Exam Prep - Literature Review Techniques

**Summary of the Discussion** **1. Introduction: Democracy and Presentism** - The speaker briefly discusses the concept of democracy and how it can be viewed differently depending on context. - Mentions a literature review on democracy and references presentism as a recurring theme....

**Summary of the Discussion** **1. Introduction: Democracy and Presentism** - The speaker briefly discusses the concept of democracy and how it can be viewed differently depending on context. - Mentions a literature review on democracy and references presentism as a recurring theme. - **2. Presentism and Historical Criticism** - **Definition of Presentism:** - The tendency to interpret the past through the lens of contemporary values and assumptions. - **Examples of Presentism:** - Victorian practices, such as giving children cocaine tooth drops, which seem absurd today, are evaluated with modern knowledge, ignoring the context of the time. - The term "hidden killers" in Susanna Lipscomb\'s documentary about Victorian practices suggests intentionality, which is misleading given the historical context. **3. The Importance of Historical Context** - **Francis O\'Gorman\'s Perspective:** - Historical difference is essential for interpreting texts and events of the past. - Judging history with current assumptions distorts critical authority. - History is always more complicated than it initially appears. - **Critical Reflection:** - Scholars should evaluate if their understanding of history is influenced by present-day assumptions. **4. Literature Review as a Scholarly Practice** - **What Is a Scholarly Field?** - Broad disciplines (e.g., English Studies, Political Science) divided into specialized areas (e.g., Victorian Studies, Brontë Studies). - Scholars may not all interact directly, but their work contributes to a larger academic conversation. - **Structure of a Literature Review:** - Synthesizes key ideas and trends within a field. - Highlights similarities and differences between arguments. - Positions the writer's research in relation to existing scholarship. - Explains the point of entry into the ongoing academic discussion. **5. The Unending Conversation Metaphor** - **Kenneth Burke's Metaphor:** - Scholarship is like entering a heated conversation already in progress. - No one can retrace all previous arguments, but individuals listen, contribute, and leave while the discussion continues. - This metaphor reflects the dynamic and perpetual nature of academic discourse. **6. Literature Review Techniques** - **Purpose of a Literature Review:** - Synthesizes arguments from different scholarly fields and disciplines. - Highlights major trends and the current state of the conversation. - Identifies points of departure to position one's argument. - **Application in Literary Studies:** - Brings together diverse sources (e.g., Brontë Studies, Victorian Studies). - Demonstrates how current research fits into the larger academic framework. **7. Challenges in Literature Reviews** - **Diversity in Sources:** - Scholarship spans different times and contexts, from articles in the 1920s to modern studies. - Some older studies may no longer be relevant but can still inform the current research. - **Positioning the Researcher:** - The literature review is an opportunity to position oneself within the scholarly conversation. - Scholars must decide which works are most relevant and useful for their angle. **8. Final Thoughts on Academic Conversations** - **Dynamic Nature of Scholarship:** - Academic fields are not unified; they consist of various hubs of activity and diverse perspectives. - Researchers must navigate these voices and create connections between them. - **Purpose of Engagement:** - The literature review helps situate the researcher within the ongoing scholarly discourse and lays the foundation for their own contributions. **Key Concepts** **Chronology vs. Synthesis** - **Chronology of Argumentation:** - Avoid simply stating, "He says this, then he says that." - Summarizing in chronological order lacks focus on the core argument and frustrates readers. - **Synthesis:** - A synthesis combines multiple sources to reach a broader conclusion. - Goal: Present a new perspective by drawing on various ideas and showing their connections. - The **Oxford English Dictionary** defines synthesis as combining parts into a complex whole. **Purpose of a Literature Review** - Create an **abstract whole** of scholarly discussions. - Based on the topic and research question, organize sources to frame the scholarly universe. - Highlight relationships among sources without forcing connections. **Literature Review Structures** 1. **Simple Summary-Based Structure** - **Design:** Author 1 says this, Author 2 says that, etc. - **Drawbacks:** - Repetitive and lacks depth. - No meaningful comparison or engagement between authors. - Prevents exploration of one author's ideas in detail. 2. **Bibliographic or Point-Based Structure** - **Design:** Each source is connected by points of commonality. - **Issues:** - Connections between sources may feel arbitrary or incomplete. - Doesn't always reflect nuanced relationships. 3. **Theme-Based Literature Review (Preferred Model)** - **Design:** - Organized by themes or dimensions of the argument (e.g., "Weather in Victorian Literature," "Gender Roles in Snowdrop"). - Each theme involves multiple sources in conversation with each other. - Includes an introduction, subheadings, and a hypothesis or main argument statement. - **Benefits:** - Conducive to complex argumentation. - Encourages connections and comparisons across sources. - Enables detailed focus on sources most relevant to the research. **1. Starting with the Concept of Democracy** - **Key Idea:** The text begins with democracy, which serves as an obvious starting point. - **German Perspective:** There's a logical progression in the text from the economy after democracy, but the reasoning behind this flow could be clearer. **2. Structure of Literature Review** - **Nature of Literature Reviews:** - A literature review doesn't need to follow a rigid essay structure; it focuses on presenting different themes. - It should outline the main sources, the arguments derived, and how they shape the writer\'s perspective. - **Length Considerations:** - For shorter texts (1000--1500 words), the literature review can be brief---sometimes just a few sentences. - **Engagement:** - The review must demonstrate