...Communication Term Paper Title: Nonsense, Play and Folklore in Alice in Wonderland and Through the Looking-Glass by Lewis Carroll Student: Voskanyan Evgenia Supervisor: Yerevan 2015 Contents * Introduction: Lewis Carroll ………………………………………...………..….….3 Alice’s Adventures in Wonderland * Folklore ………………………………………………………………….....….…….5 * Game of Nonsense …………………………………………………….…....……..7 * Wordplay and Quibble …………………………………………………..………..10 * Psychological interpretations of Alice in Wonderland …………………………13 Through the Looking-Glass, and What Alice Found There * Folklore …………………………………………………………………..………...15 * Contrariwise! ................................................................................................16 * Philosophical viewpoints in Through the Looking-Glass .……...…….……….19 * Conclusion: On the other side of the chessboard …………………………......21 * References .………………….………………………………………………...…..22 Lewis Carroll Come with us now on a journey to Wonderland and Through the Looking-Glass, the fairytales created by legendary Lewis Carroll. Being little known under the birth name Charles Lutwidge Dodgson, Lewis Carroll was a famous English writer and one of the founders of literary nonsense. Born in the Victorian Era to a family of a parson, he was raised according to the moral values of those times and expected to become a deacon. Nevertheless, young Lewis Carroll was always interested in theater and art since his childhood...
Words: 6025 - Pages: 25
... PHILOSOPHY/POP CULTURE S E R I E S R Can drugs take us down the rabbit-hole? R Is Alice a feminist icon? curiouser To learn more about the Blackwell Philosophy and Pop Culture series, visit www.andphilosophy.com and WILLIAM IRWIN is a professor of philosophy at King’s College in Wilkes-Barre, Pennsylvania. He originated the philosophy and popular culture genre of books as coeditor of the bestselling The Simpsons and Philosophy and has overseen recent titles, including Batman and Philosophy, House and Philosophy, and Watchmen and Philosophy. curiouser RICHARD BRIAN DAVIS is an associate professor of philosophy at Tyndale University College and the coeditor of 24 and Philosophy. R I C H A R D B R I A N D AV I S AND PHILOSOPHY Alice’s Adventures in Wonderland has fascinated children and adults alike for generations. Why does Lewis Carroll introduce us to such oddities as a blue caterpillar who smokes a hookah, a cat whose grin remains after its head has faded away, and a White Queen who lives backward and remembers forward? Is it all just nonsense? Was Carroll under the influence? This book probes the deeper underlying meaning in the Alice books and reveals a world rich with philosophical life lessons. Tapping into some of the greatest philosophical minds that ever lived— Aristotle, Hume, Hobbes, and Nietzsche—Alice in Wonderland and Philosophy explores life’s ultimate questions through the eyes of perhaps the most endearing ...
Words: 70265 - Pages: 282
...“Nor did Alice think it so very much out of the way to hear the rabbit say to itself “Oh dear! Oh dear! I shall be too late” * Lewis Carroll- Alice’s Adventures in Wonderland A comparison of the different forms of Anthropomorphism in Children’s Literature- Looking at Alice’s Adventures in Wonderland, Black Beauty and War Horse. Throughout history, animals have been used in storytelling and literature. From primitive story tellers who would utilise animal adversaries to symbolise man’s continuous struggle against nature, to animals fulfilling a didactic purpose in fables such as Aesop’s, animals have been an intrinsic part of tales throughout the ages. According to Juliet Kellogg Markowsky, ‘the humanism of the renaissance eclipsed interest in […] animal stories’ yet this was revived with the writing of Black Beauty’ this revival could be said to be connected with the publishing of Charles Darwin’s On the Origin of Species. This is reiterated by Joanna Mierek who says: ‘Charles Darwin’s theory of natural selection implies cross species continuity;[…] Darwin wrote in 1871 of ‘numberless gradations’ separating all animals.’When people were told that humans and animals had the same basic ancestors, an interest in nature was piqued and is something that has since been continuously present in literature. This essay will therefore endeavour to look at how and why authors use anthropomorphism, particularly in children’s literature. May Arbuthnot categorizes animal stories in...
