Psychology Literature Analysis : Little Red Riding Hood

Psychology Literature Analysis : Little Red Riding Hood Even though there are abundant ways of engaging in accepting literature, psychoanalytic interpretation tries to find a meaning even beyond what is seen in the text. By distrusting the actuality of intrinsic and concealed motives, it provides a wide range of conceptual and imaginative possibilities. Freuds theories were enormously influential, but subject to considerable criticism both now and during his own life (Cherry). His psychoanalytical theories are still used today in analyzing literature. When the psychoanalytical theory of personality is being applied in Charles Perraults, Little Red Riding Hood, it proposes evidence approaching sexual motivations. It perfectly integrates with Sigmund Freuds psychic apparatus which contain the three essential sections of the mental processes which are the id, ego and superego. Sigmund Freud developed the formulation of the psychoanalytical idea behind his principle theory that all human behavior is motivated by sexuality. Throughout Perraults, Little Red Riding Hood, there were various amounts of sexual associations throughout the story. Even the moral of the story suggests being cautious against smooth-tongued and dangerous beasts, that like to dispossess innocence from young girls. Similarly, the wolf does more than just consume the Little Red Riding Hoods grandmother, but alternatively, he immediately fell upon the good women and ate her up in a moment (Perrault). Furthermore, before eating Little Red Riding Hood, he invites her to come in the bed with him. At that point, the young girl took off her clothes and got into bed. She was greatly amazed to see how her grandmother looked in her nightclothes (Perrault). After she thoroughly examines and comments on the bodily features of the wolf, he then threw himself upon Little Red Riding Hood (Perrault) and ate her too. With Little Red Riding Hood experiencing seduction from the wolf, Little Red Riding Hood by no means showed any motive via escape or fighting back. She is an ignoramus and maybe on the other hand she wanted to be misled. Furthermore, Perrault also makes use of another example: Put the cakes and the little pot of butter on the bin and climb into bed with me (Perrault). The young girl does not disagree plus she felt obligated to follow the wolfs wishes, which shows her sexuality and desire for the wolf. In addition to these details Little Red Riding Hood is switched from being gullible, pretty young girl, which was persuaded towards disobeying her mothers forewarning and enjoys living in her own little fantasy world. These clear references in the text are proof of evidence that support Freuds theories on the psychoanalytical approach. In the beginning of Little Red Riding Hood, Little Red Riding Hood adventures off and while she is skipping carrying the goodies where then, she met with a wolf, who had a very great mind to eat her up (Perrault) and continues to have a sociable conversation with the wolf. This was Little Red Riding Hoods first mistake. Being immature and oblivious of the way the world works and she thought it was okay to talk to a wolf that was very sly. Since the little girl is immature and extremely vulnerable, since Little Red Riding Hood is showed as being friendly and slightly ignorant she didnt think anything was wrong with talking to the wolf that confronted her in the woods. The wolf asks Little Red, Little Red, just where does your grandmother live? (Grimm) She responded, A good quarter of a league farther on in the wood; her house stands under the three large oak-trees, the nut-trees are just below; you surely must know it (Grimm). She wasnt thinking thoroughly of what could come of her ex plaining where the wolf could find Little Red Riding Hoods grandmother. Due to Little Red Riding Hoods ignorance of what could possibly happen due to her irresponsible choice of blabbing about your grandmothers whereabouts with a dangerous and senseless wolf. When correctly applying the psychoanalytical approach to this story, it is appropriate to prove the interactions of the human mind. The concept of the unconscious mind can inspire human behavior because it is essential to the investigation of Perraults, Little Red Riding Hood. Cherry expresses the thought that, Sigmund Freud believed that there were three psychic zones of mental processes: id, ego and superego (The Id, Ego and Superego). In Little Red Riding Hood, Little Red Riding Hoods elders, grandmother and mother represent the superego in the story. They both raise Little Red Riding Hood by helping to protect and control her motives and desires. On the other hand, the wolf symbolizes the id. Lacking both the logic and rule of action, he only functions only to reach full satisfaction. The wolf is at fault because he gave into his own uncontrolled desires. When the wolf first catches sight of the young girl he, wanted to eat her up, but he dared not, because of some woodcutters wo rking nearby in the forest (Perrault). The wolf refrained himself from his own desires because he didnt want to be killed by the woodcutters that were nearby. Eventually, giving into his voluptuous urges, he arrived at the grandmothers house first and devoured her. Once the wolf ate the grandmother he couldnt stop himself in giving into his own temptations. The wolf was not being smart once he gave into his temptations because at that point he was only thinking with his stomach. Cherry explains that, The id is driven by the pleasure principle, which strives for immediate gratification of all desires, wants, and needs. If these needs are not satisfied immediately, the result is a state anxiety or tension (The Id, Ego and Superego). The wolf relied on his aggression and determination to obtain what he wanted as his final result. On the other hand Little Red Riding Hood served as the middle man between self-control and utter confusion. Little Red Riding Hood symbolizes the ego which attempts to be the equilibrium between both the id and superego. At the beginning of the story, Little Red Riding Hood is characterized as being the, prettiest creature who was ever seen (Perrault). With her mother so adoring of her, she later enters into the woods where she confronts the id. At this point, she disobeys her mothers instructions, and evolves to being a poor child. The moral of the story, is that these young women maybe well brought up, but they still turn unwise and ignorant when they do speak to strangers. Being considered as the prettiest creature, it was Little Red Riding Hoods own fault for leaning too far into the senseless id. Furthermore, Sigmund Freud suggests that this struggle of the psychic apparatus of the three mental processes of the psychoanalytical theory of personality can only conclude to the death of Little Red Riding Hood, which inevitably also turned out to be the fate of her grandmother. Little Red Riding Hood becomes extremely happy when she gets to see her sick grandmother and try and cheer her up. Little Red Riding Hood being ignorant and is unaware that her grandmother is actually the sly wolf. If she asks her grandmother all these questions about her bodily features and if she saw something abnormal then she could have realized that there was something truly wrong with the way her grandmother had looked. She currently had no reasoning in this situation. The sly wolf, whos only goal is to ingest any type of flesh, tricks the young girl. The wolf and the young little girl are both idiots in this situation. The wolf could care less about anything else, except his only motivation which is to get Little Red Riding Hood into bed. Put the cake and the butter down on the bread-bin and come and lie down with me (Perrault). The wolf only wanted to just satisfy his irresistible needs. The wolf doesnt know right from wrong, he just reacts to his animalistic desires. The wol f is a creature who is trying to exert himself for his full gratification of his wants and needs. The moral of the story cautions that the wolf in the story is going to try and take advantage of any ignorant or vulnerable creatures. People are capable of bestowing into their own temptations, but they need to know what is right from wrong. The psychoanalytic approach is used for examining literature; it results in being entirely intriguing. Sexual motives are clearly seen throughout the story, thus confirming the complexity beyond what is seen in the text. Maybe it is abnormal than just analyzing literature. However, this examination remains both thought of being out of the norm and intriguing.