interaction with the sources rather than simply listing them. - Avoid excessive reliance on citations without the author expressing their own voice. **3. Writer's Voice and Perspective** - **Issue Identified:** - The analyzed text leaned heavily on citing sources, leading to a lack of the author's distinct perspective. - This approach fails to engage the reader or provide meaningful insights. - **Recommendation:** - Clearly present the author\'s input and views on the scholarly debates and trends. **4. Precision and Vagueness** - **Examples of Vagueness:** - Phrases like \"various measures of democracy\" and terms like "vary" and "variation" lack specificity. - The text communicates a multiplicity of opinions but doesn't explain the nature of these differences or their implications. - **Desired Improvement:** - Specify the types of opinions, scholarly trends, and their significance. - Use terms that provide clarity and eliminate redundancy. **5. Organizing Scholarly Voices** - **Issues with Organization:** - Scholars are frequently mentioned without context or relevance to the paragraph\'s theme. - The lack of connection between themes and scholar citations makes the text hard to follow. - **Recommendations for Improvement:** - Group scholars by themes or perspectives. - Present agreements and contrasts between scholars systematically. - Guide the reader with clear connections between paragraphs and scholarly discussions. **6. Positioning the Author\'s Perspective** - **Key Point:** - The author's perspective on why they selected certain scholars or studies should be evident throughout the text. - **Contextualizing Scholars:** - Provide background on the work and contributions of the cited scholars to help readers understand their relevance. **7. Positive Aspects Identified** - **Attempts at Guidance:** - The use of transition terms like "however" and "although" shows an effort to compare scholarly voices. - Some paragraphs attempt to introduce the theme, though they lack sufficient detail or stakes. **8. Takeaways for Improving Writing** - **Lessons Learned:** - Avoid over-reliance on citations without contributing original thought. - Provide background and synthesis of scholarly work to create context. - Group scholars by theme to improve readability and coherence. - Clearly state your perspective and rationale for the selected studies. - **Avoid Mistakes Observed:** - Prevent vagueness by using precise terms and providing necessary specifications. - Avoid arbitrarily mentioning scholars without showing how their work connects to the discussion. **9. Class Closure** - **Next Steps:** - Students were encouraged to apply these insights to their own writing. - A question period and further discussion of the next text will occur in the upcoming weeks. **Week 02** - Not all prepared slides will be discussed. - Focus will be on selected passages for deeper analysis. 1. **Discussion Basis:** - Jane Eyre is central to the analysis. - Aligns with Cinderella-like themes: rejection, eventual success. **Overview of the Brontë Sisters and Context** 1. **Charlotte Brontë's Background:** - Lived a short, impactful life. - Wrote \"Jane Eyre\" under the pseudonym Currer Bell in 1847. - Personal parallels: worked as a governess and teacher. 2. **Literary Context:** - Yorkshire Moors provide a key setting, especially for Emily Brontë\'s *Wuthering Heights*. - \"Jane Eyre\" is seen as a fictional autobiography with spiritual and Bildungsroman elements. **Genres Explored in \"Jane Eyre\"** 1. **Autobiography:** - A fictionalized introspection presenting Jane's past self. - Allows exploration of emotions and unreliable narration. 2. **Bildungsroman (Maturation Novel):** - Focuses on growth and self-actualization despite obstacles. - Reflects bourgeois capitalist values, where success depends on perseverance. 3. **Spiritual Autobiography:** - Reflects a moral or spiritual journey, akin to St. Augustine's *Confessions*. **Gender and Social Themes** 1. **Jane Eyre as a Female Protagonist:** - Represents 19th-century women negotiating patriarchal systems. - Highlights dislocation from power and societal norms. 2. **Victorian Gender Roles:** - Women assigned emotional and nurturing spheres. - Jane\'s story reflects resistance to these confinements. **Emotions and Will: Historical Perspective** 1. **Victorian Psychology and Emotions:** - Theistic view: emotions as divine manifestations. - Thomas Brown introduced \"emotion\" as outward expressions of inner states. 2. **Alexander Bain's Theory:** - Book: *Emotions and the Will* (1859). - Proposed the will can manage emotions through discipline. **Key Excerpt from Bain's Work** 1. **Management of Emotions:** - Advocates suppressing emotional outbursts through willpower. - Techniques: - Pain or pleasure as tools to instill self-control. - Pain viewed as more effective. 2. **Criticism:** - Suggests harsh discipline, even terror, to suppress emotional displays in children. **1. Introduction and Emotional Education in Children** - **Modern Understanding of Children's Emotions**: - Children under three lack self-control and emotional regulation due to physiological and emotional immaturity. - Contemporary psychology emphasizes the importance of reassurance for children, as neglect can lead to stress and toxic effects on the developing brain. - Historical expectations of children being submissive or silent are critiqued. - **Comparison to Victorian Practices**: - Victorian methods often relied on technical and controlling approaches to discipline, comparing children to horses needing to obey. - This reflects cultural conditioning emphasizing submission to authority over individuality. **2. Emotional Education and Negotiation in *Jane Eyre*** - **Discussion Questions**: - How does Jane negotiate emotions and willpower? - What arguments does Brontë make about submission versus resistance? - **Passage Analysis (Chapter 2)**: - **Key Themes**: Jane's marginalization in Gateshead, reflecting societal dislocation of powerless individuals. - Connection to Victorian institutions like workhouses and penal colonies, symbolizing how society punished deviation from norms. - Jane's confinement in the Red Room emphasizes alienation and emotional suppression. **3. Emotional Alienation in the Red Room** - **Significance of the Red Room Scene**: - Highlights the injustice of Jane's treatment and her dispossession of value within the family. - Explores the psychological harm caused by