Admin

Adaptation of Shakespeare’s Plays into Assamese Farce: A Study on Historical Perspective

/////
1.2K views

Mohammad Rezaul Karim
Department of English, College of Science & Humanities, Prince Sattam bin Abdulaziz University, Al Kharj, Saudi Arabia. ORCID: 0000-0002-8178-8260. Email: karimrezaul318@gmail.com

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages 1–14. https://doi.org/10.21659/rupkatha.v14n2.ne13

First published: June 20, 2022 | AreaNortheast India | LicenseCC BY-NC 4.0

(This article is published under Themed Issue on Literature of Northeast India)
Full-Text HTML Full-Text PDF Cite

Abstract

William Shakespeare has always been unanimously the most accepted model to follow for the writers of tragedy, comedy and other types of dramas. He enjoyed a great fascination in the latter half of the nineteenth century and the first few decades of the twentieth in India and almost all his works were translated to or adapted into different languages. As the Assamese writers did not lag behind in this respect too, they were inspired to translate and adapt Shakespeare in 1887 starting with The Comedy of Errors as Bhramaranga in Assamese. In this article, the researcher aims to examine the available Assamese translations and adaptations of Shakespearean comic plays and studied how far they contributed to the growth and development of Assamese comedy in particular and modern Assamese drama in general. With the help of the comparative method of analysis, the researcher found that Assamese comedy specially farces and the complete pre-independent Assamese dramatic literature have been impacted by the dramas of Shakespeare.

Keywords: Assamese drama, comedy, farce, Shakespeare, translation, adaptation

Introduction

Farce or Prahasana was a popular dramatic type in ancient Indian literature. It was a “one-act drama intended to excite laughter” (Wilson, 1971, p. 18). The subject was the playwright’s invention and dealt basically with the pranks and the tumults of the shallow dramatis personae of every kind. Thus, the Sanskrit Prahasana is much like the European farce, but it cannot be said that the former had any influence on our modern farce writers. We have no records of any farce being written in pre-British Assam, either in Sanskrit or in Assamese. Medieval Assamese drama was intended to please and edify, but it does not present a single instance of farce. In other words, Assamese literature does not have any tradition of writing farce. The writing of farces, like other types of drama, was undoubtedly a product of western influence, which came directly through English and also indirectly through Bengali. “During the early years of the growth of modern Bengali stage farces were more powerful and lively than serious drama: the heat and excitement that arose from the conflict between the old and the new in the society are nowhere more in evidence than in these plays” (Ghosh, 1968, p. 471). The Assamese students studying at Calcutta during the latter half of the nineteenth century, who read Bengali plays and also saw many of them performed, and who later became playwrights themselves, undoubtedly imbibed much of the art of farce writing from Bengali. Since the Assamese society of the time presented almost similar phenomena, it was not difficult for them to write farcical pieces like those in Bengali. It is also noteworthy that even in Shakespearean drama it was the lighter comedies almost verging on the farce that first attracted our earlier playwrights. All this shows that the nineteenth century and the earlier decades of the twentieth were congenial for farces and light satirical comedies rather than serious social drama – the audience wanted them, and the writers not only found the material for such plays but also models to follow.

Shakespeare enjoyed a great vogue in India in the latter half of the nineteenth century and the first few decades of the twentieth, and almost all his works were translated to or adapted into different Indian languages during the period. The Indian student of Shakespeare knew quite well that the people, who were experiencing a renaissance in every walk of life, would appreciate the works of Shakespeare with their emphasis on such ideals as belief in the greatness of man, patriotism, nationalism, and the Renaissance craving for a greater and fuller life. So, they undertook the great task of translating Shakespeare into their own languages, and as a result of this, the languages of India abound in translations and adaptations of Shakespeare.

The Assamese writer, too, did not lag behind in this respect, and since 1887 the year the first adaptation of The Comedy of Errors was brought out, there has been quite a good number of translations and adaptations of Shakespeare, some of which, unfortunately, have not encountered with the audience till today. The Assamese literature seems to be deficient in the main types of comic dramas. In the period we are dealing with, the type which is predominant is farce. Satyendranath Sarma stated that “the moral decay in the social life of the Assamese during the nineteenth century provided sufficient materials for writing farce and light comedy” (2015, p. 302). There are exceptions no doubt but seem to approximate in tone to farce when we examine its features closely. In this study, an attempt is being made to examine the available translations and adaptations of Shakespearean comic plays and to see how far, if at all, they have contributed to the growth and development of modern Assamese drama. The researcher has endeavoured to find out how much the Assamese dramatists have received from Shakespeare and what the responses of the Assamese dramatists to Shakespeare are.

A systematic and critical study of the subject appeared when Priyaranjan Sen brought out his work, Western Influence in Bengali Literature, where the writer has examined the Western impact on different branches of Bengali literature as well as the various channels through which this influence penetrated Bengal. Another work on the subject is Harendra Mohan Das Gupta’s Studies in Western Influence on 19th Century Bengali Poetry (1859 – 1887), in which the author examines in detail the historical background of the new influence. Outside Bengali literature, Syyad Abdul Latif’s work, Influence of English on Urdu Literature, deserves special mention. Another important work on the subject is The History and Culture of the Indian People, Vol. X, Part II, by R.C. Majumdar deals with the subject of Western influence on Indian thought and culture as well as the Indian people’s reaction to it. Dr Satyabrata Rout in his article Indianizing Shakespeare: Adaptations and Performances studied that “the socio-cultural milieu of India fusing with the tradition of West, often creates an ‘Indianized Shakespeare’” (2016, p. 1). Parvin Sultana in her research article Indigenising Shakespeare: A Study of Maqbool and Omkara observed that the literary world of Shakespeare has gone beyond the limits of the time and space and has been predominating the Indian literary sphere for about two centuries now (2014, p. 52). In fact, this subject has attracted diverse critics and historians in recent years, and it is neither possible nor necessary to mention all the works done so far, nor to speak of such publications in the vernacular languages.

Modern Assamese literature, like Bengali or any other literature of modern India, is largely a product of Western influence. This influence has permeated all the branches of this literature, including drama, on which the influence of Shakespeare has been so profound that the new drama that came into being in 1857 with Gunabhiram Barua’s Ram Navami has hardly any direct link with pre-British Assamese drama which has a four-century old history. Pona Mahanta has undergone his research, Western Influence on Modern Assamese Drama (1985) and studied the western influences on Assamese drama, however, he has not centrally focused on William Shakespeare. Maheswar Neog and Satyendranath Sarma have touched on the subject in a general sort of way in their books, Asamiya Sahityar Ruprekha (1970) and Asamiya Natya Sahitya (1973) respectively, but as the titles indicate, these books are concerned more with the growth and development of Assamese drama than with Shakespearean influence. Karim and Mondal (2019) studied the influence of William Shakespeare over pre-independent Assamese tragedy and the style and technique of Assamese drama. A few articles have also been written on the influence of Western dramaturgy especially Shakespearean over the Assamese dramatic atmosphere by Dr Dayananda Pathak, Dr Rajbongshi, Rajbongshi and Boro, Dr Paramananda Rajbongshi, Smriti Rekha Handique, Sailen Bharali, Basanta Kumar Bhattacharjee, etc. limiting their area of the subject in one or two dramas only. Thus, the question of Shakespearean influence on modern Assamese comedy since 1887 can be a subject of very close and careful study.

As the subject of the study is comparative, usually the method of comparative analysis is observed throughout the investigation. The study is based on both the primary and secondary sources and chiefly the technical devices of pre-independent Assamese dramatists are examined.  The importance of the stories and events of the Assamese dramas have been emphasized sometimes and citations to the text of the dramas are drawn up in some cases. The researcher endeavoured to furnish other references to the works of other authors to rationalize the statements and sometimes examples are provided to augment the hypothesis to establish the study more logical and reasonable.

Ratnadhar Barua, Gunjanan Barua, Ghanshyam Barua and Ramakanta Barkakati

The first Shakespearean play to be done in Assamese was The Comedy of Errors. Bhramaranga (1887). The Assamese version of the play is rather an adaptation than a translation as the story is wholly recast to an Indianized background. The four students studying at Calcutta, Ratnadhar Barua, Gunjanan Barua, Ghanshyam Barua and Ramakanta Barkakati who did this pioneering work, wrote in their preface:

There are many difficulties in translating Shakespeare into Assamese. In the first place, Shakespeare’s language and thought are so difficult that let alone a foreigner even British scholars have not been able to determine their precise meaning. Besides, it is not easy to transfer the thoughts, customs and behavior of an alien people to an adapted version, and so something of these has to be left out. While we have tried all our best to maintain the poet’s thoughts and ideas without loss, we have sometimes been constrained to change even some ideas of the great poet in order to fit them into the changed background. We have been very careful to see that the poetic quality of the piece is not destroyed, yet we do not dare to say that it is not strained since we have undertaken to translate it. (1887, p. 1)

We have seen that farces and light comedies were very popular during the initial years of the Western impact, and it was in keeping with the literary temperament of the time that the first Shakespearean play to be rendered into Assamese was The Comedy of Errors. In The Comedy of Errors, Shakespeare does not seem to have any philosophy to propound, nor is he serious in tone or intention. An atmosphere of fun and gaiety pervades the whole play, which does not seem to belong to any particular place or time. What matters most here are the different situations in which confusions are created leading to the hilarious fun, and once the translator is able to create similar situations in the new background that he adopts, the rest of his work becomes easy. This is what our translators have done, or at least tried to do. They have discarded the blank verse in favour of prose in order to make it down-to-earth and appealing to their audience. The names of the dramatis personae are aptly chosen: Solinus, Duke of Ephesus, becomes Ajitsimha, king of Mayapur; Aegeon, merchant of Syracuse, becomes Dhanbar, a merchant of Kamrup, while the two pairs of twins are the two Niranjans (one is Mayapuriya, the other is Kampuriya, meaning from Mayapur and from Kampur respectively). Ephesus, the scene of the original story, becomes Mayapur in the Assamese version, which is certainly an apt name for a place where such incidents happen.  (The word ‘Mayapur’ literally means ‘a city of magic’). Pinch, the school, is transformed into a village quack so that he fits well into the local situation. All the female characters except Luce have been retained, and their names are appropriately chosen: Sumanthira, Malati, Tara, Sonpahi, and all these names sound very Assamese indeed.