Books especially Great Expectations Essay

Pip is very childlike the way Dickens describes him, almost naive and he has a large imagination.Dickens shows Pip’s naivety by telling the reader Pip believes his mothers name was ‘also Georgina’ as that was written on the gravestone.  Pip is introduced when he is at the graveyard.  Dickens aims for the readers empathy by telling us that five of his siblings are dead and buried with his mother and father.  The historical context Dickens used was that in the 1800’s children died young.  Then we are introduced to the criminal who we later learn is called Abel Magwitch. When Pip meets the convict he is in irons, rags and is hungry.  Dickens showed us this man was of lower class by the way he spoke and the fact his did not wear a hat like gentlemen did.  Ã¢â‚¬ËœA man with no hat, and broken shoes.’  Abel comes off as a scary man however once he has food and a file for his irons, his attitude changes.  Dickens tries to get sympathy for Abel by the way he describes him as having a limp and using his arms to warm himself up as well holding himself together. Estella is introduced in chapter eight.  Estella is the adopted daughter of Miss Havisham; Estella was brought up to hate men by Miss. Havisham.  This causes Estella to poke fun at many aspects of Pip.  She has been taught well like most upper class children and Dickens shows this by her speech and appearance.  Ã¢â‚¬ËœDon’t be ridiculous boy†¦Ã¢â‚¬â„¢, she believes herself to be higher and more important than Pip due to her being of a higher class.  Miss. Havisham was a wealthy woman who got jilted at the alter, her life went down hill from there as if she was stuck in the time.  We can see that from the way Dickens describes the way her house was decorated.  Dickens makes Miss. Havisham come over as a bitter spiteful lady by using her speech and actions. ‘†Sometimes I have sick fantasies.† She went on.’  The Setting.  The first chapter is set in a graveyard which gives the reader an eerie yet calm feeling until the convict appears changing the atmosphere to dramatic.  Dickens uses words like ‘overgrown’, ‘forgotten’ and ‘bleak’ to create the sense of setting and atmosphere.  He then goes to use words like ‘terrible’ and ‘fearful’ to fit into the new dramatic setting.  Towards the end of chapter one, Dickens uses nearly a full paragraph on just describing the setting.’†¦ sky was just a row of long angry, red lines and black lines intermixed.’   This gives off a rather calming yet suspenseful atmosphere. Chapter eight is started with a strong sense of suspense and curiosity, the setting and atmosphere being both questionable and fearful.  Dickens uses words like ‘scornful’, ‘dark’ and ‘uncomfortable’ to successfully create an atmosphere; he describes Miss. Havisham as almost skeleton like then he continues to actually have Pip compare her to a wax skeleton.  Dickens uses words like ‘hollow eyes’, ‘faded skin’ and very slim’ to get his point across.When comparing the two settings they are very similar by that way they are both set in a dark settings and suspenseful atmospheres.   The storyline. The entire book is mainly focussed around Pip’s days and his meeting of new people in both different classes.  Chapter one is focussed on Pip meeting the convict, who is of a lower class and then chapter eight is focussed on Pip meeting Estella and Miss. Havisham who are of a higher class.  The story is about Pip and his feelings when he meets each of these people as well as the expectations he has for himself once meeting those people.  Pip tries to raise his expectations for himself once he’s met Estella. Dickens chooses everything carefully when writing a storyline, like names for instance he describes calling upon Estella in chapter eight as ‘†¦ her light came along the dark passage like a star.’ Estella is actually Latin for star so you can tell he chose the name wisely as well as fitting historical context into the chapter.  He also uses pat experiences to help write about events in his books especially Great Expectations.

