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Exam 3 Study Guide Know the four ideas defining the mental attitude of the 19th Century. Know the historical changes going on in the 19th Century. Know the inherited conditions that Naturalism claims humans are trapped by. Know the literary characteristics of Realism. Know what social organization Ivan Ilyich belongs to. Know the literary importance of the inscription on Ivan’s watch. Know the qualities of a Literary Hero. Know the concept of Chekhov’s gun. Know the reason for Hedda Gabler’s suicide. Know the verbal clues Tolstoy uses to how Ivan Ilyich’s story is universal and relates to the general human condition. Know why Realism focuses on the middle class. Know why Naturalism focuses on the lower class. Know the general definition of Realism. Know how Naturalism represents characters’ control over their lives. Know the Point of View of “The Death of Ivan Ilyich.” Know the importance of Gerasim in “The Death of Ivan Ilyich.” Know what Dostoevsky believed about humanity’s chains. Know why the Underground Man is unable to take action. Know whether Hedda Gabler adheres to the classical unities. Know the general conflict found in many of Ibsen’s plays. Know what is so terrible about being simple and ordinary, according to the narrator in “The Death of Ivan Ilyich.” Know why the Underground Man believes we are all stillborn. Know the definition of Orientalism. Know the characteristics of Realism and/or Naturalism in Notes from Underground or “The Death of Ivan Ilyich.” There will also be one subjective question (about Hedda Gabler) and five quote identifications. Hedda Gabler Henrik Ibsen http://www.goucher.edu/x14419.xml Henrik Ibsen • 1828-1906 • Norwegian • Many of his play’s themes involve the conflict between the social self and the essential self. The social self is the “person” we show to others that conforms to social norms and expectations. The essential self expresses a person’s thoughts, feelings, etc., and is the true self. • While Ibsen was an atheist, he was greatly influenced by philosopher and theologian, Søren Kierkegaard, who is considered by many to be the first existentialist philosopher. • Remember the discussion of existentialism when we read Notes from Underground? How does the Social vs. Essential self conflict relate to the human struggle as existentialism expresses it? To supplement your reading of of Hedda Gabler, locate the film in through the UNA library UNACAT. You should find the listing here: http://unavoyager.una.edu/vwebv/holdingsInfo? searchId=115&recCount=20&recPointer=5&bibId =568933 This is an excellent filmed version of a stage production of Hedda Gabler. Watching a play performance always enhances understanding of the text. Important elements: Chekhov’s Gun – Playwright Anton Chekhov said, "If a gun is loaded in Act One, it must be fired by Act Three.“ This evolved into a theory (or rule) about payoff for the audience. You can’t draw attention to something at the beginning of the play and then just drop it. It has to have some significance, or payoff, in the evolving action of the play. In Hedda Gabler, the Chekhov’s gun is, literally, a gun (or guns). General Gabler’s guns are introduced early in the play and, following the rule of Chekhov’s gun, are the items used for the most important action at the end of the play – the death of Lovborg and Hedda’s suicide. I am not a gun. I am a literary device Unities – note that, like Tartuffe, Hedda Gabler adheres to the classic unities of time, place, and action. Foreshadowing – Act Four: Hedda: I’d sooner die! Brack: People say such things. But they don’t do them Hedda: I shall be silent in the future. Discussion of the play: We have discussed the idea of the anti-hero as one who, unlike a tragic hero, can take action, decides to take action, but is unable to follow through on the action. In the case of Underground Man, he thinks too much and talks himself out of action. Hedda Gabler is often analyzed in terms of tragedy. In order to be a tragedy, there must be a tragic hero, and that would have to be the title character. Some people might be uncomfortable labeling a person who commits suicide as a hero. Consider, however, the situation that leads to Hedda’s final action in the play. As a woman who is, therefore, trapped by her social and biological heredity, Hedda is ultimately unable to unify her social and her essential selves. Society does not “allow” for women’s creative impulses or their autonomy. Lovborg is Hedda’s “canvas” on which she attempts to create and exercise her autonomy, but that attempt is ultimately a failure. All she is left with, then, is society’s expectations of how Hedda should live (as a wife, neice, woman). She sees not possibility for ever fully being her essential self. A slight problem in reading Hedda as a tragic hero is that Ibsen presents her as a woman who avoids dealing with the consequences of her actions. In Act Two, she comments on this: Hedda: My impulsiveness had its consequences, my dear Mr. Brack. Brack: Unfortunately… impulsiveness does that only too frequently, my lady. Her inability to deal with consequences is a problem for Hedda before the action of the play and in its early stages, but her desire to find courage as well as her desire to have control over something ultimately allow her to deal with the consequences of her actions, even is the consequence is failure. Act Two: Mrs. Elvsted: You’ve got some reason for all this, Hedda! Hedda: Yes, I have. For once in my life I want to feel that