isolation and lack of comfort. - Suggests the emergence of superstition and fear as unaccompanied emotions spiral out of control. - **Comparison to Modern Psychology**: - The importance of emotional reassurance for children is contrasted with Victorian methods that prioritized control over empathy. **4. Jane's Education and Development** - **Transition to Lowood School**: - Jane's hope for intellectual and personal freedom motivates her acceptance of schooling. - Despite the oppressive environment, she views education as an opportunity for maturation. - **Pedagogical Practices**: - Extreme discipline at Lowood, such as the use of posture devices and public humiliation. - Contrasts between arbitrary societal rules and genuine intellectual growth. - **Significance of Humiliation in Education**: - Jane's humiliation upon arriving at Lowood highlights the cruelty in Victorian pedagogy. - Broader commentary on class and societal norms dictating expectations for young women. **5. Helen Burns and the Role of Religion** - **Helen Burns as a Mentor**: - Helen acknowledges and soothes Jane's feelings, offering an alternative to shame and isolation. - Her religious philosophy introduces ideas of justice, forgiveness, and self-worth. - **Jane's Quest for Justice**: - Helen inspires Jane to question unfair treatment and seek equality. - Religion in the school context is explored as a vehicle for both oppression and moral education. **6. Overarching Themes** - The struggle between submission to societal norms and resistance through personal growth. - The use of fictional introspection in *Jane Eyre* to engage readers in moral and emotional reflection. - Calls for modern readers to critique past injustices and reimagine child-rearing practices empathetically. **The Role of Faith and Emotional Resilience** - **Humiliation at School:** - Jane is humiliated by being placed on a pedestal, marked as unacceptable. - Helen Burns contrasts this by offering Jane kindness, restoring her sense of humanity. - **Jane vs. Helen\'s Emotional Responses:** - Jane: Fiery temperament, reacts strongly to injustice. - Helen: Detached, relies on faith as a coping mechanism to endure punishment and humiliation. - **Faith\'s Dual Role:** - Adults use religion to justify harsh discipline. - Helen, however, focuses on love and spiritual strength, using faith to maintain self-worth despite hardships. - **Helen\'s Resignation vs. Jane\'s Determination:** - Helen has accepted her limitations and clings to faith. - Jane refuses to resign, striving to overcome her circumstances and build a meaningful life. **2. Jane\'s Spiritual Mothers and Their Influence** - **Helen Burns:** - Acts as a spiritual mother, teaching Jane resilience and faith. - Represents selflessness and spiritual guidance. - **Miss Temple:** - Another maternal figure who later supports Jane\'s intellectual and moral development. **3. Jane\'s Appearance and Inner World** - **Plainness as a Theme:** - Jane is repeatedly described as plain but accepts it as part of her identity. - Rarely laments her lack of beauty, except when Bessie\'s comment makes her momentarily sad. - **Victorian Ideals and Contrasts:** - Beauty is often linked with cruelty, while plainness reflects inner richness and honesty. - The narrative suggests a moral superiority in simplicity and authenticity. **4. Symbolism of Weather** - **Contrast Between Inner and Outer States:** - Good weather often coincides with internal struggles or tragic events. - Bad weather symbolizes significant moments of change, such as Jane\'s encounter with Rochester during a storm. **5. Social Commentary on Victorian Society** - **The Protestant Work Ethic:** - Encourages hard work as proof of being among the chosen, even without guarantees of reward. - Reflects societal contradictions: striving for success in a culture where true mobility is limited. - **Critique of Wealth and Social Class:** - Wealth is portrayed as both corrupting and alienating. - The book highlights the tension between materialism and spiritual values. **6. Transformation of the School** - **Improvement Over Time:** - The harsh school environment eventually evolves into a noble and useful institution. - Reflects the potential for reform and progress, contrasting with earlier injustices. **Introduction: The Catalyst for Change** - The critique begins with a reflection on how institutional reforms often arise from tragedy. - The deaths of children from fever lead to public outrage, which prompts funding and reforms---not out of genuine concern but for maintaining public image. **Critique of the School System** - **Harsh Conditions:** - The school subjects children to extreme discipline, inadequate food, and cold conditions, under the guise of raising them \"in the spirit of God.\" - Orphans are stripped of individuality, forced to appear unattractive, with no control over their lives. - **Societal Perception:** - Outsiders view the school's austerity as discipline and purity, missing the neglect and suffering endured by the children. - **The Role of Tragedy:** - Institutional change only occurs after public scandal, emphasizing societal apathy towards the vulnerable until forced to act. **Themes in Bronte\'s Critique** - **Neglect of Orphans:** - Society\'s willingness to \"put away\" children who lack advocates, exposing their disregard for the well-being of the marginalized. - **Punishment and Ostracism:** - The education system relies on punishment and exclusion to maintain order, harming children emotionally and psychologically. - **Emotional and Spiritual Development:** - The rigid environment stifles emotional growth and relies on suffering to \"shape\" children, raising questions about the morality of such practices. **Jane's Spiritual Mothers** - **Helen Burns:** - Helen provides Jane with emotional stability and spiritual grounding through her calm demeanor and moral strength. - Helen's death leaves a void, forcing Jane to face her emotions without guidance. - **Miss Temple:** - Acts as a nurturing mentor, instilling discipline and order in Jane. - Miss Temple's departure leaves Jane unsettled, highlighting her dependency on these surrogate maternal figures. **Key Scenes and Their Implications** 1. **Helen's Encouragement (The Infamy Scene):** - Jane is calmed by Helen's simple act of kindness, a smile, which restores her self-worth. - This scene underscores the transformative power of acknowledgment and emotional connection. 