The War of 1812

The War of 1812: It’s Importance to America The War of 1812 is probably our most obscure conflict. Although a great deal has been written about the war, the average American is only vaguely aware of why we fought or who the enemy was. Even those who know something about the contest are likely to remember only a few dramatic moments, such as the writing of â€Å"The Star-Spangled Banner,† the burning of the nation’s capital, or the Battle of New Orleans. Why is this war so obscure? One reason is that no great president is associated with the conflict.Although his enemies called it â€Å"Mr. Madison's War,† James Madison was shy and deferential, hardly measuring up to such war leaders as Abraham Lincoln, Woodrow Wilson, or Franklin Roosevelt. Moreover, the best American generals in this war – Andrew Jackson, Jacob Brown, and Winfield Scott – were unable to turn the tide because each was confined to a one or two theaters in a war that had seven or eight theaters. No one like George Washington, Ulysses Grant, or Dwight Eisenhower emerged to put his stamp on the war and to carry the nation to victory.Although these things are true though, the War of 1812 is the most important event for America, because it officially broke us as the United States of America apart from Great Britain. Another reason for the obscurity of this war is that its causes are complex and little understood today. Most scholars agree that the war was fought over maritime issues, particularly the Orders in Council, which restricted American trade with the European Continent, and impressment, which was the Royal Navy’s practice of removing seamen from American merchant vessels.In contemporary parlance, the war was fought for â€Å"Free Trade and Sailors' Rights. † These issues seem arcane today. Moreover, the only way that the United States to strike at Great Britain was by attacking Canada, and that made it look like a war of territorial agg ression. Even today Canadians are likely to see the war in this light, and who can blame them? A war fought to secure maritime rights by invading Canada strikes many people as curious. The prosecution of the war was marred by considerable bungling and mismanagement. This was partly due to the nature of the republic. The ation was too young and immature – and its government too feeble and inexperienced – to prosecute a major war efficiently. Politics also played a part. Federalists vigorously opposed the conflict, and so too did some Republicans. Even those who supported the war feuded among themselves and never displayed the sort of patriotic enthusiasm that has been so evident in other American wars. The advocates of war appeared to support the conflict more with their heads than their hearts, and more with their hearts than their purses. As a result, efforts to raise men and money lagged far behind need.Despite the bungling and half-hearted support that characterized this conflict, the War of 1812 was not without its stirring moments and splendid victories. American success at the Thames in the Northwest, the victories at Chippewa and Fort Erie on the Niagara front, the rousing defense of Baltimore in the Chesapeake, and the crushing defeat of the British at New Orleans – all these showed that with proper leadership and training American fighting men could hold their own against the well-drilled and battle-hardened regulars of Great Britain.Similarly, the naval victories on the northern lakes and the high seas and the success of privateers around the globe demonstrated that, given the right odds, the nation’s armed ships matched up well against even the vaunted and seemingly invincible Mistress of the Seas. The war also produced its share of heroes–people whose reputations were enhanced by military or government service. The war helped catapult four men into the presidency – Andrew Jackson, John Quincy Adams, James M onroe, and William Henry Harrison – and three men into the vice-presidency – Daniel D.Tompkins, John C. Calhoun, and Richard M. Johnson. The war also gave a significant boost to the political or military careers of other men. Indeed, for many young men on the make, the war offered an excellent launching pad for a career. In some ways, the War of 1812 looked more to the past than to the future. As America's second and last war against Great Britain, it echoed the ideology and issues of the American Revolution. It was the second and last time that America was the underdog in a war and the second and last time that the nation tried to conquer Canada.It was also the last time that Indians played a major role in determining the future of the continent. In this sense, the War of 1812 was the last of the North American colonial wars. The war was unusual in generating such vehement political opposition and nearly unique in ending in a stalemate on the battlefield. Although mos t Americans pretended they had won the war – even calling it a â€Å"Second War of Independence†Ã¢â‚¬â€œthey could point to few concrete gains – certainly none in the peace treaty – to sustain this claim. It is this lack of success that may best explain why the war is so little remembered.Americans have characteristically judged their wars on the basis of their success. The best-known wars – the Revolution, the Civil War, and World War II – were all clear-cut successes. Although many people remembered the War of 1812 as a success, it was in a very real sense a failure, and perhaps this is why it attracts so little attention today. The obscurity of this war, however, should not blind us to its significance, for it was an important turning point, a great watershed, in the history of the young republic.It concluded almost a quarter of a century of troubled diplomacy and partisan politics and ushered in the Era of Good Feelings. It marked the en d of the Federalist party but the vindication of Federalist policies, many of which were adopted by Republicans during or after the war. The war also broke the power of American Indians and reinforced the powerful undercurrent of Anglophobia that had been spawned by the Revolution a generation before.In addition, it promoted national self-confidence and encouraged the heady expansionism that lay at the heart of American foreign policy for the rest of the century. Finally, the war gave the fledgling republic a host of sayings, symbols, and songs that helped Americans define who they were and where their young republic was headed. Although looking to the past, the war was fraught with consequences for the future, and for this reason it is worth studying today, and that is why it is the most important event for America.

