An examination of the themes of chastity and heroism in three Asian stories: "The Red Lotus of Chastity", "One Thousand and One Arabian Nights" and "Shahname."
Abstract This paper looks at three Asian "The Red Lotus of Chastity", "One Thousand and One Arabian Nights" and "Shahname" and focuses on the struggles of the central female character in each story.
Abstract This paper examines how the central driving force of Milton's "Comus" is chastity and how, according to Milton's views, it is not chastity alone that is the precious commodity in need of protection, it is also, by association, the soul that chastity feeds through its righteousness, since only through its survival can the soul, too, be saved during God's judgment. The paper contends that for Milton, misfortune is necessary because it precipitates the survival of the righteous soul and that, in order to cope in "Comus", one must have faith in the divine.
From the Paper "The Lady's personal and moral strength is also upheld as proof by her brother that she will remain safe even in the face of impossible danger. Here Milton most distinctly connects the survival of the Lady's soul with her chastity; one ensures the health of the other. He writes, again through the voice of the elder brother: "'Tis chastity, my brother, chastity: / She that has that, is clad in compleat steel" (420-421). Flannagan writes of Milton's reference to this protection: "...but here the armor is that of the good Christian soldier, protected by virtue" (142). Milton's imagining of the Lady here as an iron-clad agent of the divine, protected by her chastity and for it, appears to be the crux of his entire poem; the Lady's good soul and her virginity are intertwined - the fate of the eternal (her soul) is intimately coupled with the state of her chastity (her flesh). "
Abstract This paper will discuss the elements of chastity in the Faerie Queen by Edmund Spenser and reveal how this is part of the characters Malbecco, Paridell and Hellenore. By learning how chastity is interwoven in the fabric of the text, we can see how Spencer makes examples of these characters for this end. We can learn how poetry is being used in the text to reveal how men and women get along in the Elizabethan era.
Abstract This paper discusses how, as a resistant and subversive character in "Measure for Measure", Isabella combines the virtues of chastity and eloquence to attract men, while also demonstrating her stance on femininity through silence in moments of necessary speech. It looks at how she clearly possesses the skill of moving men with her articulate dialect, but also has the ability to draw men with her speechless dialect that is almost as effective as her verbal skill. It examines how her speech shows that she is submissive and that she is open to interpretation, thus provoking Antonio's lust for her and how on the other hand, her silence moves men to passion based solely on her passive character. Therefore, her chastity and both her eloquence of speech and her silence become her two most important powers.
From the Paper "In the first Act, Shakespeare illustrates Isabella as a devoted and aspiring nun. The order of nuns she wishes to join is the Poor Clares, who were very strict in comparison to other Catholic orders, and whose main premise is to resist natural temptations in order to gain a purely religious life. She has chosen to substitute the authority of God and the Church for the worldly patriarchy of family, marriage, and the state. This decision indicates her culture's ideologies of gender, where women were expected to follow a traditional path of marrying and raising children, making Isabella's character one of dissent. Thus, in the first Act, readers see how Isabella has prioritized chastity and how she will substitute it for power. "
Abstract This paper looks into the subject of morality and ethics as depicted by Henry Fielding in his novel "Joseph Andrews". The book seeks to discard the notions held by 18th century English society in connection with morality and thus offers a better and "more active" definition of the term. According to Fielding, morality was not solely connected with chastity and thus he highlights the importance of charity for attainment of "honor" and "respect". The paper objectively discusses the strengths and weaknesses of Fielding's views in connection with this subject and shows how the author conveyed his message through adept characterization.
From the Paper "When reading "Joseph Andrews", one needs to be very careful in order to be able to fully comprehend the messages, which exist between the lines and are not exactly put forth in obvious terms. In this book, which Henry Fielding described as an epic written in prose form, we find the plot and structure very similar to Greek and other ancient heroic tales with the only difference being that in this novel, the author has tried to dispel the notion that morality is strictly connected with chastity and religion. This is a very interesting highlight of Fielding's work, and one that made his writings stand out among heap of similar literary work during the Eighteenth century. In order to understand clearly what happens in Joseph Andrews and how characters represent morality or lack of it, it is important to first have some background information regarding the description of morality in the early Eighteenth century."
Tags: literature, eighteenth, century, england, society, upperclass, chastity
Abstract Both the Rule of St. Francis and the Rule of St. Benedict pertain to how to live a life in chastity and how to live a life with God. The major rules of both focus on the foundations of a life in being a God's servant, particularly the apostolic way of life and that of belonging in a monastery. This paper explores these two rules and compares their major points.
From the Paper "Though both rules focuses on the same principles of putting God in everything and that everything must be subservient to God, they however generally differ in the characteristics that they were implemented. St. Francis's rules were highly set in terms of practice. Their implementation were more of severity in character especially on matters regarding appropriating temporal things to one's self."