2. **Miss Temple's Departure:** - Jane describes feeling as though a support system has been removed, leading to the resurgence of her old emotions. - This demonstrates how stability depends on external influences and critiques a system that fails to nurture independent emotional resilience. **Gothic Elements and Their Purpose** - The Gothic genre is used not only for entertainment but to highlight societal injustices. - The *Red Room* scene serves as a warning about the damaging effects of neglect and punishment on children. **Week 03** **Introduction to Self-Help and Responsibility** - The 19th century emphasized self-help and self-improvement through advice manuals. - Samuel Smiles promoted self-reliance, diligent work ethics, and thrift as essential virtues for personal stability. **Main Themes in Smiles\' Doctrine** 1. **Work and Responsibility** - Hard work and thriftiness are seen as essential for success. - Poverty is often attributed to a lack of effort or financial discipline. - Individuals bear significant responsibility for their socioeconomic status. 2. **Frugality and Acceptance** - People should live frugally, avoiding extravagant aspirations. - The focus is on continual labor regardless of visible rewards. 3. **Moral and Social Implications of Labor** - Labor is described as both a duty and a moral necessity. - Hard-earned success is linked to happiness and virtue. **Contrasts to Mayhew's Observations on Poverty** 1. **Henry Mayhew\'s Investigations** - Explored the lives of London\'s poor in hubs of urban poverty. - Highlighted systemic issues beyond individual effort. - Advocated for understanding the conditions of the underprivileged. 2. **Key Difference in Perspectives** - Smiles promotes personal responsibility and self-discipline. - Mayhew emphasizes external systemic barriers to improvement. **Smiles' View on Labor and Civilization** - Labor is framed as vital for individual growth and the progress of civilization. - Claims that every step toward human advancement has been achieved through work. - Links labor with moral duty, personal happiness, and societal development. **Concluding Perspective on Labor** - Hard-earned bread (by labor) is the sweetest and most rewarding. - Work and toil are equated with progress and redemption from barbarism. This breakdown outlines Smiles\' philosophy while contrasting it with Mayhew's systemic critique. **Detailed Summary of Key Points** **Introduction to 19th-Century Self-Help Philosophy** - The 19th century saw a rise in advice literature, focusing on self-improvement in areas like education, work, and personal discipline. - Samuel Smiles\' *Self-Help* became a foundational text in this genre, advocating for individual responsibility and the cultivation of personal virtues. - His philosophy emphasized thrift, frugality, and relentless labor as the path to stability and moral fulfillment. **Core Ideas in Smiles\' Doctrine** **1. Work as a Moral Duty** - Smiles asserts that diligent labor is more than just a means to an end; it is a moral obligation. - Work is framed as both a personal necessity and a cornerstone for societal stability. - Labor, whether physical or intellectual, is integral to human growth and fulfillment. **2. The Virtue of Thrift** - Saving money and living within one's means is emphasized as a critical life skill. - Poverty is framed as a failure of personal responsibility rather than systemic issues, implying that individuals who struggle financially have not practiced adequate thrift or self-discipline. **3. Aspiration and Acceptance** - People are encouraged to temper their ambitions and accept their societal station. - Despite limited opportunities, individuals are expected to continue working tirelessly, even if immediate rewards are minimal. **4. Labor and Happiness** - Smiles equates hard-earned success with true happiness and inner fulfillment. - The value of labor lies in its transformative power---both for the individual and for civilization as a whole. - He quotes a poet to reinforce the idea that toil is the pathway to prosperity, morality, and beauty. **Smiles' Broader Perspective on Labor** **1. Civilization and Progress Through Labor** - Smiles emphasizes that all major advancements in civilization stem from labor. - He links human redemption from "barbarism" to the application of hard work. - Without effort and toil, no meaningful progress in human history could have been achieved. **2. Labor as the Sweetest Reward** - Bread earned through one's own labor is described as the "sweetest," emphasizing the intrinsic satisfaction of hard work. - This reflects a belief in the dignity and sanctity of self-earned success, contrasting with unearned wealth or privilege. **Contrasts with Henry Mayhew's Perspective** **1. Mayhew's Investigations into Poverty** - Mayhew, a sociologist and journalist, focused on the lives of London's poorest residents, particularly in the mid-19th century. - His seminal work, *London Labour and the London Poor*, documented the harsh realities of poverty, often revealing systemic and structural causes. - He highlighted how societal conditions---rather than personal failings---shaped the lives of the poor. **2. Key Differences in Philosophies** - **Smiles' View**: Individual responsibility and self-discipline are paramount. Poverty, in his framework, often results from personal moral or behavioral shortcomings. - **Mayhew's View**: Poverty arises from systemic issues such as low wages, lack of opportunities, and exploitation. He argued for addressing these larger societal failings to improve the lives of the poor. **3. Systemic vs. Individual Accountability** - Mayhew's observations challenge Smiles' doctrine by suggesting that thrift and hard work alone are insufficient in overcoming systemic barriers like exploitation, lack of education, or unstable employment. **Summary of Smiles' Key Quotes on Labor** 1. **Labor as Discipline and Virtue** - Smiles writes, "The steady application to work is the healthiest training for every individual, so it is the best discipline of a state." - This underscores labor's dual role in personal character-building and maintaining societal order. 2. **Labor and Civilization** - He claims, "By labor the earth has been subdued, and a man redeemed from barbarism, nor has a single step of civilization been made without it." - This frames hard work as the driving force behind human progress and cultural development. 