Words: 2958 - Pages: 12
...The British Political Reflection through The Westminster Alice by Saki, The Parody of Lewis Carroll’s Alice in Wonderland Lecturer: Dr. Novita Dewi, M.S., M.A (Hons) by: Miranda A. R Siregar Student Number: 136332007 THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2014 The British Political Reflection through The Westminster Alice by Saki, The Parody of Lewis Carroll’s Alice in Wonderland I. Introduction Alice and the adventure in wonderland and Alice through the looking glass are the master pieces of literary work by Lewis Carroll. The characters in the story, particularly Alice herself become such an iconic character. Alice is basically a girl who has a high imagination and able to see the world differently, out of general border. We may discover several works based on Alice in wonderland, from the day the story was published until this present time. There are a lot of books and movies that inspired by Alice. In this essay, I would like to discuss is “The Westminster Alice” by Hector Hugo Munro (Saki) in 1902, The specialty of this book is so much different from any other work adaptation of Alice in Wonderland, which most of them are actually similar story or the adult version of Alice. This book is a parody of British politic based on Alice in Wonderland character. The Westminster Alice is the name of a collection of vignettes written by Hector Hugh Munro (Saki) in 1902 and published...
Words: 2681 - Pages: 11
...completely oblivious to what is real. Chapter 28 of the Restaurant at the End of the Universe however focuses on a rationalist view through the character the Ruler of the Universe emphasising his day-to-day lifestyle and how he responds to what he conceives to be real. Although these texts present conflicting views upon the world, they are similar in the way they represent their ideas, and it is through these similarities that rationalism and empiricism maintain a conflicting existence. In the Matrix the director intentionally depicts Neo as being the embodiment of empiricism. The directors use of imagery through sombre lighting and choice of plain character costumes, lacking in brightness, colour and their ability to stand out portrays the world Neo is living in and by extension how he views it. This is also present in Lewis Carroll’s ‘Alice’s Adventures in Wonderland’ at the beginning of chapter one where Alice feels bored and drowsy whilst sitting at the river-bank with her elder sister. In one scene Morpheus directly references Carroll by offering Neo the chance to discover what is real. “… You take the blue pill the story ends, you wake up in your bed and you believe whatever you want to believe. You take the red pill, you stay in Wonderland and I show you how deep the rabbit-hole goes.” The ‘bullet time’ effect, one of the Matrix’s most memorable cinematic effects gives the audience a visual thrill of omniscience; to be able to stop time and see an event from several points...
Words: 1069 - Pages: 5
...From How to Read Literature Like a Professor Thomas C. Foster Notes by Marti Nelson 1. Every Trip is a Quest (except when it’s not): a. A quester b. A place to go c. A stated reason to go there d. Challenges and trials e. The real reason to go—always self-knowledge 2. Nice to Eat With You: Acts of Communion a. Whenever people eat or drink together, it’s communion b. Not usually religious c. An act of sharing and peace d. A failed meal carries negative connotations 3. Nice to Eat You: Acts of Vampires a. Literal Vampirism: Nasty old man, attractive but evil, violates a young woman, leaves his mark, takes her innocence b. Sexual implications—a trait of 19th century literature to address sex indirectly c. Symbolic Vampirism: selfishness, exploitation, refusal to respect the autonomy of other people, using people to get what we want, placing our desires, particularly ugly ones, above the needs of another. 4. If It’s Square, It’s a Sonnet 5. Now, Where Have I Seen Her Before? a. There is no such thing as a wholly original work of literature—stories grow out of other stories, poems out of other poems. b. There is only one story—of humanity and human nature, endlessly repeated c. “Intertexuality”—recognizing the connections between one story and another deepens our appreciation and experience, brings multiple layers of meaning to the text, which we may not be conscious of. The more consciously...
Words: 3545 - Pages: 15
...Symbols and allegories are used to promote a deeper engagement with morality, discuss this statement in light of The Snow Queen and Thumbelina and by Hans Christian Andersen Hans Christian Andersen promotes a resounding meaning of morality throughout his fairy-tales, (1), as eighteenth century author Schiller stated “deeper meaning resides in fairy tales told to me in my childhood than the truth that is taught in life.” (2) He is able to present various morals specifically targeted towards children by using an intricate web of symbols throughout his tales. The underlying roots of Andersen’s tales could be ascribed to Christian ideology and teachings which are depicted in the Bible. The symbols are used individually in order to implant Christian ideas subtly in the mind of the child reader which otherwise may be concepts which are too large for the young reader to grasp. Andersen also uses his tales as allegories for Bible teachings. They stand as “metaphorical representation(s)” (3) of various Christian teachings, mirrored as they are written in the Bible. The symbols and allegories used allow a deeper engagement of the text and explore morality issues in hopes of educating young children in terms of Christian morality. Critic Ruth Eshbaugh remarked upon Andersen’s work that “there is no real evidence he is trying to teach spiritual lessons in any of his works.” (4) However in disagreement with this statement I have explored the symbols and allegories that Andersen uses to...