The use of colloquial prose in the dialogue throughout the play, except in the incantation blabbed out by the quack, Takaru Bej, lends more local colour to the story. The language is so nicely colloquilized and the sentiments localized that the translated piece reads almost like an original work. One example alone will prove this point. Pinch, thinking that Antipholus of Ephesus, is possessed by the devil, takes hold of his hand utters:

I charge thee, Satan, hous’d within this man.
To yield possession to my holy prayers,
And to thy state of darkness hie thee staright
I conjure thee by all the saints in heaven.
             (The Comedy of Errors, Act IV, Scene iv)

In the Assamese version, Pinch becomes a village quack who tries to dispel the evil spirit thus:

namo chakravak utapati bhaila,
tridarsha daityara maya samharibe laila
chausasti joginir ban kati khanda khanda karila
hum hum gir gir sagarar mala
      (Bhramaranga, Act IV, Scene iv)

Such a quack and a ‘mantra’ or incantation must have been very appealing to the Assamese audience in the 1890s, many of whom actually believed in evil spirits as well as in the ability of a quack to drive them off from a human being. Commenting on Bhramaranga (1887), Satyendranath Sarma says that “as the first attempt at translating Shakespeare it is undoubtedly a successful work. Sarma further opines that “anybody unfamiliar with the Shakespeare play cannot say that it is a translation, so skillfully is the rendering done” (2015, p. 7). Satyanath Bora, who was extremely delighted to witness the performance, made a very significant comment upon it. Bora wrote in Jonaki:

I have read the book thoroughly, and I have also witnessed its performance. The book is small in size, but of unique qualities…. The writers have adapted the English thoughts to the needs of the Assamese speech; therefore, while the thoughts are intact, the book is Assamese in spirit. (1890, p. 85)  

Bora evidently felt that the Assamese literature was generally deficient in the humour of the type displayed in the Shakespeare’s drama, however, exceptions can be made in the case of Kaniyar Kirtan (1861) and Kovabhaturi, written by Hem Chandra Barua; as in them the laughter is caused through manipulation of ideas, and Bhramaranga (1887) introduces a new consciousness in literary circles about the possibility of development of comic literature that is mainly expressed through the manner of speech or style. Evidently, he hinted at the appearance of a new consciousness of comic literature in Assamese in the Jonaki period. He particularly drew the attention of the writers and the audience to the role style plays in comedy. One has however to note that he makes no difference between farce or hasya rasa.

Hemchandra Barua

Hemchandra Barua’s Kaniyar Kirtan (1861), which the author subtitles in English as a “Play in Assamese on the Evils of Opium-eating”, was, of course, “put on the board quite a number of times at Sibsagar and elsewhere. And this was the first modern Assamese play to be performed on a modern stage at Sibsagar” (Hazarika, 1967, p. 92). The story of the play, briefly, is as follows: Bhadreswar Barua, a revenue-collecting officer (mouzadar), had a son, Kirtikanta. One day an Assamese preceptor, Padmapani, paid a visit to Bhdreswar’s house. Padmapani, who was an opium addict, would not be satisfied unless he was treated with a bit of the drug. Kirtikanta saw him eat the opium and could not help tasting it. This turned him into a regular opium-eater, and the result was that he was soon reduced to a skeleton. In due course, his wife, Chandraprabha, too, became a victim to the evil. Kirtikanta was unable to run the office of his father when it fell to him and took to unfair means even for mere existence. At last, he was arrested and sent to jail. Meanwhile, his wife died. After a few days in prison Kirtikanta also died in utter repentance.

Kaniyar Kirtan thus, is purely a social play, dealing as it does with a very serious contemporary problem. The play was written with a view to revealing the wicked influence of opium-eating that had long been preying upon the very vitals of Assam. Technically as well as stylistically, it is decidedly an improvement upon Gunabhiram Barua’s Ram-Navami (1857). It has nothing to do with prastavana nandi (introductory verse) or Sutradhara (anchor), which are integral parts of Ankiya Nat (one-act play in Assamese). The technique as well as the style is largely modeled on Shakespearean dramaturgy with no influence at all of Sanskrit drama. No doubt, the playwright has a moral to convey, but it is not delivered through a Sutradhara but through the hero himself, who admits repentantly:

Opium is the worst of poisons.
The opium-eater hasn’t the least wisdom.
Alas! Alas! What a terrible misery!
Opium is at the root of the destruction of Assam.
(Kaniyar-Kirtan, Act VI, Scene iii)

The play is in four acts with three to four scenes in each act. The playwright shows some skill in dramatic construction. The plot is developed well, and the degradation of the hero as a result of a deep-rooted evil is tellingly shown. The play, despite its serious theme, bristles with bitter satire and biting sarcasm. But the satire and the sarcasm are only on the surface: They should not be allowed to mislead us into believing that Kaniyar Kirtan is a farcical piece.

Modern Assamese dramas, as discussed above, are divided into acts and scenes exactly like a Shakespearean drama. This is undoubtedly a result of the Shakespearean influence, for during the latter half of the nineteenth century no dramatist was read and imitated as much as was Shakespeare. Kaniyar Kirtan is divided into four acts, though not five, each having separate scenes. Pona Mahanta observes:

Like Gunabhiram Barua, Hemchandra Barua was also from an aristocratic family of Assam, educated in Calcutta, and as such, it was but natural that in technique as well as in theme they were influenced by European, particularly Shakespearean drama, although it has to be admitted that much of this influence came through Bengali. (1985, p. 65)

Padmanath Gohain Barua

Padmanath Gohain Barua has given us three farcical pieces: Gaobura (The Village Headman, 1890), Teton Tamuli (1908) and Bhut ne Bhram (Is it Ghost or Illusion, 1924). Gaobura, the earliest yet the best of the three, is rather a light comedy than a farce (Barua, 1964, p. 153). It gives a near realistic picture of the British administration of the time. The contemporary Assamese life and society in the countryside are also nearly truthfully depicted. Its story is as follows: Bhogman, a well-to-do and respectable peasant, is forcibly recruited as a porter by a team consisting of the village headman, the mandal (surveyor) and police. These petty government servants are corrupt and accustomed to taking bribes. Bhogman considers this to be an insult and to amend it, he himself decides to become a headman. He believes that this will bring him power and prestige. Through the good offices of the mouzadar (Settlement Officer), he gets the honorary job of a headman and is now entitled to prestige and some dues. However, the job being honorary and time-consuming affects his normal domestic and farm work, and he soon finds himself in straitened circumstances. His poverty becomes pronounced and he is even unable to pay his revenue dues. We then find Bhogman collecting rations for the District Magistrate (who is on a tour) forcibly from some villagers gratis, but this does not bring him credit but only maltreatment by the officer’s retinue. Misfortunes come to him in quick succession. The mouzadar orders attachment of his property for collecting arrears of revenue due in his name. In the fifth Act, attachment of property takes place under humiliating and pitiable circumstances. Then the Magistrate tries him on the charge of the forcible lifting of some hens from a Muslim house. This he had to do in spite of himself, as he was asked to collect rations for the District Magistrate gratis. It is during the trial that the Magistrate comes to know about the actual circumstances under which an honorary gaobura (village headman) has to discharge his duties. He takes to remedy the situation, but by then Bhogman is already tired of his job and relinquishes it, heaving a sigh of relief.

In this light comedy, the character of Bhogman is the main object of pity and laughter. There are, however, satirical elements that are directed against the practice of bribery, the inferiority complex of Indians before the Sahibs, greed for money among rural jurors, forcible collection of rations, the peculiar Hindi jargon used by sahibs and administrative ignorance of the part of high officials. But these are secondary elements. In Bhogman’s character, we find several situations of laughter. Firstly, Bhogman’s false sense of prestige is not becoming a porter and his equally unreal solution is accepting the job of a village headman to save his eroded prestige. This feudal sense of prestige is already anachronistic in the new milieu ushered in by British rule. Secondly, the contradiction between his behaviour and the real social situation is carried in the drama to a comic magnitude in two ways. At home, he faces an economic crisis which ruins his peace of mind and drives him to a state of acute misery. Outside, he is insulted in the most cynical manner by the sahib’s menials on the flimsy ground of insufficient supply of ration. His misery reaches an acute tragic proportion from his point of view, but strangely this only evokes mere laughter, though not unmixed with pity. This is so because his moral views are feudal; he does not realize that an honorary job in a capitalist society is useless and only a source of misery.

His eccentricity is highlighted by the fact that he remains unaware and unrepentant till the end. This leads to the development of the comic situation which we all enjoy, but not without some compassion for him in his misery. In many ways, Bhogman is an authentic comic character. He is comic without appearing to be so. But it is the humour of a different kind. There is sadness in it. Bhogman makes himself a butt of ridicule because he knows no English and also because he is ignorant of the ways of a British officer. Allardyce Nicoll observes, “Humour, we shall find, is often related to the melancholy of a peculiar kind, not o fierce melancholy, but a melancholy that arises out of pensive thoughts and broodings on the ways of mankind” (1998, p. 199). The humour of Gaobura is certainly of such nature because, despite the fact that much of it appears in words, manners and situations which are apparently ludicrous, it is as a whole tinged with thoughtful broodings over the ways of the world. This is clear in the conversations between Bhogram and his wife as well as between him and another village headman. These are full of concern about their own lot. It is only the way they talk and their mannerisms that often make us laugh.