Teacher Responsibilities Make It a Weighty Job

What do students, parents, administrators and the community really expect of teachers? Obviously, teachers must educate students in certain academic subjects, but society also wants teachers to encourage adherence to a generally accepted code of conduct. The measurable responsibilities speak to the significance of the job, but certain personal qualities might better indicate a teachers potential for long-term success. Teachers Need an Aptitude for Teaching Teachers must be able to explain their subject matter to students, but this goes beyond simply reciting the knowledge they gained through their own education. Teachers must possess an aptitude to teach the material through different methods based on the needs of the students. Teachers must also meet the needs of students of varying abilities within the same classroom, provide all students with an equal opportunity to learn. Teachers must be able to inspire students from diverse backgrounds and experiences to achieve. Teachers Need Strong Organizational Skills Teachers must be organized. Without a good system of organization and daily procedures in place, the job of teaching becomes more difficult. A disorganized teacher could find him or herself in professional jeopardy. If a teacher does not keep accurate attendance, grade and behavioral records, it could result in administrative and legal problems. Teachers Need Common Sense and Discretion Teachers must possess common sense. The ability to make decisions grounded in common sense leads to a more successful teaching experience. Teachers who make judgment errors often create difficulties for themselves and sometimes even the profession. Teachers must maintain the confidentiality of student information, particularly for students with learning disabilities. Teachers can create professional problems for themselves by being indiscreet, but they can also lose the respect of their students, affecting their potential for learning. Teachers Need To Be Good Role Models Teachers must present themselves as a  good role model  both in and out of the classroom. A teachers private life can impact his or her professional success. A teacher who participates in questionable activities  during personal time can experience a loss of moral authority in the classroom. While its true that varying sets of personal morals exist among segments of society, a generally accepted standard for basic rights and wrongs dictates acceptable personal behavior for teachers. Every career has its own level of responsibility, and its perfectly reasonable to expect teachers to meet their professional obligations and responsibilities. Doctors, lawyers and other professionals operate with similar responsibilities and expectations for patient and client privacy. But society often holds teachers to an even higher standard because of their position of influence with children. Its clear that children  learn best with positive role models who demonstrate the types of behavior that lead to personal success. Though written in 1910, the words of Chauncey P. Colegrove in his book The Teacher and the School still ring true today: No one can justly expect that all teachers, or any teacher, shall be endlessly patient, free from mistakes, always perfectly just, a miracle of good temper, unfailingly tactful, and unerring in knowledge. But people have a right to expect that all teachers shall have fairly accurate scholarship, some professional training, average mental ability, moral character, some aptness to teach, and that they shall covet earnestly the best gifts.