3. **Happiness Through Hard Work** - "No bread eaten by man is so sweet as that earned by his own labor, whether bodily or mental." - Smiles links personal satisfaction to the virtue of self-reliance and self-earned success, presenting labor as essential to human dignity. **Concluding Analysis** Smiles' doctrine celebrates the power of individual effort and moral discipline as the ultimate tools for success and stability. While inspiring in its emphasis on self-reliance, it also disregards systemic issues highlighted by thinkers like Mayhew, who point to the limitations of personal responsibility in overcoming structural barriers to equality and well-being. **Summary of Key Points: Work, Labor, and Morality in 19th-Century Philosophy** **Work as a Blessing or Curse** - **The Nature of Work**: Work is described as a natural duty inscribed in the human body---muscles, nerves, and brain. It is seen as something that should lead to satisfaction and enjoyment. - **The School of Labor**: Labor is presented as a path to wisdom, practical knowledge, and fulfillment. **The Modern Mindset on Labor** - **Mental vs. Physical Work**: The mindset promoted in the 19th century remains today, with a greater focus on mental involvement. Parents often emphasize the value of hard work for personal satisfaction. - **Neoliberal Viewpoint**: This mindset aligns with neoliberal philosophy, where individuals are seen as responsible for their own success. Not working is portrayed as rejecting one\'s natural purpose. - **Labor and Happiness**: Refusing to work is equated to rejecting the call to happiness, suggesting a moral failing if one does not engage in labor. **The Concept of Barbarism and Intellectual Sophistication** - **Labor as Progress**: Intellectual development and human sophistication are believed to arise from willingly engaging in work. - **Mudlarks Example**: Mudlarks, people (often children) who scavenged the banks of the River Thames for items to survive, represent labor that is far from fulfilling, and often life-threatening. - **The Critique**: The notion that labor is inherently a blessing clashes with the grim reality of such work, where conditions are inhumane and dangerous. **Exploitation and Work Ethic** - **Victorian Work Ethic**: The philosophy behind hard work, especially in the context of the 19th century, often served to obscure the exploitation of labor, as seen in the cases of slavery or child labor. - **Moral Justification for Exploitation**: The argument for labor as a moral duty can sometimes be used to justify inhumane working conditions, such as those in slavery or under oppressive regimes. - **Critique of Work**: The emphasis on self-improvement through hard work becomes a tool for obscuring the underlying social injustices that perpetuate these systems. **Work and Wealth Creation** - **Linking Work to Wealth**: Smiles suggests that hard work is directly tied to wealth. If you work hard, you will earn money. - **Disparity in Compensation**: However, the reality often doesn't reflect this ideal---many hard jobs are poorly compensated, while those benefiting from wealth may not work hard at all. - **Rise of Bureaucracy and Finance**: As the middle class grew, jobs shifted from manual labor to administration, finance, and bureaucracy, requiring more organizational work. This gave rise to new financial systems and professions. **The Moral Value of Money and Financial Management** - **Financial Integrity**: In the growing capitalist society, financial management became equated with personal integrity. A man's balance sheet (financial record) was seen as a reflection of his moral character. - **Balance Sheets and Morality**: A \"certified balance sheet\" was presented as the most reliable indication of a person's position, suggesting that wealth and its management were central to one\'s moral standing. **Jane Eyre and Financial Morality** - **Financial Novels**: The connection between finance, morality, and personal worth is also explored in works like *Jane Eyre*, which grapples with issues of wealth and the moral implications of economic status. - **Financial Framework in Literature**: The concept of financial worth being tied to personal worth is explored within Victorian novels, questioning the balance between personal integrity and wealth accumulation. **Key Takeaways** - **Labor as Moral Duty**: Labor is central to Victorian philosophy, tied to both personal fulfillment and societal progress, but it often overlooks exploitation. - **The Ideology of Work**: The notion of hard work leading to happiness is deeply ingrained, but it can also justify harmful, exploitative practices. - **Financial Integrity and Class**: In the 19th century, one\'s financial status was seen as a reflection of their moral character, with money and management becoming central to identity. - **Literary Reflections**: Novels like *Jane Eyre* engage with these themes, questioning the role of financial status in shaping moral and social positions. **Women and Finance in the 19th Century** - **Historical Context**:\ Women in the Victorian era were often omitted from economic narratives, but historians argue their contributions were more significant than acknowledged. The discussion touches on women's roles in business and finance despite systemic exclusions. - **Jane\'s Financial Agency**:\ Jane's inheritance and financial independence are critical turning points in the novel, allowing her to gain equality with Rochester and make autonomous decisions. **Money, Power, and Social Equality** - **Financial Turning Point**:\ Jane's inheritance allows her to reach a position of balance with Rochester, mitigating the power disparity in their relationship. Before this, Rochester\'s wealth created an imbalance Jane could not reconcile. - **Sources of Wealth**: - Rochester's wealth derives partly from colonial exploitation in Jamaica, linking the financial plot to broader themes of imperialism and morality. - Bertha Mason, as a colonial figure, symbolizes the darker implications of wealth obtained through colonialism. **Colonialism and Moral Corruption** - **Bertha Mason\'s Role**:\ Bertha is depicted as a \"curse\" brought by colonial wealth. Her presence challenges the morality of the colonial exploitation that underpins the financial structures in the novel. - **Jane\'s Perspective**:\ Jane aligns with Rochester, ignoring Bertha's circumstances and focusing on her own moral integrity. This choice reflects the novel's ambivalence about colonialism and its