Words: 1905 - Pages: 8
...Analogy - comparing one thing to another very different thing in order to explain it better Examples: a school is like a garden, where children are lovingly raised and cared for; the rabbit shot from its hole like a rocket; the confetti fell like snow in a blizzard as the parade passed through the city streets (these three analogies are all written as similes) Aphorism - a brief statement expressing some truth as shown is a story; it can be a moral, or proverb, or maxim. Literary Devices p. 1 of 10 Examples: Don’t count your chickens before they’re hatched. Everyone is afraid of something. Don’t make a big fuss if someone isn’t like us. Atmosphere - mood or feeling developed through descriptions of the setting and senses (how things feel, taste, smell,...
Words: 2840 - Pages: 12
...ALICE'S ADVENTURES IN WONDERLAND By Lewis Carroll This book, Alice in Wonderland, is a Mid-Frequency Reader and has been adapted to suit readers with a vocabulary of 4,000 words. It is about 27,500 words in length. It is available in three versions of different difficulty. This version is adapted from the Project Gutenberg E-text prepared by the Project Gutenberg Online Distributed Proofreading Team (http://www.pgdp.net/). In this book, the adaptation involved replacing over 152 word families. There are 82 different word families at the 5th 1000 level and 62 words beyond that, totalling a target vocabulary of 144 words. It was adapted by Sonia Millett. This famous children’s story written in 1865 is an early example of the fantasy or nonsense genre. The story plays with time, imagery, logic and language and for this reason remains popular with adult readers as well as children. You will meet many species of talking animals as well as characters from the pack of cards. You will encounter unusual interesting usages of language such as 'curiouser' and 'uglification'. CHAPTER I. Down the Rabbit-Hole Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had looked into the book her sister was reading, but it had no pictures or conversations in it, 'and what is the use of a book,' thought Alice 'without pictures or conversation?' So she was considering in her own mind (as well as she could, for the hot day made her...
Words: 27511 - Pages: 111
...Chapter 5 NAME Choice Introduction. You have studied budgets, and you have studied preferences. Now is the time to put these two ideas together and do something with them. In this chapter you study the commodity bundle chosen by a utility-maximizing consumer from a given budget. Given prices and income, you know how to graph a consumer’s budget. If you also know the consumer’s preferences, you can graph some of his indifference curves. The consumer will choose the “best” indifference curve that he can reach given his budget. But when you try to do this, you have to ask yourself, “How do I find the most desirable indifference curve that the consumer can reach?” The answer to this question is “look in the likely places.” Where are the likely places? As your textbook tells you, there are three kinds of likely places. These are: (i) a tangency between an indifference curve and the budget line; (ii) a kink in an indifference curve; (iii) a “corner” where the consumer specializes in consuming just one good. Here is how you find a point of tangency if we are told the consumer’s utility function, the prices of both goods, and the consumer’s income. The budget line and an indifference curve are tangent at a point (x1 , x2 ) if they have the same slope at that point. Now the slope of an indifference curve at (x1 , x2 ) is the ratio −M U1 (x1 , x2 )/M U2 (x1 , x2 ). (This slope is also known as the marginal rate of substitution.) The slope of the budget line is −p1 /p2 . Therefore an indifference...
Words: 9302 - Pages: 38
...plunge into problems and issues; instead we consider some important preliminaries. We first look at the economic perspective—how economists think about problems. Next, we examine the specific methods economists use to examine economic behavior and the economy, including distinguishing between macroeconomics and microeconomics. We then look at the economizing problem from both an individual and societal perspective. For the individual we develop the budget line, for society the production possibilities model. In our discussion of production possibilities, the concepts of opportunity costs and increasing opportunity costs, unemployment, growth, and present vs. future possibilities are all demonstrated. Finally, in the Last Word, some of the problems, limitations, and pitfalls that hinder sound economic reasoning are examined. The Appendix to Chapter 1 provides an important introduction to graphical analysis. While this will be review material for most students, for some this may be new. Instructors are strongly urged to confirm that their students understand this section before proceeding. The software supplement can provide effective remedial help for those students who are not familiar with graphical analysis, or just need a refresher. WHAT’S NEW There is a new learning objective for this chapter: Explain the individual’s economizing problem and how trade-offs, opportunity costs, and attainable combinations can be illustrated with budget lines. The definition of Macroeconomics...