I control a human destiny. Mrs. Elvsted: But surely you do already? Hedda: I don’t, and I never have done. Act Four: Hedda: It’s a liberation [for me] to know that an act of spontaneous courage is yet world. An act that has something of unconditional beauty possible in this Hedda here expresses a connection between action and creation, courage as a thing of created beauty. Just as courage is something socially relegated to males, creation or art is considered a male activity. It is insinuated that Lovborg’s book was inspired by his past relationship with Hedda, making it, therefore, partially an act of her creation (as is Lovborg himself in her eyes). Ironically, the ultimate consequence of Hedda’s actions with Lovborg (the gun, etc.), lead to her being placed more firmly under the control of men. Brack, who knows the truth, engages in a little emotional blackmail. Act Four: Hedda: And so I am in your power, Mr. Brack. From now on I am at your mercy. Brack: Dearest Hedda… believe me… I shall not abuse the position. Hedda: In your power, all the same. Subject to your will and demands! No longer free! Ibsen is not an idealist. We should not read Hedda Gabler as a suggestion that all women, or people in general, should resort to suicide or other final actions when realizing that they will never gain complete freedom or autonomy. Instead, we should read the play as a lesson on coming to terms in a healthy way with the impossibility of having such complete freedom in our lives and learning to live with others within our social restrictions. After all, at the end of the play, Tesman and Mrs. Elvsted are shown working together to recreate Lovborg’s book. Mrs. Elvsted has found a way to be creative within the restrictions of her gender, an Tesman has found a way to contribute to his scholarly field even though his own works may not rise to the level of Lovborg’s. Things to consider: Ibsen creates a parallel between Hedda and Tesman’s marriage and the marriage between Mrs. Elvsted and her husband. How do they compare or contrast? What do you think Ibsen’s purpose for this is? Why do you think the play is not titled Hedda Tesman? Why are so many of the characters referred to my their last names? Hedda flirts with both Lovborg and Brack in the play, but insists she will never be unfaithful to her husband. Is fidelity limited to sex? If not, has she “cheated” on her husband in the play? Tesman’s aunts are important characters in the play even though we never see Aunt Rina. What purpose do they serve to the major theme in the play? Stage directions and descriptions should always be considered a part of the play itself. What do the set descriptions add to our reading of the play? Think in terms of open vs. closed spaces. And what do the stage directions for the title character offer our understanding? Dostoevsky’s Notes from Underground Fyodor Dostoevsky 1821-1881 Father, a tyrant, owned a large “plantation” with serfs When Fyodor was 18, the serfs revolted an murdered his father Fyodor began to hang around proto-socialist circles and, when he was 20, was arrested by the Tsarist government and sentenced to prison in Siberia His epilepsy worsened under conditions in prison, so it was a dark time for many reasons While in prison, however, he interacted for the first time with the lower classes and began to see them as real, multi-dimensional people Thus, his presentations of lower class characters are free of romantic stereotypes and caricatures Came out of prison with the idea that common, illiterate Russians were full human beings who carried the same complex moral burdens as anyone else. Dostoevsky’s literature is highly philosophical – the philosophical presentation happens two ways: Directly – long monologues about ideas come from the characters Indirectly – the unfolding of characters’ destinies unfold a philosophic position. A character acts upon certain beliefs and when we see what happens as a result, the psychological and spiritual consequences, we have an idea about the philosophy. With Nietzsche, Freud, Marx, and others, Dostoevsky changed ways of thinking in the 19th Century away from rational (Enlightenment) or even emotional (Romantic) thought into psychological thought focusing on the unconscious (contradictory and/or suppressed motives were seen as influencing men and nations) Dostoevsky could not accept optimistic plans to rationalize society in order to quickly free humanity from its chains (various revolutions, utilitarianism, Fourier) Instead, he believed most of humanity’s chains were moral ones that could be removed only by spiritual rebirth (not social reorganization) From this, a dominant theme in his major novels is the soul’s journey from crisis to resolution, always involving a search for spiritual values Three others ideas that are in the background in Notes from Underground 1. Nihilism – the idea that all values are baseless, and life is meaningless 2. Existentialism – A philosophy that emphasizes the uniqueness and isolation of the individual experience in a hostile or indifferent universe, regards human existence as unexplainable, and stresses freedom of choice and responsibility for the consequences of one’s acts. In Existentialism: Experience precedes Essence (vs. essence precedes existence – in Christianity, the person has an essence from conception; thus, experience follows) For the existentialist, this means there is a great burden of responsibility because we must, by our choice of experiences, create our own essence. We create values rather than