Abstract This paper examines the role of the Roman Catholic school teacher in the life of the young gay student by reviewing three books on this topic: "Educating for Life - a Spiritual Vision for Every Teacher and Parent" by Thomas Groome, "Fully Alive - a Family Life Education Program" by Ontario Conference of Catholic Bishops and " The Courage to Teach - Exploring the Inner Landscape of a Teacher's Life" by Parker Palmer. The paper discusses how a teacher needs to appreciate a gay student as someone who may struggle with a sense of being different, help the child to speak openly about worries, and be able to answer questions a child may have concerning this special status and Church teachings. The writer notes that many teachers do not know that the Roman Catholic schools accept gay or lesbian students as people to be helped in their adjustments, understood for what may be greater depression or confusion as part of adolescence, and given the same message as other students to do with sexuality and chastity. The writer points out that there are prejudices about homosexuality in the minds of various people who believe they are good Catholics. The writer concludes that teachers and parents need to be educated about the Roman Catholic stand on homosexuality and be able to interpret this to the child.
From the Paper "Parker J. Palmer's volume, The Courage to Teach - Exploring the Inner Landscape of a Teacher's Life, directs an open heart as the way to effective teaching. (1998) Particularly interesting has been Palmer's view of the teacher as a person who must learn from others, the heart gaining from what may not conform with one's views. This seems important in a parochial school setting if one is to respond to students who do not fit with Roman Catholic ideas of normal childhood. For instance, the Roman Catholic view of homosexuality involves awareness of gay students that will be met in parochial schools. This issue will challenge some teachers to examine their opinions and biases to do with homosexuality, at large, because the teacher must be able to provide what a gay student needs within school settings."
Abstract This paper first describes the violence endured by Frederick Douglass in that he was separated from his mother, suffered beatings and torture, witnessed the emotional torture to his fellow slaves and was deprived of education. The paper then turns to Harriet Jacobs' experiences of violence that involved her master's violations on her chastity. The paper discusses how instead of Douglas taking revenge on the slaveholders and slave-owners, he fought his battle in Congress and lobbied for the rights of colored people and slaves. The paper also highlights how Jacobs did not use her freedom to get revenge against her evil master and the other evil slaveholders who committed violence against her fellow slaves.
Outline:
Introduction
Role of Violence in the Life of Frederick Douglass
Role of Violence in the Life of Harriet Jacobs
Conclusion
From the Paper "Violence was everything in the life of a slave. Frederick Douglass had accepted that from the start. In "The Narrative of the Life of Frederick Douglass, An American Slave" (1845), Douglass relayed his first and worst experience of violence, being separated from his mother when he was a baby. He told his story like it was something expected: not knowing his own family and not even knowing when he was born. It was not unusual for children born in slavery. His mother was a slave and his father was a white man, possibly, his mother's master. He was told that, that was the practice for women slaves who give birth in slavery. Children were bound to be separated so that their mothers could still be useful to their slave-owners."
This paper explores the question:Are Geoffrey Chaucer's 'The Prioress' Tale?, Christopher Marlowe's "The Jew of Malta", and William Shakespeare's "The Merchant of Venice" Christian texts?
4,045 words (approx. 16.2 pages), 4 sources, 1997, $ 109.95
Abstract The paper states that all three works are a critique of Christian behavior and decadence in their contemporary Christian societies. The author feels that the key to understanding the sense in which these texts are Christian involves understanding the function and portrayal of the Jew, which are more functional props than human characters.
Table of Contents
Introduction
The Prioress? Tale
The Ecclesia
The Christian Masses
Who They Judge
What they Judge
The Positive Model
The Jew of Malta
Murder
Avarice and Theft
Lack Of Chastity Trickery and Deceit
The Positive Model
The Merchant of Venice
The Court Scene
The Corruption of the Positive Model
Significant Names
Shylock
Jessica
Tubal
Chus
Conclusion
From the Paper ""I Stand here for Law" (The Merchant of Venice IV I 142) declares Shylock. While he literally means that he is awaiting the judgment according to the law of Venice, it is also metaphorically true within the religious framework of the text. As a Jew, Shylock is representative of the outlook which (in Christian thinking) demands strict adherence to the law as opposed to the Christian stand for mercy. But here, as in the other works we have examined, the sole significance of the Jew is to provide a standard by which to measure the Christian by comparison and contrast. From a Christian point of view, Shylock and his religion are presumed corrupt; Judaism itself is beyond saving; the best one can do for its members is to convert them individually to Christianity."
This paper discusses liberal virtues, the propriety of a liberal state, which cultivates qualities of mind and character that form good and decent citizens.
Abstract This paper explains that the rediscovery of virtue by leading Democrats and Republicans occurred in sync with a renaissance in virtue studies in the universities. The author points out that many modern liberals still reject the study and practice of virtue, arguing that it induces a prudish, 19th century, Victorian morality that equates virtue with the chastity of women. This paper relates that virtue is what causes us to care about the effects of high tax rates on the family and community and how big government contributes to moral decline.