Teton Tamuli (1909) and Bhut ne Bhram (1924) are two other dramas by Padmanath which are called comical. Among these two dramas, the latter cannot be called comical in the true sense. The author himself was aware of this when he said, “It is true that the drama may not be fit to be called comic; but if this can remove the illusory belief in ghosts among men even to a limit extent, the author would be gratified” (Gohain Barua, 1971, p.  313).

Gohain Barua further says, “the play is a series of scenes drawn with a view to removing the popular superstitions about ghosts” (1971, p. 313). Considering the advanced age of the author, Gohain Barua additionally observes, “the play, it is true, may not deserve to be called a farce, but he (the author) would consider his labour rewarded if only it helps in removing, at least partly, the superstitions concerning ghosts in which the society is steeped” (1971, p. 313). The way in which the educated members of a “reforms Committee” try to prove the unreality and non-existence of ghosts, their initial doubts and hesitations, the dialogue of the rustic folk concerning spirits, are sure to rouse laughter even in the most reserved among the audience.

Teton Tamuli, on the other hand like Bezbarua’s Litikai, is a farce based on a folk story. Teton, according to Dr P.D. Gosvami, is “a picaro or picaroon of Assamese oral literature. The story is still popular among Assamese villages” (1947, p. XXIII). Teton is a witty plebeian. Driven out of his home for his sharp witty tongue, he goes out into the wide world as a needy and hungry man. However, he is soon involved in deeds of crime such as theft, cow-killing and cheating a woman fruit-seller. Charges are brought against him in the King’s court. He argues his case well but cunningly and proves that he did not commit those offences. The defence is witty in nature. Later on, he makes himself eligible to marry the daughter of a court official by a clever device and this helps him in becoming an official of the court. The drama retains the absurd atmosphere of a folk story.

His paradoxical replies are as witty as his literal interpretation of a few sentences uttered by the tiller and the fruit-seller. This is what the tiller says: sou baghar bukuloi yova garuto mar eta mari rakhi diyagoi. Literally interpreted, this would mean that Teton should go and beat the bull that is fit to be devoured by a tiger to death. Teton actually goes and kills the bull. But this is not what the tiller meant. He spoke in a figurative manner and simply asked Teton to help him in stopping the running wily bull so that he could take him to the field. He used idiomatic expressions instead of plain speech. Baghar bukuloi yoa means ‘wily’ or ‘damned’ whereas, mari rakhi diyagoi means ‘to control and stop the bull’ (Gosvami, 1947, pp. 292-293).

In the King’s court, Teton argues cunningly that he acts as he has been instructed and got acquitted. This is a travesty of justice, but a concession to the incongruity of words. The paradoxical utterances that create verbal misunderstandings among two ridiculous characters here give rise to laughter. Exaggerated situations, ludicrous characters and humorous dialogue are the stuff of which this farcical piece is made.

All the three plays are in five acts divided into scenes. The matter in the plays is so thin and light that hardly any of them needs a five-act structure. This only shows how fast the tradition of the five-act play was held in Gohain Barua even in the third decade of the twentieth century.

Durgaprasad Majindar Barua

Mahari (The Tea Garden Clerk) by Durgaprasad Majindar Barua was written in 1893 though it came out in print in 1896, which was a “roaring success on the stage for several decades” (Neog, 1975, p. 22). The play in three acts with a few scenes to each act depicts how a young man, with the help of the European manager’s native mistress, succeeds in getting a clerical post in a tea garden and how his own ignorance together with the jealous head clerk’s conspiracy ultimately compels him to leave the job. There is much in the play to rouse laughter: the eccentric Mr Fox, the English manager of the garden; the fisherwoman, Makari, who is the manager’s mistress; and Bhabiram, the newly-appointed young clerk, provide most of the fun. In fact, the characters, the situations and the dialogue are all contrived in such a way as to create mirth. Bhabiram’s ignorance of English, Mr Fox’s smattering of Assamese, and Makari’s often unrefined and biting language are the sources of much of the fun which is so characteristic of the piece. Mahari, indeed, was so popular on the stage that the eccentric Mr Fox and his fisherwoman mistress, Makari, “become by-words for hilarious comedy, and several good actors of Assam became widely known by these roles” (Neog, 1975, p. 22). Of his other farces, Negro(?) which is not available now, ridicules the blindly Westernized people of Assam, while Kaliyug (1904), written in collaboration with Benudhar Rajkhowa, satirizes the hypocrisies of preceptors and priests (Mahanta, 1985, p. 208).

Benudhar Rajkhowa

Benudhar Rajkhowa gained vast admiration as a farceur with his Kurisatikar Sabhyata (The Civilization of the Twentieth Century, 1908). Tini Ghaini (Three Wives, 1928), Asikshita Ghaini (The Uneducated Wife), Chorar Shristi (The Creation of Thieves, 1931) and Topanir Parinam (The Consequence of Sleep, 1932). In the first, the playwright exposes the hypocrisy of the Westernized youths of Assam. They are contemptuous of the older and time-honoured faiths of their own land but are not prepared to accept whole-heartedly the Western faiths either. They profess to be atheists and non-believers in the caste system, whereas, in reality, they follow all the older customs for fear of society. Tini Ghaini and Asikshita Ghaini show how co-wives and uneducated wives can make a husband’s life miserable. In Topanir Parinam, laughter is created through a play on the word ‘topani’ meaning ‘sleep’. A young man, called Topani, seduces a young girl and is compelled to marry her. Chorar Sristi appears to be patterned after Shakespeare’s The Comedy of Errors and The Taming of the Shrew. Two husbands, Dhumuha and Mauram, lead unhappy lives with their wives because of temperamental incompatibility. Dhumuha, a quarrelsome and excitable young man, is married to a simple and amiable woman; while Mauram, a peaceable youth, is married to a termagant. One night a clever and well-meaning thief comes to know of this unhappiness, and with the help of a charm that he knows gets the wives exchanged. The shrew, who was making Mauram’s life miserable with her fiery temperament, is completely tamed by the stormy Dhumuha.

These little plays of Rajkhowa may be called light comedies of situations. The mirth is created not so much through characters and dialogue as through shrewdly contrived situations. But beneath the laughter lies the playwright’s corrective motives. In all these plays he not only exposes the hypocrisies of the educated class but also pleads for a rational approach to life.

Lakshminath Bezbarua

Lakshminath Bezbarua wrote four comic dramas, Litikai (1890), Nomal (1913), Pachani (1913) and Chikarpati Nikarpati (1913). All these pieces depend on their theatrical effects on exaggerated situations, incongruous characters, malapropisms, and other deviations from the normal. Satyendranath Sarma points out that “the dramas are deficient in dramatic action and based mostly on the laughter of situations and incongruity of words” (1973, p. 300). The author amended the elements of the stories derived from the folk stories to match his requirements.

In Litikai (1890), we found that there are seven orphaned arch fools, who work in a home of Brahmin family. These fellows have strange manners of executing things and they kill their master’s mother in one of their brainless acts.  This provokes the master to execute them in revenge. However, one of the fools managed to escape his end, and in return, out of revenge married the master’s sister-in-law by cheating. The seven orphaned arch fools as characters in the play, however, did not imprint any mark with their verbosity.  Their plebeian personalities are highlighted in the humorous way of speech and naivete. They are unlettered, mostly indolent, credulous, superstitious, and parasitic. They talk in a strange manner and do ridiculous acts frankly and one would surely get the conviction that they live in a mock world.

The seven arch fools sometimes observe the straightforward meaning of the expression and act seriously which generates laughter. The word ekatha signifies either a ‘measure of rice’ or ‘a measure of land’. In one occasion, all the fools are asked by the master to hoe a katha of land, however, each fool evades the allotted work and they hoe a piece of earth weighing a katha.

A similar act is done by the fools, which ensues in killing the master’s mother, Subhadra –

Satotai – ai ai, dangari kot thom? Kan cigi ahiche tenei, kouk begai, kot thom? Kouk, kouk.
Subhadra – (khongere) thoboloi thai pova nai yadi mor murar operate tha.
(Litikai, Scene III, Act IV)

[The seven fool brothers – o mother, where will we place these bunches of paddy?  It is hurting our shoulders, quickly tell where will put these? Tell, tell.

Subhadra – (Angrily) If you don’t find any place to put those bundles, keep those bundles on my head.]

And to our surprise, they do so in reality and as a result, the mother of the master dies.

The master now realizes that the fools are mere burdens to him, therefore, he makes up his mind to do away with them. He succeeds to kill six of them, but the seventh one manages to escape from his master’s grudge. Interestingly, the living fool abruptly acts like a very clever fellow and successfully manipulates to espouse the master’s sister-in-law by way of cheating. The end, as Satyendranath Sarma points out, is somewhat improbable and there the fifth Act appears to be rather out of tune with the spirit of the whole drama. Sarma further says, “There is plenty of horseplay in the drama and it emanates from the improbable incongruities and most trivial incidents. It is a short play with a weak plot and indifferent characterization” (1973, p. 301). It is a pure farce.