discover them, so creativity is action and very important 3. The hero vs. the anti-hero Qualities of the hero: Ability to act in the world To make decisions To carry out those decisions To deal with the consequences May fail, be wrong, suffer, die, or have to adjust or learn from their mistakes The anti-hero CANNOT ACT The Underground Man Does not live in a world where actions matter (he has seemingly removed himself from that world, but does it really exist?) He lives underground by choice He is not satisfied with his choice He has no intention of changing WHY? He is dissatisfied with conditions of life: Consciousness Science He can’t attach himself to anything in the world, so he is driven inward He can’t love Colonialism: MaCaulay, Rhodes (and others) exploringafrica.matrix. msu.edu http://www.resourcefinder.org/imperialism/co lonialism%20map.gif http://www.lclark.edu/~levinger/History%20121%20web%20site/Web% 20handouts/Asia%20in%201914.jpg http://static.howstuffworks.com/gif/willow/hi story-of-south-america0.gif The Colonies . . . are yet babes that cannot live without sucking the breasts of their motherCities. . . . - James Harrington (Harington) (1611-1677) "[Kipling] sees clearly that men can only be highly civilized while other men, inevitably less civilised, are there to guard and feed them." - George Orwell Mark Twain, from Roughing It Nearby is an interesting ruin--the meager remains of an ancient temple--a place where human sacrifices were offered up in those old bygone days...long, long before the missionaries braved a thousand privations to come and make [the natives] permanently miserable by telling them how beautiful and how blissful a place heaven is, and how nearly impossible it is to get there; and showed the poor native how dreary a place perdition is and what unnecessarily liberal facilities there are for going to it; showed him how, in his ignorance, he had gone and fooled away all his kinsfolk to no purpose; showed him what rapture it is to work all day long for fifty cents to buy food for next day with, as compared with fishing for a pastime and lolling in the shade through eternal summer, and eating of the bounty that nobody labored to provide but Nature. How sad it is to think of the multitudes who have gone to their gaves in this beautiful island and never knew there was a hell. ”When the British came they introduced the concept of title deeds for land, which they insisted be in the name of the head of the household. That was always the man ... That undermined the traditional setting whereby land belongs to the family. This reform stopped women having legal right to the land ... When the cash came in, it went into a bank account held by the man, even though it was women and children who did the work in the fields. Women were completely disenfranchised.” -Wangari Maathai, From the article “Planting the future”, The Guardian, 16 February 2007. "For it is implicit that to speak is to exist absolutely for the other. // The black man has two dimensions. One with his fellows, the other with the white man. A Negro behaves differently with another Negro. The this self-division is a direct result of colonialist subjugation is beyond question. . . ." (17). "To speak a language is to take on a world, a culture. The Antilles Negro who wants to be white will be the whiter as he gains greater mastery of the cultural tool that language is. Rather more than a year ago in Lyon, I remember, in a lecture I had drawn a parallel between the Negro and European poetry, and a French acquaintance told me enthusiastically, 'At the bottom you are a white man.' The fact that I had been able to investigate so interesting a problem through the white man's language gave me honorary citizenship" (38). "while I was shouting that, in the paroxysm of my being and my fury, he was reminding me that my blackness was only a minor term. . . . Without a Negro past, without a Negro future, it was impossible for me to live my Negrohood. Not yet white, no longer wholly black, I was damned" . . . "I defined myself as an absolute intensity of beginning" (138). Frantz Fanon, from Black Skin, White Masks Again brutish necessity wipes its hands Upon the napkin of a dirty cause, again A waste of our compassion, as with Spain, The gorilla wrestles with the superman. I who am poisoned with the blood of both, Where shall I turn, divided to the vein? I who have cursed The drunken officer of British rule, how choose Between this Africa and the English tongue I love? Betray them both, or give back what they give? How can I face such slaughter and be cool? How can I turn from Africa and live? from “A Far Cry from Africa,” by Derek Walcott Ngugi Wa Thiongo, from Kenya The difference between colonial education and Africa’s reality created people (students) “abstracted” from their reality, yearning for lost identity and lost heritage. Education’s role is to serve as “a means of knowledge about ourselves” – after examining the ourselves, we “radiate outwards and discover peoples and worlds around us. Aime Cesaire The colonizer is dependent on the colonized. It cannot pursue its imperial purpose unless the colonized is inferior, a barbaric “other.” Therefore, colonization requires a reinvention of the colonized, a deliberate destruction of the colonized’s past – “thingification” Orientalism Definition: The term introduced by Edward Said for an entire discourse through which the colonial other is represented by the West as subordinate, thus providing an intellectual foundation for material (imperial and