Words: 7387 - Pages: 30
...First edition 2000 Second edition 2001 Third edition 2002 Fourth edition 2007 Published by EnglishforResearch.com The Whole World Company Press, Cambridge, CB7 5EQ, England © Stephen Howe and Kristina Henriksson 2000–2007 Printed by Biddles Limited, King’s Lynn, England The authors hereby assert their moral rights to be identified as the authors of the PhraseBook. You may not remove or alter the authors’ names, publisher’s name, copyright notice, disclaimers or, from the digital version, the End User Licence Agreement. All rights reserved worldwide Copyright is reserved in English and all other languages and countries of the world. PhraseBook for Writing, EnglishforResearch.com, EnglishforStudents.com and EnglishforSchool.com are worldwide trademarks and/or service marks of The Whole World Company Limited. Microsoft and Microsoft Word are trademarks or registered trademarks of Microsoft Corporation. All other trademarks and registered trademarks are the property of their respective owners and are hereby acknowledged. Do not make illegal, unauthorized copies of the PhraseBook. The PhraseBook and digital version are protected by copyright law and international treaties. The publisher and authors have striven to ensure the accuracy and correctness of the PhraseBook; however, they can accept no responsibility for any loss or inconvenience as a consequence of use, information or advice contained in the PhraseBook. PhraseBook versions ISBN 978-1-903384-02-2 paperback ISBN 978-1-903384-01-5...
Words: 6439 - Pages: 26
...4790642 Jungle Book 24/11/06 11:45 Page i THE JUNGLE BOOK In the hills of Southern India a baby lies warm and safe in a cave. He lies among wolf-cubs, next to Mother Wolf’s side, and he is not afraid. Outside the cave Shere Khan, the man-eating tiger, roars angrily, wanting to kill. ‘No!’ says Mother Wolf. ‘The man’s cub belongs to me. He will live, to run with the other wolves, to be my son. And I will call him Mowgli.’ The years pass, and Mowgli the man’s cub grows up with the wolves. He learns the Law of the Jungle from his teachers, Baloo the old brown bear and Bagheera the black panther. He has many adventures, and many friends among the animals of the jungle. But he still has an enemy. Shere Khan the tiger has not forgotten. He waits for the day when he can catch the man’s cub – and kill him. 4790642 Jungle Book 24/11/06 11:45 Page ii 4790642 Jungle Book 24/11/06 11:45 Page iii OXFORD BOOKWORMS LIBRARY Classics The Jungle Book Stage 2 (700 headwords) Series Editor: Jennifer Bassett Founder Editor: Tricia Hedge Activities Editors: Jennifer Bassett and Alison Baxter 4790642 Jungle Book 24/11/06 11:45 Page iv 4790642 Jungle Book 13/1/07 07:50 Page v RUDYARD KIPLING The Jungle Book Retold by Ralph Mowat Illustrated by Kanako Damerum and Yuzuru Takasaki OXFORD UNIVERSITY PRESS 4790642 Jungle Book 24/11/06 11:45 Page vi Great Clarendon Street, Oxford ox2 6dp Oxford University...
Words: 10782 - Pages: 44
...reserved/tous droits réservés Published by the Canadian Psychological Association, Ottawa, Ontario Copies may be ordered from Canadian Psychological Association 141, Ave Laurier West, Suite 702 Ottawa, Ontario K1P 5J3 Phone: (613) 237-2144 Fax: (613) 237-1674 ISBN N°. 978-1-926793-01-6 Planning a Career in Psychology: A Canadian Perspective for University Bound and Beginning University Students Marvin L. Simner CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Subfields of Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Is Psychology the Right Choice for Me? . . . . . . . . . . . . . . 7 How to Become a Professional Psychologist . . . . . . . . . . 8 Occupational Outlook . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 How to Succeed in University . . . . . . . . . . . . . . . . . . . . . 14 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . 16 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 A Canadian Perspective for University Bound and Beginning University Students INTRODUCTION If you are a high school student contemplating university, or a beginning university student with a desire to major in psychology, you are not alone. Psychology is one of the most popular undergraduate majors among Canadian university students. Of the...
Words: 8332 - Pages: 34
...Disney and the American Princess: The Americanization of European Fairy Tales [pic] Marina Alexandrova Student number 3021874 MA Thesis, American Studies Program Utrecht University Course code 200401064 23943 words 12 August 2009 Contents Title page………………………………………………………………1 Contents……………………………………………………………….2 Introduction……………………………………………………………3 Chapter 1: European Fairy Tales and Values about Gender and Class………………………………………10 Chapter 2: Disney Animation and American Culture…………………24 Chapter 3: Disney Animation and (Gender) Commodification…………………………………………..55 Conclusion…………………………………………………………...73 Bibliography…………………………………………………………78 Introduction Among the various aspects which define contemporary life, popular culture – and in particular, American popular culture – is undoubtedly one of the most ubiquitous and long-lasting. Throughout the twentieth century, people around the world have enjoyed film, music, animation, and written works by various authors and artists. One of the most famous and significant American entertainers of the lot has been Walt Disney, introducing millions of children and adults to his world of limitless (or so is widely believed) imagination and magic, from the earliest short cartoons produced in the 1920s, to full-length feature animations such as Snow White and the Seven...
Words: 25499 - Pages: 102
