Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Role of women in the chronicles of narnia
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Role of women in the chronicles of narnia
In The Last Battle, Peter explains “My sister Susan is no longer a friend of Narnia” (insert citation). Jill Pole goes on to say “she's interested in nothing now-a-days except nylons and lipstick and invitations" (insert citation). Lewis portrays Susan as a girl who became interested in sinful and shallow things and by doing this she rejects Narnia, which essentially means she rejects Christianity, which secures her damnation and banishment. She is basically destined for hell for wanting to express her feminine sexuality. Lewis, as a born again Christian expresses hostility towards adult female sexuality and lust, and punishes his character for defying God’s wishes. The way Lewis portrays aspects of femininity under a Christian light in his …show more content…
novels is highly problematic. Since the release of the novels, he has fell under scrutiny and many feminist authors including J.K. Rowling have many problems with his work because of this. Another great thinker that influenced much of C.S. Lewis’ work is the ancient Greek philosopher Plato. Even Augustine of Hippo writes that God wished for him to study Plato before being blessed through the scriptures. One of Plato’s philosophical ideas that pop up in the Narnia universe is his allegory of the cave. This theory describes that humans not educated on the Theory of Forms are like prisoners in a cave, oblivious to the outside world around them. There are a few minor references but I believe the most obvious reference to the allegory lies within The Silver Chair, the fourth novel of the series. This novel has a base theme throughout that contests the idea that a religious experience is a delusion and distraction from everyday life.
In the book the main characters are sent by Aslan to rescue Rilian who had been abducted by the Emerald Witch. She then charms Rilian into forgetting his past in order to manipulate him into helping her take over Narnia. The main characters eventually save him and end her control over him. The Emerald Witch becomes infuriated and uses her powers to make the characters start forgetting their past memories. They remember some elements but she attempts to trick them into thinking their memories are wrong and what they think is merely fantasy. When Prince Rilian goes on to explain the memory of a sun described as a lamp that is much bigger than the sky, the witch chimes in with: “You see? When you try to think out clearly what this sun must be, you cannot tell me. You can only tell me it is like the lamp. Your sun is a dream; and there is nothing in that dream that was not copied from the lamp. The lamp is the real thing; the sun is but a tale, a children’s story.” When Eustace remembers Aslan the Lion she explains that Aslan doesn’t exist and that there is no Narnia either. This of course is a direct and obvious reference to Plato’s allegory of the cave. The ignorance of the heroes and how their reality can be controlled by the magical powers of the witch are much like the prisoners in the cave who only accept what is taught to
them. Another minor aspect of the novels in the use of authority. This mainly has to do with the character Aslan the Lion. Aslan is the alpha male character in Narnia. He is the all-knowing, all-loving hero figure and like I mentioned earlier, he is an embodiment of God and Christ. He holds authority over the land of Narnia and the main characters. When he needs their help he summons them and they abide by his rules and do what he says. In the second book Prince Caspian, the character Miraz, the cruel ruler of Narnia, is very threatened by any authority that presents itself. Miraz is so threatened that he actually denounces any such thing labeled as legitimate authority. For him there is no authority, there is only a thirst for power. Upon first meeting the character Miraz, he states his disbelief of what Peter, Lucy, Edmund, and Susan tell him. Miraz frustratingly expresses how he doesn’t understand how there could be two kings. A hierarchal power struggle is a common theme in the Narnia books as is any other fantasy novel with war in it. There are many different authority figures involved and controlling or attempted to control the land of Narnia. It is difficult for the characters to discern what the legitimate authority is but they can tell the difference between good and evil. Ultimately Aslan is the only legitimate authority in the novels. C.S. Lewis’ series The Chronicles of Narnia is a goldmine of Christianity and biblical references as well as containing many other complicated philosophical ideologies, way too many to include in this essay. Although his blatant sexism is very problematic, he does a good job of depicting Christian values and morality within this vast fantasy universe. I enjoyed reading these novels as a child and touching on them again and analyzing the writings has been greatly fascinating to me and forces me to think about the influences of an author when reading a work of fiction.
Women in the Civil War and how they contributed to the war effort Women played an important role throughout American history. They were known in the Civil War to be doing various acts. Women had enlisted in the army as soldiers, spied and gathered information about the enemy, took care of wounded soldiers, traveled and helped within the military camps and even took over their husbands’ businesses. There were many things that they did to contribute to the war just as much as the men did. Even though it was dangerous they still helped whether it was on the battlefield, in a hospital, or at home, they still tried to help out the best they could.
