Charles Bukowski The Last Night of the Earth Poems (1992) |
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: Charles Bukowski |
Charles Bukowski Mockingbird Wish Me Luck (1972) |
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: Charles Bukowski |
(1927) |
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Federico Garcia Lorca Asi que pasen cinco anos (1931) |
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: federico garcia lorca |
Bruno Bettelheim The Uses of Enchantment (1976) |
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There is a widespread refusal to let children know that the source of much that goes wrong in life is due to our very own naturesthe propensity of all men for acting aggressively, asocially, selfishly, out of anger and anxiety. Instead, we want our children to believe that, inherently, all men are good. But children know that they are not always good; and often, even when they are, they would prefer not to be. This contradicts what they are told by their parents, and there fore makes the child a monster in his own eyes.
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This is exactly the message that fairy tales get across to the child in manifold form: that a struggle against severe difficulties in life is un avoidable, is an intrinsic part of human existencebut that if one does not shy away, but steadfastly meets unexpected and often unjust hard ships, one masters all obstacles and at the end emerges victorious.
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The child needs most particularly to be given suggestions in symbolic form about how he may deal with these issues and grow safely into maturity. "Safe" stories mention neither death nor aging, the limits to our existence, nor the wish for eternal life. The fairy tale, by contrast, confronts the child squarely with the basic human predicaments.
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The conviction that crime does not pay is a much more effective deterrent, and that is why in fairy tales the bad person always loses out. It is not the fact that virtue wins out at the end which promotes morality, but that the hero is most attractive to the child, who identifies with the hero in all his struggles. Because of this identification the child imagines that he suffers with the hero his trials and tribulations, and triumphs with him as virtue is victorious. The child makes such identifications all on his own, and the inner and outer struggles of the hero imprint morality on him.
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The figures in fairy tales are not ambivalent, not good and bad at the same time, as we all are in reality. But since polarization dominates the child's mind, it also dominates fairy tales. A person is either good or bad, nothing in between.
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: bruno bettelheim |
Umberto Eco, Carlo Maria Martini In cosa crede chi non crede? (1996) |
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: umberto eco carlo maria martini |
, (1915) |
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Jeanette Winterson Written on the Body (1992) |
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: jeanette winterson |
Eugene Ionesco La Cantatrice chauve (1950) |
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: eugene ionesco |
(1920) |
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Thomas Stearns Eliot Murder in the Cathedral (1935) |
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: thomas stearns eliot |
Gilbert Keith Chesterton The Man Who Was Thursday, a nightmare (1908) |
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: gilbert keith chesterton |
Salvador Dali Vida Secreta De Salvador Dali (1942) |
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Martin McDonagh The Pillowman (2003) |
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: martin mcdonagh |
Juan Rulfo Pedro Paramo (1955) |
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: juan rulfo |
David W. Sisk Transformations of Language in Modern Dystopias (1997) |
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The dystopian writer is, perhaps, the most disillusioned reader within the utopian tradition.
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Instead of ignoring the realities of human experience, dystopian writers rub their reader's noses in them "by taking us on a journey through hell, in all its vivid particulars. It makes us live utopia, as an experience so painful and nightmarish that we lose all desire for it".
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Real goodness requires freedom to choose between good and evil. Burgess presents this problem to us in stark terms, forcing us to understand that choice, not goodness, is the essential quality of freedom. Burgess reminds us that freedom is a terrifying ideal, which demands that individuals must be able to choose evil as readily as good.
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Dystopian writers rely on a didacticism of fear by playing on readers's apprehensions--including fears of political repression, encroachments on personal liberties, and threats to physical security. It is much more effective to capitalize on a reader's existing fears (rational or otherwise) than intellectually to persuade that same reader of a utopian scheme's practicality. While both utopian and dystopian fiction work toward a didactic purpose, dystopia's lessons are more readily taught because they are more limited and more easily achieved. A successful utopia, by definition, must offer answers for society's problems: a successful dystopia need only identify those problems and extrapolate one of them to monstrous proportions.
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A game that one cannot lose is no longer a game: the possibility of loss must remain, and as that possibility increases, the thrill of victory increases as well.
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: david w. sisk |
Jean-Paul Sartre Le Mur (1939) |
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: - jean-paul sartre |
Thomas Mann Der Tod in Venedig (1912) |
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: thomas mann |
Stephen Fry The Stars' Tennis Balls (2000) |
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: stephen fry |
Oscar Wilde Salome (1891) |
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: oscar wilde |