Transcript Lord of the Flies Introduction

LORD OF THE FLIES
INTRODUCTION
English II Pre-AP
FOCUS QUESTIONS
Are people innately good or innately evil?
What does it mean to be “civilized”?
Can a “good” person do bad things? What might
cause this?
What rules would you NOT follow if no
punishment existed?
Without enforcement, how long would it take for
the trappings of society to fall away?
I. WILLIAM GOLDING
Born: September 19, 1911 in Cornwall,
England
Education:
 Oxford (Brasenose College), beginning in 1930
 Originally studied natural sciences but changed his
field to English Literature
Teaching Career:
 Taught English and philosophy at grammar school
 Was able to see how young children interacted with
one another
I. WILLIAM GOLDING
World War II
 Joined the Royal Navy
 Present at D-Day Invasion and sinking of
the Bismarck
Results of War
 War gave him a view to what happened
when men operated outside the normal
limits of society
 Ceased to believe in the inherent
goodness of man
I. WILLIAM GOLDING
Literary Career
 Lord of the Flies
 Published in 1954
 Originally Titled Strangers from Within
 Turned down by over 20 publishers
 Inspired by The Coral Island
 Nobel Prize for Literature – awarded 1983
 “for his novels which, with the perspicuity of
realistic narrative and the diversity and
universality of myth, illuminate the human
condition in the world of today.”
II. WHAT ARE WE DOING WITH THIS
BOOK?
Literary Analysis
 AP Lit. Correlation
 Lit. Element Refresher
 Don’t forget allegory: a narrative that serves as an extended metaphor
 We’ll be analyzing Lord of the Flies as an allegory!
 Analyzing Literature from Multiple Perspectives
 Psychological Perspective
 Sociological Perspective
 Mythological/Religious Perspective
III. MASLOW’S HIERARCHY OF NEEDS
Abraham Maslow:
 American psychologist who studied human
behavior and placed a good deal of emphasis
on both the highs and lows of humanity
 Believed that people are basically trustworthy,
self-protecting, and self-governing
KEY IDEA: Human beings are
motivated by unsatisfied needs
III. MASLOW’S HIERARCHY OF NEEDS
III. MASLOW’S HIERARCHY OF NEEDS
A. Basic Needs
1.
2.
Physiological Needs:

Food, Water, Warmth, Rest

All Biological Needs

Strongest Needs
Safety Needs: Security, Safety

Security, Safety

Mostly Psychological
III. MASLOW’S HIERARCHY OF NEEDS
B. Psychological Needs
3.
4.
Needs for Love, Affection, and
Belongingness

Intimate Relationships, Friends

Seeking to Overcome Loneliness and
Isolation
Needs for Esteem

Prestige, Feeling of Accomplishment,
Self-Esteem, Esteem from Others
III. MASLOW’S HIERARCHY OF NEEDS
C. Self-fulfillment Needs
5.
Needs for Self-Actualization
IV. MORAL DEVELOPMENT – PIAGET
Jean Piaget – a theorist of
developmental psychology
Two Stages of Moral Judgment
 Children Younger than 10 or 11
 Regard rules as fixed and absolute
 Older Children
 Rules are not sacred or absolute; they are devices
which humans use to get along
Issue with Theory: Intellectual
Development after the age of 12
IV. MORAL DEVELOPMENT - KOHLBERG
Lawrence Kohlberg – agreed
with Piaget’s ideas in principle,
but developed them further
 best known for his Six Stages of Moral
Development
The Heinz Dilemma
THE HEINZ DILEMMA
In Europe, a woman was near death from a special kind of cancer.
There was one drug that the doctors thought might save her. It was
a form of radium that a druggist in the same town had recently
discovered. The drug was expensive to make, but the druggist was
charging ten times what the drug cost him to make. He paid $200
for the radium and charged $2,000 for a small dose of the drug. The
sick woman's husband, Heinz, went to everyone he knew to borrow
the money, but he could only get together about $ 1,000 which is
half of what it cost. He told the druggist that his wife was dying and
asked him to sell it cheaper or let him pay later. But the druggist
said: "No, I discovered the drug and I'm going to make money from
it." So Heinz got desperate and broke into the man's store to steal
the drug-for his wife. Should the husband have done that? (Kohlberg,
1963, p. 19)
IV. MORAL DEVELOPMENT – KOHLBERG’S
SIX STAGES
Level 1: Preconventional Morality
 Stage 1: Obedience and Punishment Orientation
 Assumes that rules are fixed by powerful authorities and must be
unquestioningly obeyed
 Concern is with what authorities permit and punish
 Punishment is tied up in the child’s mind with wrongness
 Stage 2: Individualism and Exchange
 Recognize there is not just one right view handed down by authorities
 Each person is free to pursue his/her individual interests, so everything is
relative
 “Right” = what meets one’s own self-interests
 Punishment is a risk that one wants to avoid
IV. MORAL DEVELOPMENT – KOHLBERG’S
SIX STAGES
Level 2: Conventional Morality
 Stage 3: Good Interpersonal Relationships
 People should live up to the expectations of family/community
 People should behave in “good” ways
 Good ways = good motives, intentions, and feelings
 Stage 4: Maintaining the Social Order
 More concerned with society as a whole
 Emphasis on obeying laws, respecting authority, and performing one’s
duties so that the social order is maintained; desire is to keep society
functioning
 Thinking is from a full-fledged, member-of-society perspective
IV. MORAL DEVELOPMENT – KOHLBERG’S
SIX STAGES
Level 3: Postconventional Morality
 Stage 5: Social Contract and Individual Rights
 Independently considers what morals and values a society OUGHT to
uphold
 Believe that a good society is based on a social contract where people
freely work for the benefit of all
 Believe that despite different values, all rational people agree on
protection of basic rights and democratic procedures for changing
unfair laws and improving society
 Stage 6: Universal Principles
 Defines the principles by which we achieve justice
 Looks through the eyes of others to determine justice
V. FREUD AND ID, EGO, AND SUPEREGO
 Sigmund Freud: the “father of psychoanalysis”
 Argued that the human mind contains three psychic zones, which dictate mental
function and motivation
 Id = source of drive for pleasure
 Ego = source of reality
 Superego = source of ethics
V. FREUD AND ID, EGO, AND SUPEREGO
Id:
 Fulfills “the pleasure principle”
 Totally subconscious
 Amoral and lawless– no ethics or values, no knowledge of good or
evil
 Demands pleasurable gratification at any cost
 No impulse for self-preservation
V. FREUD AND ID, EGO, AND SUPEREGO
Ego:
 The “reality principle”
 Governs the id and channels the id’s desires into socially acceptable
outlets
Superego:
 The “morality principle”
 Home of conscience and pride
 Represses things from the id that the ego cannot divert