In Nomal (1913), the mirth is created through a series of situations in which a rickety old man is constantly humiliated and mortified because of his foolishness and malapropisms. The brief story of the play is as follows: Naharphutuka approaches to spiritual master in Athiyabari sattra to request him to give a suitable name for his newborn baby. The guru of the Athiyabari sattra, then, is introduced to us. He leads a life of pompous manner by earning money in a dishonest way.  He gave a name for Nahraphutuka’s son, ‘Nomal’. As he has some problems with pronunciation, he uttered the name as ‘Nemel’ (which means ‘do not sail’). As he fears forgetting the name, he starts repeating the name ‘Nemel’ on his way home. A trader who is about to start his voyage on a boat hears Naharphutuka uttering ‘Nemel’ and on hearing this the merchant becomes angry and beats him. Naharphutuka then ruefully says, ‘nohowabor hol ou’ (happened something unusual). And he utters these words as he proceeds on. A rich Ahom is passing that road in a palanquin in a ceremonial and glamourous way, misunderstanding the utterings to be really meant an inauspicious remark on his noble rank. On being angry, the merchant beats him again. Then, Naharphutuka cries out in torment and says, ‘one is more oppressive than the other’. This very uttering again offends two diseased travellers. One is suffering from elephantiasis and the other is suffering from goitre. Then, they act with him very roughly too. Being traumatized and disheartened, Naharphutuka, arrives home and he realizes that he has forgotten the name. However, he remembers the name ‘Nemel’ when his wife is almost opening his bag. (The term ‘Nemel’ also means ‘do not open). The consortium of words with the action of the unfolding of bag helped him remember the name. It is, therefore, oral and incidental misconception that creates this farcical story to progress on. The element of satire present in the play is incidental and there is much entertainment in the word ‘Nomal’. A sort of punning impact is articulated while Naharphutuka utters it in the rural fashion. The incidents of beating Naharphutuka are brief and merely ridiculous. These ridiculous fancies are hilarious and comical.

Bezbarua gives a slightly better account of himself in Pachani (1913). It is comparatively a graceful farce and there are juxtapositions of contrasting ideas and intertwist of fun and satire. The play is segregated into five scenes. As the play opens up, we see that Dharmai Pachani, a childless man, who is religiously devoted, has developed a habit of having guests every night. That night, he returns home without any guests after a vain search for them. Then we see that he is busy making a ‘dheki-thora’ (grinding stick of a ‘dekhi’ or a pounding machine), and at this moment two guests have turned up. Then, he, being overjoyed having the guests, goes shopping. His wife, on the other hand, does not like this attitude of her husband and she used to drive out the guests. She holds the grinding stick of the pounding machine and tells them that she is going to beat them up with the stick. On hearing this, the guests flee and at this very moment, Pachani arrives from shopping. He feels disappointed with the departure of the guests. His clever wife informs him that the guests are greedy and that on being refused to hand over to them the ‘dheki-thora’ (grinding stick), they took offence and left. Then, Pachani gets the grinding stick in his hand and follows the guests with the intention to give it to them. When the guests see that Pachani is following them with the dreaded piece of wood in his hand; they speed and run out of that place. The husband returns back unhappy with a small pet animal (a domestic cat) as a guest and as a substitute. It is full of zest and laughter, especially the scene in which Pachani follows the panicked guests with the piece of wood in hand.

In Chikarpati-Nikarpati (1913) also, there is full of fun. It arouses laughter through the two thieves’ display of methods used by them in larceny as well as of corruption in the court. Pona Mahanta observes, “these plays are nothing but purely farcical pieces which undoubtedly appealed to the rustic audience of the time” (1985, p.  205). Chikarpati-Nikarpati starts with a scene where a trial is going on. In the trial, Chikarpati is adjudicated for a charge of theft of a brass pot. It comes to an end in his liberation from the charges. The adjudications are convened in the modern court, however, as Chikarpati’s state is governed by a king, the adjudication scenes are old-fashioned and traditional. To see the capability of the acclaimed thief, the king employs him to steal a ring from him when he is sleeping in the bedroom. And in this mission, Chikarpati successfully steals the ring from the king. Then, the king employs him to get him a man for his daughter’s bridegroom. And in this also, he becomes successful. Later, when the bridegroom becomes the king, he announces the thief to be his minister.

B.K. Bhattacharyya (1982) opines that –

The drama is not only loose in structure, but full of improbable incongruities. A thief who steals a brass-pot is introduced as the great thief. Then the king uses his services for procuring for his daughter a bridegroom, who again promises him to make him his minister. All these are very amusing, as the identical appearances of the two thieves, Chikarpati and Nikarpati create a comic situation based on chance. (pp. 193-194)  

The atmosphere of the play is, however, farcical. The trial scenes and the scene of the conversation between the pleaders of opposite parties in the Chikarpati case are a reflection of manners of Bezbarua’s time and the former is full of plebian laughter. But the scene of a heart-to-heart talk between the pair of lovers, Rongdoi and Chikarpati is improbable, extremely light and farcical. According to Birinchi Kumar Barua (1964):

The exaggerated situation, irony of thought and words, malapropisms and humorous dialogues – these are the characteristics of these farces. There is hardly any development of plot. The humour is low because it is invariably one of situations. Exaggeration is the very breath of these farces and hence they are often unreal. (p. 150)

Of the many other farces published before the thirties, mention may be made of Chandradhar Barua’s Bhagya-Pariksha (Fate Decided, 1916). Based on the tale of Khaza Hosen in the Arabian Nights, this little play in a lighter vein dramatizes the relative merits of fate and affluence. Padmadhar Chaliha in his Nimantran (Invitation, 1915) creates laughter by exploiting the lack of common sense on the part of four ‘foolish wise men’. Mitradev Mahanta, a leading actor and playwright, has published quite a good number of farcical pieces of which Biya Biparyaya (The Marriage Debacle, 1924) and Kukurikanar Athmangala (The Reception of the Night-blind son-in-law, 1927) were at one time ‘warmly received at every theatre in Assam’. In the former piece, mirth is created through incongruous situations and behaviour. He also ridicules through dramatic exaggeration such evils of contemporary society as child marriage, dowry and superstition. The source of laughter in the latter play is mainly the incongruous behaviour of the son-in-law, who, in his vain attempts to conceal his night-blindness, only exposes himself and makes himself ridiculous. Mahanta has published a few more farces such as Eta Curat (One Cigarette), Tengar Bhengar (The Clever Rogoue), Checha Jyar (Cold Fever), Achin Kathar Thora (The Bluff Giver) and others. All these pieces are meant for mirth which the playwright creates through exaggerated situations, spicy dialogue and ludicrous characters.

Farcical pieces and low comedies continued to be written even after the thirties of the twentieth century, but gradually their place came to be taken by serious social plays. Of those who wrote such plays after 1930, mention may be made of Lakshminadhar Sarma, Surendranath Saikia, Kumudchandra Barua, Karunadhar Barua, Binandacchandra Barua, Prabin Phukan, Premnarayan Datta and a few others. In most cases, the light dramatic pieces written by these writers were like sugar-coated pills because, although their apparent aim was to arouse laughter, they also aimed at exploring the follies and hypocrisies of a society still in transition. But after the Second World War, the farce as a dramatic type almost ceased to be a living force, its place being taken by plays on serious social as well as psychological themes. The effects of the War, the disillusionment that immediately followed the attainment of Independence, the rapid spread of scientific and technological knowledge, and the popularity of such thinkers as Marx and Freud – all came to have their impact on literature including drama. Pona Mahanta (1985) stated:

The audience no longer looked for boisterous comedy created through exaggeration of all kinds; instead, they wanted to see flesh and blood human being in real human situations. The playwright was ready to give them this, and as a result drama became almost entirely social and inward in place of farcical and mythological (p. 210).

Conclusion

Although the new drama in Assamese began with plays of a social-realistic type, the latter years of the nineteenth century and the initial ones of the twentieth were largely a period of farces, as well as translations and adaptations. Shakespeare was naturally the first and the greatest favourite to be translated, adapted and imitated. But while several of the Shakespearean adaptations seem to have been successful as stage plays, their influence on the Assamese drama is not obvious. The writers of the plays draw their subject matter from indigenous sources. But, the themes apart, all these plays were modelled on Western dramatic methods, particularly those of Shakespeare. And with the plays of Bezbarua and Gohain Barua, Shakespeare, whose influence had been felt as early as 1857, became the dominant influence on pre-independent Assamese comedy and all types of Assamese dramas. Of all the fields of literature, dramatic piece of art is unquestionably responsive to societal transformation. The pre-independent Assamese dramatic literature is in debt for its progress to its exposure to the West. It is also greatly responsible for the phenomenal transformation of our society, which in every facet, has gone through in the course of the period. Thus, it can be concluded that this influence has been continuously operating in various ways and it is found that the entire pre-independent Assamese dramatic literature has been affected by the plays of Shakespeare. Though the content of the plays is native, the style and technique are purely modelled on the dramas of William Shakespeare.

Declaration of Conflict of Interests

The author(s) declared no potential conflicts of interest.

Funding

No funding has been received for the publication of this article. It is published free of any charge.

References

Barua, B. K. (1964). History of Assamese Literature, USA: East-West Centre Press.

Barua, R., Barua, G., Barua, G., & Barkakati, R. (1887). Bhrama-ranga,

Barua, H. (1963). Kaniyar Kirtan, 10th Sibsagar.

Bezbarua, L. (1970). Litikai. In Bezbarua-granthavali , Vol. II, Gauhati: Sahitya Prakash.

Bora, S. (1890). Jonaki, 1st Year, Guwahati.

Bharali, S. (2003). (Adhunik Asomiya Natak) Prak Sadhinata Kaal. In Sailen Bharali (Ed.). Natak Aru Asomiya Natak, Guwahati: Bani Prakash Pvt. Ltd.