consequences. **Class Dynamics and the Governess\'s Role** - **Jane\'s Position as a Governess**:\ As a governess, Jane occupies a liminal space between the servant class and the family. She participates intellectually in the household but remains excluded from its wealth and status. - **Interpersonal Relationships**:\ Jane's interactions with Rochester and others underscore her struggle to assert her agency and intellectual equality within a rigid class hierarchy. **Missionary Work and Moral Agency** - **St. John Rivers\' Proposal**:\ St. John offers Jane a partnership in missionary work, framed as a moral and professional opportunity. Jane rejects this offer, emphasizing her refusal to compromise her independence or be coerced into a loveless union. - **Religious Undertones**:\ Missionary work in the novel is critiqued as not entirely altruistic, with ties to colonial power dynamics and personal ambition. **Early Life and Deficit at Gateshead** - **Jane\'s Childhood Experience**:\ At Gateshead, Jane is mistreated and made to feel undeserving of her relatives\' wealth and status. - **Double Deficit**: She experiences a lack of wealth and emotional support, compounded by societal expectations of gratitude for living in luxury she cannot access fully. - **Contrast to Later Balance**: This contrasts with later moments in the novel where Jane finds a balance of power and equality, such as her time with the Rivers family and her eventual relationship with Rochester. **Power Dynamics in Jane and Rochester\'s Relationship** - **Proposal Scene**: - Rochester acknowledges Jane's moral authority and power over him, but his language reflects contradictions. He views her as both servant and equal, highlighting the tension between their roles. - **Colonial Imagery**: Jane describes herself in terms of servitude, which invokes imagery of slavery and colonial oppression, adding complexity to their dynamic. - **Equality Achieved**:\ Jane achieves a sense of equality with Rochester only after her inheritance and his physical blindness, which shifts the power dynamic. **Concluding Insights** - **Intersection of Themes**:\ The novel intertwines themes of love, money, and morality, questioning whether true equality can exist in relationships influenced by wealth and power disparities. - **Critical Questions**: - How does *Jane Eyre* critique colonialism and its moral implications? - Does the novel offer a resolution to the financial and social inequalities it portrays? **1. Power Dynamics in Relationships** **Boundaries Between Roles and Agency** - Discussion begins with analyzing the blurred boundaries between Jane\'s role as a servant and her romantic involvement with Rochester. - Key Question: Can Jane, as an employee, act as a free agent in this complex dynamic? - Rochester uses his power to pressure Jane into commitment, but Jane establishes boundaries, signaling her resistance to being dominated. **Economic Power vs. Emotional Independence** - Jane's struggle is highlighted as one of resisting the interweaving of money and romance. - Rochester\'s attempts to use material wealth (gifts, proposals) to assert dominance are countered by Jane's assertion of independence. - A turning point occurs when Jane begins to reject the notion that financial disparity dictates relational dynamics. **2. Cultural and Social Constraints** **Victorian Context and Respect** - Mutual respect exists between Jane and Rochester, yet societal norms complicate their relationship. - Victorian-era class and financial expectations demand extraordinary coincidences for equality between romantic partners (e.g., inheritance, familial connections). - These coincidences highlight the rigid cultural conventions impeding genuine equality and mutual respect. **Bertha Mason and Critique of Society** - The Bertha Mason subplot underscores how societal expectations exacerbate inequalities and moral conflicts. - Jane\'s path to respect with Rochester requires overcoming external societal pressures and internal moral reckonings. **3. Emotional Economy and Forgiveness** **Jane and Mrs. Reed's Emotional Dynamic** - Mrs. Reed's neglect creates an emotional deficit in Jane's childhood. - Jane's act of forgiveness offers a \"new balance sheet,\" where past emotional debts are forgiven. - Mrs. Reed, however, remains incapable of reciprocating affection, emphasizing the unresolved emotional imbalance. **4. Identity and Self-Worth** **Jane's Self-Perception in Relation to Rochester** - In a pivotal scene, Jane reflects on her perceived inferiority through self-objectification (drawing a self-portrait). - This act reveals Jane's struggle with self-worth within the \"aesthetic economy\" of society. - Contrasted with her later assertion of independence, it marks her journey toward self-empowerment. **Key Quotations and Their Significance** 1. *"Do you think because I am poor, obscure, plain, and little, I am soulless and heartless? You think wrong!"* - Emphasizes Jane's rejection of societal valuations tied to wealth and beauty. 2. *"I am no bird; and no net ensnares me: I am a free human being with an independent will."* - Reinforces Jane's assertion of autonomy and her refusal to be objectified or controlled. **5. Transformation and Resolution** **Achieving Equality in the End** - The inheritance and her newfound independence enable Jane to approach Rochester as an equal. - The power imbalance shifts, allowing for a relationship built on mutual respect and choice rather than economic necessity. - Readers experience satisfaction seeing Jane evolve from a powerless figure to one who controls her destiny. **6. Key Themes Highlighted in Discussion** **Power, Freedom, and Personhood** - The narrative examines how Jane negotiates respect, independence, and agency within rigid social structures. **Economic and Emotional Balances** - Economic power, emotional debts, and the quest for mutual respect are central motifs. **Cultural Critique** - Brontë critiques Victorian societal norms, emphasizing the implausibility of true equality without extraordinary events. **Boundaries and Contradictions in Relationships** - **Servant vs. Romantic Partner:** The unclear boundaries between being employed by someone and being romantically involved were analyzed, focusing on Jane\'s struggle to assert her free agency despite Rochester\'s excess power. - **Power Dynamics:** Rochester uses his influence to manipulate Jane, but she resists by setting boundaries, marking a turning