economic) domination Introduction to Realism and Naturalism 19th Century – Time of Great Change French Revolution had broken down traditional order in Europe The Holy Roman Empire and Papal states were dissolved There was a growing attitude of Nationalism Colonization was increasing rapidly, bringing trade and westernization to more primitive places – colonization led to Britain replacing France at dominant world leader More changes … “Liberty became dominant political slogan Industrial Revolution spreading from England to European continent Traditional agrarian life transformed by market economy Middle class becoming increasing threat to upper class rule In part because of Darwin, Scientific outlook spreading through all fields of human thought – natural and social sciences becoming more prestigious This Scientific outlook produced direct threat to traditional religious views – pessimism and atheism rose, and materialism became widespread British Colonies http://learning-connections.co.uk/curric/cur_pri/victorians/handson/images/emp_ans.gif Because of all of these changes, the 19th Century was defined by the ideas of Liberty Science Progress Evolution These ideas are the background for both Literary Realism and Naturalism One way to distinguish between the two is to think of Realism as a technique, and Naturalism as a philosophic position Realism Literary Realism was most dominant in the 1850’s and 1860’s, but actually began earlier and ended much later as a movement (although the technique can still be identified in contemporary literature) Mostly we identify Realism with fiction – poetry at the time was still influenced by Romanticism Many describe Realism as the removing of the rose colored glasses of Romanticism to allow a clear, true vision of life For our purposes, we will define Realism as: “The Truthful treatment of Material” What “material” was Realism truthfully treating? The focus of Realism is that which is contemporary ordinary and middle class More specifically, the ordinary life represented by Realism included: Humans as secular beings or beings living in a world not transformed by spiritual presence An age of mechanism, empirical thought, and materialism – what is important is what could be shown to work An age when the “rights of the individual” had been debated (Burke and Paine), resulting in the self becoming the location of moral and political importance An age of rapid sociological change, resulting in the idea that everyday life is significant An age when Capitalism becomes the dominant economic ideology – Materialism is good, obsession with property is right, and these were more important than communal needs. Rise of Middle Class led to increase in education Authors could earn a living by writing, so more female authors and more “popular” reading published http://www.accents-n-art.com/artist_jeanhonorefragonard/images/M00376fp.jpg Literary Characteristics of Realism Characters are familiar TYPES – ordinary people (mostly middle class) endowed with no supernatural powers Characters NOT idealized – people can be both weak and strong, good and bad, etc., so instead of heroes and villains, we find protagonists and antagonists Subjects of the literature are those social and personal subjects ordinary people experience – love, death, birth, jobs, etc. The plots offer everyday life experiences presented through the lens of determinism Determinism The philosophical doctrine asserting a mechanical correspondence between determining causes and effects – Everything that happens is determined by a necessary chain of causes Literary characteristics of Realism, continued The language is natural The settings are often very detailed and offered through long descriptions The author ATTEMPTS to disappear, tries to offer an objective narrative, although this is never entirely possible. http://www.vam.ac.uk/images/image/22265-large.jpg Naturalism Naturalism dominated in the 1870’s and 1880’s, but like Realism, it continued after this period of domination and can still be identified in contemporary literature. Naturalism is informed by a post-Darwinian form of scientific determinism: Human life is governed (determined) by heredity, instinct, and passion People are prisoners of their biological and social inheritance (thus, they are victims of their circumstances) People do not have freedom of choice or free will; if they attempt to exercise free will, are met with circumstances beyond their control THEREFORE, People are helpless to control their fate This results in a feeling of meaninglessness The philosophy of Naturalism causes some shifts from the literary characteristics of Realism (although the localities, time periods, and social issues remain the same). These changes are: The subject characters are no longer primarily the middle class, but rather the lower, working class where the impact of biological and social heredity is especially clear In this lower class, naturalism presents violent, animalistic characters whose biologically inherited drives, expecially hunger and sex, are especially vivid. http://images.google.com/imgres?imgurl=http://witcombe.sbc.edu/baroquetheory/images/lenainpeasantmeal.jpg &imgrefurl=http://witcombe.sbc.edu/baroquetheory/naturalism.html&h=638&w=807&sz=95&hl=en&start=12&um =1&usg=__uONU5zSz9X57E42qTldVrMICG5g=&tbnid=RhUIdjjglSJiM:&tbnh=113&tbnw=143&prev=/images%3Fq%3DNaturalism%2Bpeasants%26um%3D1%26hl%3De n%26rls%3Dcom.microsoft:en-us:IE-SearchBox%26rlz%3D1I7ADBF
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Explanation & Answer