Bhattacharjee, B. K. (2002) Adhunik Asomiya Natak: Prakriti Aru Ritir Bichar. In Asomiya Natakar Samikhya, Nalbari: Journal Emporium.

Bhattacharjee, B. K. (1982). Humaour and Satire in Assamese Literature, New Delhi: Starling Publishers Private Limited.

Das Gupta, H. M. (1969) Studies in Western Influence on 19th Century Bengali Poetry,

Gohain Barua, P. (1971). Gohain Baruar Racanavali, Guwahati: Publication Board Assam.

Gosvami, Dr. P. D. (1947) Teton, the Assamese Picaroon, In The Cottonian, XXIII, Part I.

Ghosh, A. K. (1968). Bangasahitye Hasyaraser Dhara, Calcutta: Modern Book Agency Pvt. Ltd.

Handique, R. (2009). (Adhunik Asomiya Natakat Bibhinna Natak Aru Natayaritir Prabhab) Europio Prabhab. In Smriti Rekha Handique (Ed.). Adhunik Asomiya Nattya Chintan Guwahati: Purbanchal Prakash, 2009.

Hazarika, A. (1967). Manchalekha, Guwahati: Junaki Prakashan.

Karim, M. R. (2019). Shakespearean Style and Technique in Modern Assamese Drama: A Study of Reception and Response. Arab World English Journal for Translation & Literary Studies, 3(4), 107-117. DOI:http://dx.doi.org/10.24093/awejtls/vol3no4.9

Karim, M. R. & Mondal, S. A. (2020). Shakespeare’s Influence on Pre- Independence Assamese Tragedy: A Historical Perspective. Rupkatha Journal on Interdisciplinary Studies in Humanities, 12(1), 1-9. https://dx.doi.org/10.21659/rupkatha.v12n1.41

Latif, S. A. (2018). The Influence English Literature on Urdu Literature, Franklin Classics Trade Press.

Mahanta, P. (1985). Western Influence on Modern Assamese Drama, Delhi: Mittal Publications.

Majumdar, R.C. (1965). History and Culture of the Indian people, Vol X, Part II, Bombay: Bharatiya Vidya Bhavan.

Neog, M. (1970). Asamiya Sahityar Ruprekha, 3rd ed., Guwahati: Lawyers Book Stall.

Neog, M. (1975). Assamese Drama and Theatre, Guwahati:

Nicoll, A. (1998). The Theory of Drama, New Delhi: Doaba House.

Pathak, D. (2008). Adhunik Asomiya Natakat William Shakespeare or Prabhab. In Asomiya Natak   Aru Paschattya Prasanga, Guwahati: Chandra Prakash.

Pathak, D. (2008). Asomiya Natakat Shakespeare or Prabhab. In Parmananda Rajbongshi (Ed.). Asomiya Natak: Parampara Aru Paribartan, Guwahati: Chandra Prakash.

Rajbongshi, , Rajbongshi, N. I. & Boro, K. K. (2007). Asomiya Samajik Natak. In Dr. Parmananda Rajbongshi (Ed.). Asomiya Natya Sahitya: Parampara Aru Paribartan, Guwahati: Asom Prakash Parishad.

Rajbongshi, P. (2008). Pratham Asomiya Samajik Natak: Ram Navami. In Parmananda Rajbongshi (Ed.). Asomiya Natak:Parampara Aru Paribartan, Guwahati:Chandra Prakash.

Rout, S. (2016) Indianizing Shakespeare: Adaptations and Performances, Retrieved from https://www.academia.edu/29053101/ .

Sarma, S. (1973). Asamiya Natya Sahitya, 3rd, Guwahati: Soumar Prakash.

Sarma, S. (2015). Asamiya Sahityar Samikshatmak Itivritta, Guwahati: Soumar Prakash.

Sen, P. (1965). Western Influence in Bengali Literature, Calcutta: Academic Publishers.

Shakespeare, W. (1623). The Comedy of Errors Retrieved from https://www.playshakespeare.com/comedy-    of-errors/scenes/act-iv-scene-4.  

Sultana, P. (2014). Indigenising Shakespeare: A Study of Maqbool and Omkara. Singularities, 1(2), 49-55.

Wilson, H. H. (1971). Dramatic System of the Hindus, Calcutta: Sanskrit Pustak Bhandar.

The Body Politics of Gendered Subjects in Indonesian Post-Reform Films

/
712 views

Lynda Susana Widya Ayu Fatmawaty1, Wening Udasmoro2Ratna Noviani3

1Doctorate Candidate of Media and Cultural Studies UGM/Lecturer of English Department, Universitas Jenderal Soedirman, Purwokerto, Indonesia. ORCID: 0000-0003-0334-8435. Email: lyndasusana2018@mail.ugm.ac.id 

2Faculty of Cultural Sciences, Universitas Gadjah Mada, Yogyakarta, Indonesia. ORCID: 0000-0002-6166-608X. Email: weningw24@gmail.com 

3Media and Cultural Studies, Universitas Gadjah Mada, Yogyakarta, Indonesia. ORCID: 0000-0003-4699-9297Email:  ratna.noviani@gmail.com

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.14

First published: June 20, 2022 | Area: East Asia | License: CC BY-NC 4.0

(This article is published under Volume 14, Number 2, 2022)
Full-Text HTML Full-Text PDF Cite
PlumX Metrics

Abstract

The phenomenon of power, exercised through the issue of gender and sexuality, is represented in Indonesia along with different regimes. However, the gendered body becomes the target of experienced body politics. Thus, this article aims at investigating the body politics of the gendered subjects as revealed in Indonesian Post-Reform films entitled The Dancer (Sang Penari) and Memories of My Body (Kucumbu Tubuh Indahku). This study used the narrative method by applying Yuval-Davis’ theory. Through these two films, this paper argues that the intersection of gender and sexuality leads to the othering process of the gendered body through the notion of the Indonesian Communist Party (PKI). Further, the ambivalence construction of motherhood, which essentially deals with femininity, is practised toward the gendered bodies. However, the power relation positions the gendered subjects paradoxically by mystifying their body and also demystifying their existence. This shifting is operated under altered discourse in different regimes. Further, biopower is exercised not only by regulating the body but also by subjugating them through sexual slander. Indeed, it leads them to be demonized as PKI regarding the regime’s agenda in maintaining the Indonesian collective trauma of the 1965 Genocide. However, the gendered subjects define themselves as a subject through their agency by submitting to the master narrative.

Keywords:   Body Politic, Gendered Subjects, Sexual Slander, Lengger, Resistance

Introduction: The Body Politic and gendered Subjects

The exercise of power over sexuality and gender has been practised in Indonesia through the various forms of regulation and law enforced on the citizen’s body. Therefore, the body becomes a site. Further, it is in line with Foucault’s study that the body is related to the modern operation of power, in which the body and knowledge are focused mainly. This is what Foucault (1995: 28) coined as the body politics: “a set of material elements and techniques that serves as weapons, relays, communication routes, and supports for the power and knowledge relations that invest human bodies and subjugate them by turning them into objects of knowledge.”

Further, Sassatelli (2012: 348) stated that body politics refers to an understanding of practice toward the body that involves the process of society in regulating and exercising social control over the body. Furthermore, Brown & Gershon (2017: 1) stated that the efforts to subjugate these bodies to certain regimes were carried out systemically, such as through governments’ regulations. This policy is a method of the power to ensure that these bodies will behave in a socially and politically acceptable manner as the government or regime wants to shape their citizens. Therefore, it is plausibly related to Mirzoeff (1995: 55) who defines body politics as a manifestation of justification and rationalization of violence. In the Indonesian context, it can be related to any form of threat against the absolute power of the state that will be labelled as a capital crime. Consequently, violence will be executed against the dissident body. Therefore, body politics involve all the methods of subjugating a body as required by the power to create a docile body.

Interestingly, two films—The Dancer (Sang Penari) and Memories of My Body (Kucumbu Tubuh Indahku)—shared the same narratives on the body politics exercised on gendered subjects. Further, as coined by Fulton et al (2005: 108), examining technical production like camera angles, sound, character, and point of view (focalization) reveals the complexity of signification to understand the notion of the film. Therefore, these films are observed in detail through the close reading technique. The data are taken by capturing the screen on the scenes related to issues of body politics. All the data are then categorized, and the unnecessary data are reduced. The data are analyzed on how the cultural narratives of the regimes in Indonesia ambivalently practice othering the body on the issues of gender and sexuality. In conclusion, the researcher concludes by identifying how the Indonesian ideology of gender and sexuality is exercised toward the gendered body which leads to the othering.

In these two films, the gendered subjects are defined as Ronggeng and Lengger. At this point, it can be highlighted that the intersection of gender and sexuality is the fundamental notion in exercising power. These two films used the bodies of Ronggeng and Lengger dancers to articulate the practice of power over their bodies. However, the intersection of gender and sexuality leads to the othering process of the gendered body through the notion of the Indonesian Communist Party (PKI). In the Indonesian historical context, PKI reminds the Indonesian collective trauma of the Genocide in 1965. The bloody tragedy involved the mass murder of the people who were labelled as members of the PKI by the army led by Soeharto, which ended in the replacement of the Indonesian President from Soekarno to Soeharto. The labelling regarding sexual slander involves the use of PKI as an instrument of othering. However, there is a shift in the target of othering in Indonesian regimes from women in the Old and New Order eras to the LGBT groups during the Reformation era. The gendered body becomes a site of power contestation related to the discourse of sexuality in those different regimes.