From the Paper "The aversion to virtue has roots in common liberal principles: limited government, respect for individual choice, and belief in the equality of human beings. Many modern liberals believe that each citizen is the best judge of what is best for him or her; and that the government's job is to protect each citizen's right to make his or her own choices about how to live while avoiding the use of state power to favor particular choices. In this light, a set of virtues that constitute a decent or good life may be seen as a threat to individual choice."
Tags: rediscovery, democrats, republicans, equality, modern
Abstract This paper explores the way that Shakespeare presents many of the complex issues of life, such as love, honor, and shame in his play, "Measure for Measure". The paper analyzes the characters in the play and explains how Shakespeare is able to deftly capture the spirit of the human psyche in each one.
From the Paper "Isabella becomes a pivotal character in the play because as we become concerned with what she should do, we realize the problems her choice means to her. Part of the difficulty associated with Measure for Measure is that the answer to this question is not clear. What we discover about Isabella is something peculiar about her chastity. In short, her actions reveal that she is not as pure as she may seem. She no doubt wants to save her own soul, life, and chastity, obviously at whatever the cost. While Isabella's behavior causes her to appear to be somewhat selfish, it is also important to realize that there is little else she can do."
This paper discusses the role of Cleopatra in William Shakespeare's play, "Anthony and Cleopatra" written in 1606, only three years after the end of Elizabeth's reign.
Abstract This paper relates that one of the cultural ideologies, which were prominent in Shakespeare's day, was that in order for a woman to be considered a "good" woman, they must embody three certain characteristics: Silence, chastity and obedience. The author points out that Shakespeare's characterization of Cleopatra certainly has similarities to Elizabeth 1, but it goes even further and makes Cleopatra into an exaggerated version of Elizabeth except Cleopatra uses her sexuality to increase her power, while Elizabeth had to remain chaste in order to maintain her power. The paper relates that another manner in which Cleopatra's character diverges from the cultural attitude toward women is that she is not silent although in some points in the play Cleopatra seems submissive and even quiet or passive
From the Paper "In order to understand the attitudes of society in the early seventeenth century, one must first understand the politics that shaped societies attitude. Shakespeare was born into Elizabethan England in 1564. Elizabeth 1 was the first Queen of England to never marry and this significant in understanding how Cleopatra is conveyed so powerfully. Since the Middle Ages, marriages had always been arranged and this meant that it was almost impossible for a woman to avoid marriage, unless of course the woman was the queen. Although the law gave women virtually the same rights as a man while unmarried, as soon as a woman was married she became the property of her husband. Elizabeth 1 remained unmarried in order to maintain her right to be equal to man and to maintain her power."
Tags: comparison, similarities, exageration, sexuality, power
Abstract This paper focuses on author Mary Wollstonecraft's works of writing as well as her repeated feminist affirmations that both sexes have the same intellectual and moral capacity which, in the 18th century, was considered a radical point of view. The writer explores Wollstonecraft's famous feminist treatise "A Vindication of the Rights of Woman" which was a sequel to her previous book "Vindication of the Rights of Men." This paper also discusses the author's private life. Wollstonecraft considered herself a moralist who totally believed in the institution of marriage. The writer of this paper discusses the contrast between her enthusiastic defense of chastity in her writing and her subsequent relationship which produced her daughter Fanny without the benefit of marriage, which created a furor after her death.
From the Paper "If the first Vindication took as its jumping-off point Burkeis views of the revolution in France, the second Vindication used Rousseauis views of the education of the ideal woman as her point of departure. Jean-Jacques Rousseau (1712-1778) was a French social philosopher and writer who had tremendous influence on revolutionary ideas in France, as well as on the whole Romantic movement. In his Emily, he had propounded his ideas on education and advocated encouraging the natural abilities of children and their unspoiled nature through the power of example, and leading it to natural development, an educational theory very much in opposition to the practices in his day. May Wollstonecraft, who herself had been actively involved in education, first having founded a short-lived school with her friend Fanny Blood and her sister Eliza, and then working as a governess to the daughters of the Viscount Kingsborough, was very much interested in reforming educational practices, a theme which dominates the Vindication of the Rights of Woman."
Abstract The paper looks at the depiction of Mary in four different gospels, that of Matthew, Mark, Luke, and John. After examining the sacred texts in question the author is compelled to argue that women in the Bible are not presented as people per se but as archetypes either of chastity and probity, or of incontinence and moral lassitude.
Abstract In this literary study, Homer's "The Odyssey" is examined in relation to the unified Epic format of ancient Greece. The writer proposes, that by examining plot structures and character actions in Homer's epic tale of Odysseus, one can realize how Plato critically examines the role of drama versus didactic narrative in the epic genre. The writer further explains that, in essence, the problem of drama in Homer's epic does portend a didactic set of moral principles in which young men should live through the philosophical principles displayed in Plato's Republic. The paper analyzes how the moral lesson of chastity and loyalty, in Book 19 of Homer's "The Odyssey", is presented though the plot structure, which is based on a dramatic marital view of Grecian society.