Attached.

RUNNING HEAD: EXAM REVIEW

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Exam review
Course title:
Student name:
School affiliation:
Professor’s name:
Date:

EXAM REVIEW

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ANSWER 1.
Science, liberty, evolution and progress.
ANSWER 2.
There were verifiable changes in the nineteenth century. They include French
revolution, the industrial revolution, colonization, ascent of working class, the dissolving
of the Roman domain and the Papal States, and the ascent of logical reasoning. There was
likewise a developing state of mind of Nationalism.
ANSWER 3.
Individuals are detainees of their organic and social legacy (they are casualties of
their conditions). They don't have the opportunity to make own decisions

through

freedom. They are like slaves of their own.
ANSWER 4.
The character’s commonplace composes (ordinary individuals w/no superpowers).
The characters are not admired (they are individuals that can be both great and
terrible/solid and frail). Subjects of the writing are those social and individual subjects
standard individuals encounter (love, passing, birth, and employment). The plots offer
regular day to day existence encounters exhibited through the perspective of determinism
(an essential chain of causes dictates everything that happens). The dialect is normal; the
settings are frequently exceptionally by point and offered through great portrayals, and the
author endeavor to vanish/shroud their convictions (this is never totally conceivable).

EXAM REVIEW

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ANSWER 5.
Bear Your Burden Society. It is unexpected in light of the fact that none of the men
are extremely keen on bearing any other individual's weight. This is a verbal incongruity.
ANSWER 6
The engraving signifies "respect the end". This is reflected by a fact that amusingly
toward the finish of his life he understands that he hasn't carried on with his life as he
ought to have.
ANSWER 7.
A man or character who, even with risk and afflict...


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