These two films tell the story of Ronggeng and Lengger dancers from different eras. Both the dancers are famous in Banyumas even since Indonesia was under Dutch colonialization.  The Dancer (Sang Penari), directed by Ifa Isfansyah in 2011, depicts the Old Order and New Order eras. This film is inspired by Ahmad Tohari’s novel entitled Ronggeng Dukuh Paruk, written during New Order Era. Again, Memories of My Body (Kucumbu Tubuh Indahku), directed by Garin Nugroho in 2018, reveals the setting of the Reformation era. This film is inspired by the life of Rianto, a Lengger from Banyumas. These two films were produced in the Post Reform era which had a great impact on the freedom of the marginalized group. However, these two films revealed how sexual slander is exercised by labeling gendered bodies as members of the Indonesian Communist Party (PKI). Thus, it can be assumed that these two films criticize how the scapegoating of PKI was used for the political agenda in New Order and Reformation Era.

The bodies of Ronggeng and Lengger in both of the films cannot be separated from the context of their terminology, which is closely related to Banyumas’ traditional dancer. In Javanese ancient literature, known as Serat Centhini written by Adipati Anom (5th edition, article (pupuh) number 321-356, Lengger is often referred to as the history of Mas Cebolang who danced and dressed up as a woman. Fatmawaty & Alim (2020: 262) stated that etymologically Lengger comes from the words ?leng” and ?ngger?. Here, leng (hole) symbolizes a woman, and jengger (the crown of a rooster) is used as a male symbol. Hence, Lengger is defined as a traditional dance performed by a male in a female costume or by transvestite. In some parts of the region, Lengger performed by a female is called Ronggeng. However, Lengger and Ronggeng bodies are noticeably gendered regarding their oppressions exercised by a superpower. At this point, Foucault’s concept of bio-power as power originates in power over the body (Foucault in Synnott, 1993: 232) and is manifested in the control over the Ronggeng and Lengger’s bodies.

Through these two films, the shifting gender ideology of different regimes in Indonesia can be identified.  Further, it can be underlined that the articulation of gender in the Old Order and New Order eras conforms to a binary gender system, which leads to the dichotomy of masculine-feminine as depicted in the film The Dancer (Sang Penari). Even though this film depicts the binary gender system in the New Order Era, the existence of gender fluidity in the New Order Era actually was revealed around 1970. It was when Jakarta’s Governor Ali Sadikin (1966-1977) introduced waria (the melting words of Wanita/female and Pria/male) to replace the term wadam to give opportunities to the transgender residents of the capital to get the same right to be treated in city services (Murtagh, 2013: 5). Meanwhile, the Reformation era opened more spaces for alternative gender variants as articulated in the film Memories of My Body (Kucumbu Tubuh Indahku). However, gender fluidity, which also idealizes a binary gender system that intentionally positions the masculine-feminine dichotomy, remains the parameter in gender relations. Further, the gender relations reveal that the embodiment of femininity in the dancer’s body had an implication for the submission of the dancer’s body. Thus, regarding the embodied femininity, the gendered bodies are mystified as well as demystified in different eras.  

Mystification and Demystification of the Gendered Subjects in Indonesia

A mystified and demystified body is a manifestation of the gender-related body politics practised in Indonesia. The gendered bodies in these films reveal mystification that positions the dancers’ bodies as a blessing, whereas demystification posits the body as a moral threat. In The Dancer (Sang Penari), the body of female dancers experienced mystification by being considered the mother of collectivity. It is in line with the basic concept coined by Yuval-Davis (1997: 56) that the female figure is usually associated with the mother symbolizing the spirit of collectivity. At this point, the culture positioned a woman’s body as the mother of collectivity in which all hopes and kindness are embodied in her body. However, the dancers’ bodies in the New Order era are demystified as they should fit the prevailing norms. As stated by Lysloff (2002: 4), compared to court dance, lengger or so-called ronggeng by Tohari, represents the earthy, more fleshy sexuality of the potentially available, and even dangerous, women. The dancers are considered available because they are generally viewed as immoral, often becoming sexually involved with some of the male members of the audience. Meanwhile, they are also considered dangerous because their overt sexuality is thought to lead men astray, destroy marriages, and result in fights or sometimes even murder. Furthermore, in Memories of My Body (Kucumbu Tubuh Indahku), the body of a male Lengger dancer in the Reformation era also experienced mystification, but later was demystified by political groups as a moral threat to society. Juno as gemblak in Murtagh’s category (2013: 6) was similar to traditional or sacred homosexuality from Indonesia like other well-known terms such as bissu and warok. Through an intradiegetic sound, the Regent’s wife stated that The people next to the river have 60% of the vote, but they demand Juno and his friend should be banished from this village. They say Juno’s group will only destroy the morale of young people. That is the issue” (01:29:35). The dialogue reveals that Juno’s existence was considered a form of moral threat to the youth and also destroyed the nation. As posited by Suryakusuma, homosexuality is often considered a deviant, abnormal, and immoral sexual orientation. (2012: 44) It also legitimizes the views of Indonesians highlighting the homophobic notion that positioned the effeminate body against the natural gender role in the feminine-masculine dichotomy.

In gender relations, women are attached to a burden of representation which places women in an ambivalent position. As in The Dancer (Sang Penari), this ambivalence is also experienced by Srintil, the Ronggeng dancer. This ambivalence reifies her as a subject that represents the spirit of collectivity. On the contrary, it required her to submit to the patriarchal order. As suggested by Yuval-Davis (1997: 57-58), the ambivalence, on the one hand, reifies women by idealizing their bodies as the mothers of the community. But, on the other hand, it also positions women as inferior. However, mothering becomes the mode of subjugation. As revealed in this film, how women’s bodies are mystified and demystified by the power indicates a big narration perpetuating the hidden agenda of dominant masculinity.

Ronggeng dancers in the Old Order era experienced mystification because the existence of Banyumas people’s spirit of collectivity was embodied through the body of Ronggeng. Through intradiegetic sound, it is described how a woman thanks and gives a gift to Srintil for sleeping with her husband. She hopes that Lengger will spread her blessings so that she and her husband will be fertile. This is related to the myth that the Ronggeng body is a symbol of fertility. Whoever succeeds in sleeping with a Ronggeng will be blessed so that the wife will also have the blessing. Ronggeng is a sacred symbol as she embodied the supernatural power of Ronggeng called indang (Tohari in Lysloff, 2002: 7).

Figure 1. A woman waited outside the room while ronggeng slept with her  husband as she hoped to be blessed with fertility

However, Ronggeng’s body is also positioned ambivalently in a different socio-political context in the Old Order and the New Order. In The Dancer (Sang Penari), culture remained the dominant discourse in which all the villagers should submit to the rule. It implies that in the Old Order era, the state was not involved in regulating the body of the Ronggeng dancer. Thus, the position of the Ronggeng dancer remained exclusive in society as a reflection of collective idealized femininity. Tohari described a ronggeng dancer as the common property of the village men, playing her role to prevent boredom in the marriage. (in Lysloff, 2002: 7) A Ronggeng dancer is also positioned as sacred because of her mystical power. The existence of Ronggeng as a folk dance was developing in the Old Order era since Indonesia was focusing on the development of a national culture rooted in the folk arts. As explained by Foulcher, folk arts are seen as the cultural expressions of Indonesian people that were originally sources of resistance. (Foulcher, 1987: 85) Therefore, it was maintained and developed to resist the absorption of imperialism. In line with the cultural-political context, President Soekarno strongly encouraged and supported the development of traditional culture. Various efforts were made by Soekarno to explore national culture rooted in traditional culture. (Ismail, 1972: 37) Further, Ardjo stated that Soekarno was a statesman and artist who liked art, especially Indonesian traditional dances. (in Lindsay and Liem, 2012: 401-415) Hence, he strongly supports the development of women’s dance. However, it is not surprising that in the Soekarno era, when laborers and peasants were one of the strengths of the Old Order, folk art also received great support for its development. Under the People’s Cultural Institute (LEKRA), arts rooted in folk culture were developed enormously. Through BKR and under the supervision of LEKRA, several types of folk-themed arts have been developed, such as fishermen dances, farmer dances, and tea picking dances. The development of folk arts in various regions shows how female dancers engage themselves in the public sphere and become symbols of being desirable and idealized, as depicted in Sang Penari (The Dancer) that being a dancer becomes a girl’s dream. In addition, sleeping with a dancer also becomes the people’s ambition, not only for sexual pleasure but also for their pride.

In the New Order era, Ronggeng experienced demystification. As a folk dance that is associated with prostitution, Ronggeng becomes the target as it confronts society’s norms. Yuval-Davis states that the construction of womanhood using cultural codes defines a proper woman, but indeed it still positions women as inferior. (1997: 58) Formerly, the existence of Ronggeng as a folk dance can be related to the position of Banyumas which is outside the Jogja and Solo Court (Keraton Jogja and Solo). Larasati states that in the mid-1960s, the construction of separation and differentiation of court and non-court cultures re-emphasized traditional social values ??such as aristocracy to be elegant, and rooted in aristocratic culture. (2013: 65) Further, Lysloff states that the court dance symbolizes ideal beauty and femininity, and even obedience in the New Order era. (2002: 14) This underlines the shift in the symbol of ideal femininity through dancers’ bodies from the Old Order era to the New Order era. Ronggeng is no longer idealized because the sensuality of the female body is considered a threat to the nation’s morality.