point in the narrative where Jane combats the interweaving of money and romance. **Respect vs. Financial Power** - **Respect in Relationships:** Despite their mutual respect, societal structures complicate Jane and Rochester\'s relationship due to financial and class disparities. - **Bertha Mason\'s Role:** Bertha\'s presence highlights the instability of respect and critiques Victorian society\'s emphasis on class and wealth in romantic relationships. - **Coincidences in the Plot:** Jane's inheritance and other fortuitous events are seen as extravagant yet necessary for Victorian conventions to allow equality between Jane and Rochester. **Emotional and Financial Economies** - **Jane and Mrs. Reed:** The discussion highlighted emotional and financial debts between Jane and her aunt. Forgiveness was conceptualized as a \"new balance sheet,\" where Jane seeks reconciliation despite years of neglect, which Mrs. Reed rejects. - **Growth in Jane's Character:** Jane\'s maturity contrasts with Mrs. Reed\'s inability to see her beyond past perceptions, symbolizing Jane\'s triumph over her oppressed childhood. **Jane's Proto-Feminist Stance** - **Equality and Independence:** Key passages demonstrate Jane asserting her worth, particularly in her assertion, \"I have as much soul as you and full as much heart.\" - **Religious Undertones:** Jane appeals to spiritual equality in God's eyes, rejecting societal metrics like wealth and status. - **Imagery of Deficit and Value:** Jane uses metaphors of empty hands and cups to illustrate her resistance to being undervalued by Rochester. **Feminist Implications** - **Early Feminist Themes:** Jane\'s insistence on independence and self-respect aligns with proto-feminist ideals. Her refusal to be dominated or diminished reflects a deep commitment to personal freedom. - **Rochester's Blindness:** The conclusion, where Rochester's blindness shifts the power dynamic, invites debate on whether this weakens the feminist reading by making Jane his caretaker. **Closing Thoughts** - **Satisfaction for the Reader:** Jane\'s transformation from a powerless orphan to an independent, self-assured woman delivers emotional and narrative closure. - **End of Discussion:** The session ended with an acknowledgment of Jane Eyre as a proto-feminist text, albeit with complex and sometimes contradictory themes. Week ?? **1. Lady of Shalott: Key Themes and Actions** - **Observation through a Mirror**: - Lady of Shalott is forbidden to look outside and must observe the world through a mirror, distorting her perspective. - **Daily Life and Art**: - She spends her days weaving a tapestry and singing, though her singing makes people fear her presence, thinking she may be a ghost. - **Art and Isolation**: - Key question: Can art exist without an audience? The Lady\'s isolation raises questions about the nature of art and the artist\'s role. - **Falling in Love**: - She falls in love with Lancelot, symbolizing a break from her isolated life. She throws her tapestry, gets into a boat, and dies while heading to Camelot. **2. Tennyson\'s \"The Lady of Shalott\" and its Literary Context** - **Scholarly Perspectives**: - Various interpretations exist, including psychoanalysis, historical context, allegory, feminist criticism, and literary historiography. - **The Role of Medievalism in Victorian Culture**: - Tennyson\'s use of medieval themes reflects Victorian interests in the past to explain the present. - **Art and the Past**: - 19th-century thinkers like Darwin contributed to a focus on the past as an explanatory model for the present. Museums, historical collections, and national literature were used to showcase national identity. **3. Victorian Literary Figures and National Identity** - **Sir Walter Scott**: - His historical novels influenced the Victorian embrace of medievalism. Scott\'s personal collection of medieval artifacts symbolized the rise of national history. - **Victorian Museums**: - Museums became a space to democratize art and history, showcasing the grandeur of the British nation. **4. Tennyson\'s Life and Influence** - **Tennyson\'s Career**: - Tennyson, poet laureate from 1850, wrote poems like \"The Charge of the Light Brigade.\" His role as poet laureate cemented his importance in Victorian culture. - **Personal Life**: - Tennyson lived on the Isle of Wight, avoiding the crowds of fans in London. His home became a site for literary tourism and artistic visits. - **Legacy**: - Tennyson was awarded the title of baron in 1884 and became a key figure in national cultural representation. **5. Medievalism as a Political and Cultural Phenomenon** - **William Morris**: - Morris used medievalism as a form of resistance against modern civilization. Despite his anti-modern stance, he was involved in industrial ventures. - **The Political Agenda of Medievalism**: - Medievalism had political and cultural messages that influenced the way people viewed national identity, art, and history. **6. Final Thoughts** - **Exploring the Poem and Criticism**: - Different scholarly approaches to \"The Lady of Shalott\" emphasize various aspects of the poem. The discussion touches on artistic isolation, national identity, and the role of the past in shaping Victorian culture. **Week ???** **1. Victorian Self-Fashioning and Social Mobility** - **Middle Class Growth**: With the rise of the middle class, more individuals had the means to engage in self-fashioning. - **Self-Reflection and Social Mobility**: Increased financial means and time allowed for social mobility and designing an attractive, desirable self-image. - **Political Context**: The Victorian age was marked by limited government intervention (laissez-faire politics) and the birth of liberalism, where market forces were considered the best regulators. **2. Cultural Beliefs of Success: \"If I Can Do It, Anyone Can\"** - **Widespread Phrase**: Seen in reality shows and success stories, this phrase implies that anyone can succeed if they try hard enough. - **Implications of the Statement**: - Can come from a place of negative self-belief, where people downplay struggles. - Ignores the complex realities such as physical incapacity or financial constraints. - **Victorian Influence**: This mindset is rooted in Victorian self-improvement ideologies, which emphasized individual responsibility for success, often ignoring systemic inequalities. **3. Victorian Politics and Social Structures** - **Limited Suffrage and Property Laws**: Before the