Many women during WWII experienced things that they had never done before. Before the war began women were supposed to be “perfect”. The house always had to be clean, dinner ready on the table, laundry done, and have themselves as well as their children ready for every event of the day. Once the war began and men were drafted, women had to take on the men’s role as well as their own. Women now fixed cars, worked in factories, played baseball, handled the finances, and so forth. So, what challenges and opportunities did women face on the home front during WWII? Women had many opportunities like playing baseball and working, they also faced many hardships, such as not having enough food, money, and clothing.
In the book Women in the Civil War, by Mary Massey, the author tells about how American women had an impact on the Civil War. She mentioned quite a few famous and well-known women such as, Dorothea Dix and Clara Barton, who were nurses, and Pauline Cushman and Belle Boyd, who were spies. She also mentioned black abolitionists, Harriet Tubman and Sojourner Truth, feminist Susan B. Anthony, and many more women. Massey talks about how the concept of women changed as a result of the war. She informed the readers about the many accomplishments made by those women. Because of the war, women were able to achieve things, which caused for them to be viewed differently in the end as a result.
Since people who have different identities view the American Dream in a variety of perspectives, individuals need to find identities in order to have a deep understanding of obstacles they will face and voices they want. In The Woman Warrior, Maxing Hong Kingston, a Chinese American, struggles to find her identity which both the traditional Chinese culture and the American culture have effects on. However, in The House on Mango Street, Sandra Cisneros clearly identifies herself as a Hispanic woman, and pivots to move up economically and socially to speak for her race. Even though both Kingston and Cisneros look for meanings of their identities, they have different approaches of reaching the full understanding.
Throughout Plato 's story "The Allegory of the cave" men are stuck in this cave with their backs turned away from the light, until one day a man turns towards the light and learns for himself what the light is about. The man than explores and begins to educate himself on everything and anything, he then tries to take everything he has learned back down to the cave to get his fellow cave members to step out and learn what the light is all about. The metaphor that Plato 's places in this story is how the cave is represents the human mind and the light represents the understanding of life
Sir Gawain and The Green Knight is an example of medieval misogyny. Throughout Medieval literature, specifically Arthurian legends like Sir Gawain and the Green Knight, the female characters, Guinevere, the Lady, and Morgan leFay are not portrayed as individuals but social constructs of what a woman should be. Guinevere plays a passive woman, a mere token of Arthur. The Lady is also a tool, but has an added role of temptress and adulteress. Morgan leFay is the ultimate conniving, manipulating, woman. While the three women in this legend have a much more active role than in earlier texts, this role is not a positive one; they are not individuals but are symbols of how men of this time perceive women as passive tokens, adulteresses, and manipulators.
The Allegory of the Cave is Plato's explanation of the education of the soul toward enlightenment. He sees it as what happens when someone is educated to the level of philosopher. He contends that they must "go back into the cave" or return to the everyday world of politics, greed and power struggles. The Allegory also attacks people who rely upon or are slaves to their senses. The chains that bind the prisoners are the senses. The fun of the allegory is to try to put all the details of the cave into your interpretation. In other words, what are the models the guards carry? the fire? the struggle out of the cave? the sunlight? the shadows on the cave wall? Socrates, in Book VII of The Republic, just after the allegory told us that the cave was our world and the fire was our sun. He said the path of the prisoner was our soul's ascent to knowledge or enlightenment. He equated our world of sight with the intellect's world of opinion. Both were at the bottom of the ladder of knowledge. Our world of sight allows us to "see" things that are not real, such as parallel lines and perfect circles. He calls this higher understanding the world "abstract Reality" or the Intelligeble world. He equates this abstract reality with the knowledge that comes from reasoning and finally understanding. On the physical side, our world of sight, the stages of growth are first recognition of images (the shadows on the cave wall) then the recognition of objects (the models the guards carry) To understand abstract reality requires the understanding of mathematics and finally the forms or the Ideals of all things (the world outside the cave). But our understanding of the physical world is mirrored in our minds by our ways of thinking. First comes imagination (Socrates thought little of creativity), then our unfounded but real beliefs. Opinion gives way to knowledge through reasoning (learned though mathematics). Finally, the realization of the forms is mirrored by the level of Understanding in the Ways of Thinking. The key to the struggle for knowledge is the reasoning skills acquired through mathematics as they are applied to understanding ourselves. The shadows on the cave wall change continually and are of little worth, but the reality out side the cave never changes and that makes it important.
