen Prägung. Dissertation, Universität Heidelberg. Retrieved from http://www. express, on a symbolic/visual level, (cf. among others Kaufhold, 1994; ub.uni-heidelberg.de/archiv/12304 [12.09.12] the things that motivate the child (cf. Hoeppel, 1994 or Sutton, 1996). Sutton, Nina (1996). Bruno Bettelheim – auf dem Weg Hoeppel, 1994, p. 208). As plausible as most critics found zur Seele des Kindes. Hamburg: Hoffmann & Campe..
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