On the other hand, a different mode of mystification is experienced by the Lengger dancer. An effeminate male Lengger dancer experiences more complicated issues regarding gender and sexuality problems. As revealed in the film Memories of My Body (2018), the mystification positions the Lengger body to bring luck, but not regarding the mothering body. His body is mystified to disclose its relationship with the mythical shaman. In one scene, it is described how Juno was ordered by the wife of the Regent to serve the Regent. The scene was revealed with a mystical song from Banyumas, Sulasih-Sulandana. In fact, this song is believed to summon an angel to spread the blessings through Lengger’s body. The mystification becomes the requirement for the Regent to win the Regional Head Election (PILKADA). Thus, it can be seen how the position of the Lengger is placed below, in which the lens of the camera point to the Regent as the owner of greater authority than the Lengger dancer with the Javanese singer (sinden) who is sitting at the bottom. This scene represents the positioning of the Lengger dancer as the mystified body and also a dominating body.

Figure 2. Juno’s mystification as a complement to the offerings in the election winnings ritual.

In its journey, the body of the Lengger dancer in the Reformation era then experienced demystification because it was an open site to build a stigma on the fluidity of gender and sexuality. Indeed, the demystification positioned the body of a male Lengger dancer as no longer sacred or not an ideal figure in society’s fantasy as experienced by Ronggeng. Ronggeng was ubiquitously present in some political rallies such as PKI or PNI. It highlighted the notion of their mystification for being commodified as a magnet for drawing a huge crowd. Larasati stated that in the context of 1965, the power of female dancers and singers, in particular, was able to attract the attention of the masses in various performances. (2013: 6) Furthermore, the existence of dancers in political rallies remains essential even in this Reformation era. It is fascinating that through the character of Juno (the Lengger), the gender and sexuality complexities of a male dancer are presented in this film. Juno, whose name was taken from Arjuna, symbolized a figure of dualistic nature of feminine and masculine. As stated by Anderson that Arjuna, taken from a figure in the Indian epic Mahabharata, is believed to be conventionally combining male and female characteristics. (in Heryanto, 2008: 66) Arjuna’s character, who has a dualistic nature, seemed to be manifested in the Lengger dancer’s body. In the intradiegetic sound or the dialogue between Juno and Pak Atmo, it was stated that Wahyu Juno’s full name, wahyuning arjuno, means a calm stature like water and magnificent like a mountain (dedege ning-ning koyo banyu, neng-neng anteng manteng koyo gunung). This dialogue implied the dualistic character of Juno as a certain hope for being halus (refined) as well as having superior power to defeat. Once, Arjuna was also described as a symbol of virility and invincibility because of his spiritual powers derived from self-control and ascesis (Wieringa, 2014: 447). Further, Arjuna was also a womanizer just like Juno (the lengger), who was also effeminated as depicted in this film. Hence, this representation basically legalizes Lengger’s body in articulating subordinate gender and his gender relations with the other figures.

 The shifting of mystification into demystification had a great influence on how body politics is exercised toward gendered subjects. However, they subsequently experienced the exclusionary mechanism as they were labelled as members of the Indonesian Communist Party (PKI). PKI, as part of Indonesian collective trauma in relation to the 1965 Genocide, has always become a haunting memory for Indonesian society. Just after Soeharto took power in 1965-1966, anything related to PKI will always be regarded as a threat. As stated by Larasati, anyone who is involved either directly or indirectly with the PKI is considered a subversive act and part of a political crime. (2013: 37) Both films reveal how the gendered bodies of Lengger and Ronggeng are labelled as PKI and the new style of PKI. On the one hand, Srintil as Ronggeng is labelled as PKI as her body is considered to be a threat to the nation. Indeed, she was performing in PKI’s rallies; but, the narratives of the film depict that she is not a member of PKI as she performed for her economic needs. On the other hand, Juno, as a homosexual, is labelled as a threat to the morale of the nation. Therefore, it can be interpreted that sexual slander on the body of Ronggeng dancer by assaulting her as a PKI member is a form of control mechanism to subjugate the gendered body. Indonesian Women’s Organization (Gerwani) and LGBTQ as a group with sexual perverse are seen as threats to the nation. Communist phobia and homophobia reproduced simultaneously see Gerwani and LGBTQ through ‘pornographic gaze’ (S. Wieringa & Katjasungkana, 2019: 114-118). Thus, the state then took a big role in determining attitudes toward sexuality. The state also uses several institutions such as family, the court system, the police, and the community. Therefore, it had also a relation to PKI with Gerwani and the new style of PKI. Henceforth, it is highlighted by the government that it would be safer for people to avoid being labelled as PKI since the consequence will be extremely horrifying.

The artist’s closeness to the accusation of being part of the PKI has been going on for a long time. Further, Larasati (2013) states that many dances can cause their death because of the accusations of being part of the Indonesian Communist Party (PKI). This closeness is presumed to be originated from the issue of folk dances as a form of gratitude at the harvest festival so that various folk arts are considered to be able to gather masses. The New Order, which identified this as a threat, took steps to control artists with the threat of being stigmatized as PKI. This association is indeed related to how the New Order regime maintained the collective memory of the Indonesian nation by deliberately reviving the PKI as a haunting specter. The sexual slander of being a PKI has caused deep trauma for Indonesian people regarding the social sanctions of being isolated and alienated. The PKI and all its affiliated organizations were associated as inhuman, barbaric, and evil. This association raises the notion that being part of the PKI or being associated with the PKI was a fatal mistake that led to the curse of justification, torture, or murder of PKI members. (S. Wieringa & Katjasungkana, 2019: 114-118) Therefore, the 1965 discourse that reappeared in the Reformation era was essentially aimed at causing trauma and spreading fear in the community. The collective memory of this trauma is well preserved to haunt any action that challenges authoritative power.

Resistance of Gendered Subjects 

The body politics practised on the gendered bodies creates resistance toward domination. As revealed in these two films, the various negotiations of the two dancers are efforts to affirm their existence as a subject by submitting to the dominant discourse. Srintil in The Dancer (Sang Penari) empowers her position as a subject in her relation to Rasus. Meanwhile, Juno in Memories of My Body (Kucumbu Tubuh Indahku) reveals the same ideas in his relationship with Warok. De Lauretis (1990: 132) states that resistance and resistance strategies can be understood as having two objectives, seeking equal status or radically opposing “men”. However, the resistance of these gendered subjects emphasizes more on seeking equal status. By submitting to the dominant discourse, the resistance is specifically aimed as a form of subversion toward the order.

Both Ronggeng and Lengger bodies have agency precisely when they submit to the dominant discourse that surrounds them. Leahy stated that the agency of the female subject is intentionally used to express her resistance to patriarchal objectification. (in Morrissey, 2013: 310) As revealed in The Dancer (Sang Penari), the Ronggeng’s body is positioned as an arena for cultural domination to play the tradition of net opening (buka klambu). Her resistance toward culture is done by breaking the culture as the culture required an auction for her virginity. Therefore, she intentionally has sex with her lover before her virginity is auctioned in the tradition of net opening. As revealed in this film, through homodiegetic narration, Srintil takes the role of a subject by refusing Rasus’ request to stop as Ronggeng in their discussion. She said “Sus, ronggeng is my world. A form of devotion for Dukuh Paruk.” At this point, she has a bargaining position to be a ronggeng dancer. Therefore, equality creates an agency as the subject does what she wants.

In different regimes, Ronggeng and Lengger were categorized into different classes as revealed in these two films. In the film The Dancer (Sang Penari), Srintil is depicted as an artist who receives special privileges because her position is higher than other women’s. It happened in the Old Order era when the culture supported it much. Being Ronggeng means increasing her status to be more respected. It is still clear in the memories of the villagers of Dukuh Paruk how her parents were seen as the actor behind the bongkrek poisoning tragedy. Hence, Srintil is able to negotiate her status to recover the good name of her family. She also realizes that being Ronggeng gives her the luxury of being a local celebrity. While Alexander (2011: 373), who also uses Yuval-Davis’ (2008) theory, stated that by labelling as the mother of the nation, women are categorized in the second class, I highlighted that in some and certain cases, it is different. This film shows that it is still possible to position women in the first class just like a Ronggeng in the Old Order Era. Although at the same time she is also aware that she cannot escape from patriarchal rules, the society affirms her existence as a Ronggeng and hails her as a local artist. People in the village even compete to give her prizes such as vegetables, fruit, and crops. However, the entrance of Ronggeng into the political economy of party rallies such as PKI or PNI in the Old Order Era reveals an ambivalence position. Even though she affirms her agency to be the chosen dancer, in fact, she still has to submit to all the rules of the dominant discourse.

The different atmosphere was created differently for the male dancer (Lengger). In Memories of My Body (Kucumbu Tubuh Indahku), almost all scenes show how the effeminate body of Lengger is marginalized and far from being appreciated by society. Juno’s life journey as a Lengger in this film is always exposed as a marginal class group. Even this film was so controversial that it was rejected by some community leaders and mass organizations in certain regions for being aired since it was suspected of campaigning for homosexuality. This condition reveals how certain attitudes toward gender have become more and more conservative since the Reformation era. However, the resistance was done to challenge the Regent’s power. The power contestation between Warok and the Regent positions Juno’s body as an arena. In relation to Warok, Juno becomes gemblak. Gemblak is a male dancer who dresses up as a female or is known as transvestites. According to the Reyog legend in the Cebolang story, the hero disguised as a gemblak is the son of a kyai. The myths in Ponorogo about gemblak expose that there is a magical power gained by Warok in its relationship with gemblak. Wilson states that gemblak is a domestic Warok partner and has a sexual relationship with Warok. (in Murtagh, 2013: 67) They are known for their courage, art, and magical powers. As gemblak, Juno defined himself as a subject who had an agency. Even though being gemblak meant that he would also be dominated by a Warok, at least he was free from the domination of the Regent to be his gay partner. Juno also had a guarantee of safety from the Warok because he was considered the property of WarokReyog and gemblak, as a traditional dance from Ponorogo East Java, has a strong relation with mysticism. Kartomi (1976: 86-87) explains that Ponorogo Reyog art has characteristics related to mysticism, sexuality, humor, and politics. Warok may indeed be physically strong, but he is also a powerful man with his magic. Thus, the relationship between Warok and gemblak indicates how the societies perceive negatively toward their sexual relationship. Perverse sexuality was considered to be the essential notion of morality in the Reformation Era.