Even under completely new circumstances, in a world reshaped by a zombie apocalypse, sexism and gender roles prevail. In the novel, World War Z, by Max Brooks, specifically the chapter “Parnell Air National Guard Base, Tennessee” highlights the main character, Christina Eliopolis, as a strong, admirable survivor of the tragic zombie apocalypse, but during her interview she is depicted as weak and discreditable due to her gender. Society’s conventional ideas of gender roles install hyper-masculine expectations towards men and in turn permits men to treat women as inferior, ultimately pitting women against each other and insecure about their gender.
Many women around the world have big responsibilities in the military, and although some people may disagree, I believe they can handle anything a man can handle when it comes to being on the battlefield. Some people think that women should not be able to fight in the military, where as other people think they should be able to fight in the military. Each supporter and non-supporter has their own reasons. Some of the reasons for the non-supporters are because of their gender. They think that because they are women, they cannot handle the challenges that being on the battlefield brings. Women are willing to fight, and they know what can happen, they know exactly what can happen. They are willing to fight for their country, and I believe they should be able to. The men that fight for our country are against women fighting in combat. They believe that women are not capable of doing what they do to defend and fight for our country. The men feel that they cannot trust women to help back them up at war simply because of the fact that they are women.
According to Dictionary, “Feminism [is]: the doctrine advocating social, political, and all other rights of women equal to those of men.” Throughout history, women have fought the traditional viewpoints of the roles of women and have pushed past an abounding amount of boundaries. However, one blistering topic that is still being fought over today is, if women should be allowed in every aspect of the military. Since being allowed to join the military during World War 1, females have progressed through the ranks until being forced to stop when it comes to joining the elite groups of every branch. The controversial question that many military women face is, “If they wish to join these elite groups and meet the qualifications, why should we stop
The Idols of the Cave represent the illusions of the individual. Everyone has their own "cave" which alters their opinions differently, depending upon their...
The Chronicles of Narnia are veritably the most popular writings of C.S. Lewis. They are known as children’s fantasy literature, and have found favor in older students and adults alike, even many Christian theologians enjoy these stories from Lewis; for there are many spiritual truths that one can gleam from them, if familiar with the Bible. However, having said this, it is noteworthy to say that Lewis did not scribe these Chronicles for allegorical didactics of the Christian faith, but wrote them in such a well-knit fashion that young readers might understand Christian doctrine through captivating fantasy and thus gain an appreciation for it. With this in mind, and in the interest of this assignment, the purpose of this paper is an attempt to analyze one of the many doctrines of the Christian faith from The Lion, The Witch, And, The Wardrobe (LWW), namely, temptation and how Lewis illustrates it through an individual character, Edmund.
Both men and women fought on the battlefield. Hundreds of women served as nurses, laundresses, cooks and companions to the male soldiers in the Continental Army.6 In addition, there were some that actually engaged in battle. Seeing "no reason to believe that any consideration foreign to the purest patriotism,"7 Deborah Sampson put on men's clothing and called herself Robert Shirtliffe in order to enlist in the Army. "Robert Shirtliffe" fought courageously; "his" company defeated marauding Indians north of Ticonderoga.8 There is also the valiancy of the water carrier Mary Hays, otherwise known as Molly Pitcher, who took up arms after her husband fell.9 As a six-foot tall woman, Nancy Hart was considered an Amazon Warrior. Living in the Georgia frontier, this "War Woman" aimed and, with deadly accuracy, shot British soldiers who invaded the area.10 Mentioned in the beginning of this essay was Margaret Corbin, another woman on the battlefield.
The ways in which we have come to understand, explain and react to the attacks on the Pentagon and the World Trade Center on September 11, 2001 are coded by our linguistic system and the meanings it constructs. Words mediate between internal, cognitive responses to war and external, behavioral responses (Beer 9). These words, and the complex system of meaning and power that they constitute, are gendered: "in this symbolic system, human characteristics are dichotomized, divided into polar opposites that are supposedly mutually exclusive…[and associated] with a gender" (Cohn 229). In this paper, I will explore how this gendered and dichotomized discourse has unfolded in the dominant discourse of war, shaping and limiting our response to the September 11th attacks both militarily and on the homefront. In this process I will seek to answer several questions: How has the gendered discourse of war been understood historically? What is different about the present conflict and what is being revisited? What are we as a nation saying and not saying in our response to the events on September 11th? How is gender constructed in ideas about war? How are men's and women's experiences of and feelings about war articulated through language? What are women's roles purported to be during wartime?
All students deserve an education that nurtures them, providing opportunities and experiences that inspire their creative and intellectual minds. Whether a student gets this education from a man or a woman should not make a difference. The fact of the matter is that in many cases the gender of a teacher does affect a student's ability to learn. In many instances, it also matters to some teachers if the student is a girl or a boy. Why would this be so? From research and personal observations and experiences, I will answer this question.