Reform Act of 1832, only landowners could vote, reinforcing class divides. - **Legal System**: Laws favored landowners, hindering social mobility and equality. - **Poor Laws**: Harsh policies, such as the use of unclaimed corpses for medical research, fueled fear and mistrust in the lower classes. - **Reform and Abolition**: Significant changes like the 1833 abolition of slavery and the 1834 regulation of child labor marked humanitarian progress, though the aftermath was complex. **4. Laissez-Faire Economics and Neoliberalism** - **19th-Century Economics**: The period emphasized minimal government intervention, allowing market forces to govern economic activities. - **Neoliberalism**: A modern form of laissez-faire, focusing on free market principles and minimal state involvement. - **Economic Challenges Today**: Current issues, such as housing crises and wealth inequality, echo 19th-century laissez-faire policies. **5. The Chartist Movement and Political Reform** - **Class Inequality**: The early 19th century saw widespread dissatisfaction with wealth distribution, leading to the Chartist Movement. - **Chartist Demands**: Key demands included universal male suffrage, secret ballots, and fairer parliamentary representation. - **Achieving Change**: Although many demands were met over time, the movement saw significant bloodshed and struggle for progress. **6. Samuel Smiles and the Cult of Self-Improvement** - **Individualism**: Smiles' philosophy centered on individual effort and willpower as key to success. - **Critique of Inherited Wealth**: Smiles argued success should not depend on inherited wealth, but emphasized individual responsibility. - **Criticism of the System**: Despite its empowering tone, this approach ignored systemic barriers and inequalities, placing undue blame on individuals. **7. George Gissing and the Critique of Time as Money** - **Economic Pressure**: Gissing critiqued the 19th-century obsession with productivity and the value of time as equated with money. - **Money as Culture and Freedom**: For Gissing, money wasn't just about subsistence; it represented access to culture, enjoyment, and freedom. - **Economic Exclusion**: Gissing\'s works highlight the social exclusion and struggles caused by lack of financial resources, pointing out how the poor were deprived of cultural and personal opportunities. **8. Victorian Women Writers: Elizabeth Barrett Browning** - **Browning's Style**: Browning was known for her bold and complex poetry, standing apart from the sentimental style of her contemporaries. - **Classical Knowledge**: She was highly educated in ancient languages, which influenced her writing style. - **Personal Life**: She faced personal challenges, including disinheritance by her father, but still pursued her marriage to Robert Browning. - **Major Works**: Famous for her poems from 1844 and the epic poem \"Aurora Leigh\" (1856), which is a novel in verse. - **Context of the Poem** - In 1842, Richard Hengist Horne published a report on the **Royal Commission** about child labor in mines and factories. - **Elizabeth Clare Crowning** (likely a misreference to Elizabeth Barrett Browning) read this report and was deeply moved. - The **cry of the children** became a source of inspiration for her, leading her to write the poem \"The Cry of the Children.\" - **Activist Poem**: The poem was a reaction to the exploitation of children in factories, aligning with the social reform movements of the time. - **Social Reforms** - In 1847, the **10 Hours Factory Act** was passed, limiting women\'s working hours to 10 per day, though still considered long. **Poetry Reading and Analysis** - **Poetry as Oral Performance** - The group is asked to read the poem aloud, as poetry is designed to be heard, and to analyze it through discussions of **work ethic**, **agency**, and **critique of exploitation**. - **Group Reading Assignments** - Participants are assigned specific stanzas for reading, such as: - **Stanza 1**: Marina - **Stanza 2**: Katarina - **Stanza 3**: Zufa - Continuing with other stanzas assigned to various participants. **Reading and Reflection** - **Stanza 1: The Cry of the Children** - The poem opens with the image of children **weeping**. - The imagery of the **children\'s sorrow** is linked to the **grief** they experience from their harsh conditions. - **Stanza 2: The Experience of Pain** - The poem depicts the **painful experience** of the children working in factories. - The **sorrow** is emphasized as they **weep bitterly**, echoing the **anguish** of childhood lost to labor. - **Stanza 3 and onwards**: - **Imagery of Nature**: The contrast between the bleak factory life and natural elements, such as trees and earth, is explored. - **Suffering and Hopelessness**: The children\'s suffering is linked to a sense of hopelessness, as they struggle to find relief. **Thematic Discussions** - **Work Ethic and Labor Conditions** - The poem critiques the **exploitation** of children through labor and challenges the **values of industrial work**. - The children are depicted as **weary** and **overworked**, raising questions about the **moral implications** of such exploitation. - **Agency and Critique of Authority** - The children express their **lack of agency**, suggesting that their cries for help are unheard. - The **social critique** is directed at **authority figures** (e.g., factory owners, lawmakers) who fail to address the children\'s suffering. - **Divine or Spiritual Rejection** - The children\'s questioning of **God's role** highlights their **loss of faith** due to their suffering. - They see the industrial world as devoid of compassion, calling into question the divine justice that they feel is missing in their lives. **Concluding Discussion** - **Final Reflection on Themes** - The discussion group is tasked with exploring the accusations the poem formulates, examining how it portrays the loss of innocence, the lack of compassion, and the **moral decay** of the industrial world. - **Breakout Group Activity**: Each group is assigned a stanza for deeper analysis (approximately 15 minutes of discussion). - Each group should analyze the **accusations** made in their assigned stanza and connect it to broader themes of child labor and societal neglect. **Wrap-Up** - The session concludes with participants sharing their insights, engaging in a collective analysis of how the poem critiques the societal values of the time and speaks to the need for **social reform**.