Conclusion

This study highlights that the articulation of gender ideology of the regimes in Indonesia underlines the notion of a binary gender system. These two post-reform films reveal that the shifting regimes construct the gender relation differently. While gender relations in the Old Order and New Order eras were depicted in the relationship between men and women, the Reformation era revealed the relations between masculinities and other masculinities. Thus, the Reformation era gives more space for the fluidity of the gender system.  However, all of these relationships lead to gender domination which is operated on certain marginalized groups. Further, as culture played an important role as the main power in the Old Order era, norms and morality became the reference standard in the New Order and Reformation era. However, the ambivalence construction of motherhood, which essentially deals with femininity, is practised toward the gendered bodies. Furthermore, the power relation positioned the gendered bodies paradoxically by mystifying their body and demystifying their existence. This shifting is operated under altered discourse in different Indonesian regimes.

In addition, the sexual slander experienced by the gender bodies describes how the control mechanism is exercised that leads to othering. The haunting collective memory of PKI highlighted how the spread of fear is intentionally organized to subjugate society. Undoubtedly, the phenomenon of the body politic that is practised against the gendered body has a great impact on gender oppression and even leads to sexual oppression.

Declaration of Conflicts of Interests
The author(s) declared no potential conflicts of interest.

Funding
No funding has been received for the publication of this article. It is published free of any charge.

References

Alexander, S. A. J. (2011). M / othering the Nation: Women’s Bodies as Nationalist Trope in Edwidge Danticat’s Breath, Eyes, and Memory. African American Review, 44(3), 373–390.

Boellstorff, Thomas. (2005). The Gay Archipelago: Sexuality and Nation in Indonesia. Princeton: Princeton University Press

Brown, N., & Gershon, S. A. (2017). Body politics. Politics, Groups, and Identities, 5(1), 1–3. https://doi.org/10.1080/21565503.2016.1276022

de Lauretis, T. (1990). Eccentric Subjects: Feminist Theory and Historical Consciousness. Feminist Studies, 16(1), 115. https://doi.org/10.2307/3177959

Fatmawaty, L. S. W. A., & Alim, C. N. (2020). Virtual Sphere: A Site to Negotiate the Image of Lengger Banyumas. Lingua Cultura, 14(2), 261–266. https://doi.org/10.21512/LC.V14I2.6837

Foucault, M. (1995). Discipline & Punish: The Birth of the Prison. New York: Vintage book.

Foulcher, K. (1987). Politics and Literature in Independent Indonesia: The View from the Left. In Source: Southeast Asian Journal of Social Science (Vol. 15, Issue 1).

Fulton, H. et al. (2005). Narrative and media. UK: Cambridge University Press.

Heryanto, A. (2008). Popular Culture in Indonesia: Fluid identities in post-authoritarian politics (A. Heryanto (ed.)). London: Routledge.

Ismail, Y. (1972). Pertumbuhan, Perkembangan, Dan Kejatuhan Lekra Di Indonesia. Kuala Lumpur: Dewan Bahasa dan Pustaka.

Kartomi, M. J. (1976). Performance, Music and Meaning of Réyog Ponorogo. Indonesia, 22, 84. https://doi.org/10.2307/3350979

Larasati, R. D. (2013). The dance that makes you vanish?: cultural reconstruction in postgenocide Indonesia. Minneapolis: University of Minnesota Press.

Lindsay, Jennifer, and Liem, M. H. T. (2012). Heirs to world culture. Netherlands: KITLV Press.

Lysloff, R. T. A. (2002). Rural Javanese “tradition” and erotic subversion: Female dance performance in Banyumas (Central Java). Asian Music, 33(1), 1–24. https://doi.org/10.2307/834230

Mirzoeff, N. (1995). Bodyscape?: art, modernity, and the ideal figure. New York: Routledge.

Morrissey, J. (2013). Objectification and resistance: Dance performances in Abdellatif Kechiche’s la Graine et le mulet (2007) and Vénus noire (2010). French Cultural Studies, 24(3), 306–318. https://doi.org/10.1177/0957155813489248

Murtagh, B. (2013). gender and sexualities in Indonesian cinema. New York: Routledge.

Sassatelli, R. (2012). Body Politics. The Wiley-Blackwell Companion to Political Sociology, 347–359. https://doi.org/10.1002/9781444355093.CH31

Suryakusuma, J. (2012). Agama, Seks, & Kekuasaan. Depok: komunitas Bambu.

Synnott, A. (1993). The body social?: symbolism, self, and society. London: Routledge.

Wieringa, S. E. (2014). Sexual Politics As a Justification for Mass Murder in the Act of Killing. Critical Asian Studies, 46(1), 195–199. https://doi.org/10.1080/14672715.2014.863595

Wieringa, S., & Katjasungkana, N. (2019). Propaganda and the genocide in Indonesia?: imagined evil. New York: Routledge.

Yuval-Davis, N. (1997). Gender & nation. London: Sage Publications.

Filmology

The Dancer (Sang Penari). 2011. Ifa Isfansyah

Memories of My Body (Kucumbu Tubuh Indahku). 2018. Garin Nugroho

Reason: Pedagogy and Complementarity in Marguerite Porete’s The Mirror of Simple Souls

/
485 views

Javiera Steck1 & Josefa Vecchiola2

1Universidad de Chile. ORCID: 0000-0002-1169-7304. Email: javiera.steck@ug.uchile.cl

2Universidad de Chile. ORCID: 0000-0002-3438-1062. Email: josefa.vecchiola@ug.uchile.cl

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.13

First published: June 20, 2022 | Area: Scientific Philosophy | License: CC BY-NC 4.0

(This article is published under Volume 14, Number 2, 2022)
Full-Text HTML Full-Text PDF Cite
PlumX Metrics

Abstract

The purpose of this article is to explore the role of reason in The Mirror of Simple Souls by Medieval French Beguine Marguerite Porete (c. 1250-1310). Our first strategy will be revising the function of Reason as a character throughout the text’s dialogues, in which Reason, Love, and Soul participate as main characters. Secondly, we intend to compare Reason and Love, as well as to understand whether these different forms of intellect are complementary or opposite to each other in some way, given the text’s inscription in a premodern Medieval philosophy. Finally, we would like to understand reason within the frame of the possible pedagogical uses that Marguerite conferred to it in her text.  

Keywords: Marguerite Porete, Love, Reason, Medieval Female Mysticism, Intellectus rationis, Intellectus amoris, Pedagogy.

In the following study, we intend to explore, in the first place, why French Beguine and mystic Marguerite Porete (13th-14th c.) inserted Reason as one of the main characters from her renowned book The Mirror of Simple Souls, a dialogical treatise. Mystic experience (that is, the experience of union with God) is commonly presented in the medieval female mystic tradition as that which transcends the comprehensible or the perceivable through reason. That is why the insertion and centrality of Reason as an allegoric character and mediator require a deeper examination since this prominence is not self-explanatory as mystic experience does not conceive Reason as the only means to its complete fulfilment. Exploring the possibilities of this question about Reason’s protagonism opens two paths. The first points toward the –in our opinion, quite fruitful– comparison between the allegoric characters of Love and Reason so as to understand if their relationship is one of opposition or complementarity, by associating those perspectives with the different philosophical traditions coexisting in the Middle Ages[1]. On the other hand, the second path leads us to propose the possible pedagogical usefulness of incorporating the allegoric character of Reason in The Mirror of Simple Souls.

To elaborate on all of the above we must, firstly, briefly identify the character of Reason. This appears in the first part of The Mirror (chapters 1 to 122), where a group of allegoric characters are introduced: Love, Reason, and Annihilated Soul being the main characters and the ones who take part in a collaborative dialogue. These characters give an account of Love’s crucial role in Marguerite’s text: to show lost souls the way towards the Country of Liberty[2]. It is by Love’s hand that we can see Reason for the first time as part of a mystic experience. Love states:

“Hijos de la Santa Iglesia -dice Amor-, por vosotros he hecho este libro, a fin de que oigáis, para valeros mejor, la perfección de la vida y el estado de paz a los que puede llegar en virtud de la caridad perfecta de la criatura a la que le es concedido este don de toda la Trinidad. Don del que oiréis dirimir en este libro a través de las respuestas de Entendimiento de Amor a las preguntas de Razón” (Porete, 2005, p. 35).

“Children of the Holy Church –says Love-, for you I have made this book, so you can hear, so you can better make use of life’s perfection and the state of peace to which it can get to, by virtue of the creature’s perfect charity upon which the gift of the whole Trinity is bestowed. A gift about which you will hear its settling in this book through the answers of the Understanding of Love to the questions of Reason” (Porete, 2015, p. 34-35)[3].

Questioning through dialogue is the communicative entrance with which the character of Reason is present and inserted in The Mirror. From Love’s wisdom and Reason’s rational questions (which identify the souls under Reason’s rule and, hence, attached to Virtues), a window is opened to elucidate the paths that can lead the soul to its liberty. Thus, ordinary people will be able to comprehend the insufficiency of the very same reasoning they make use of. An example of such dialogue is the following:

“Razón: Pero, dama Amor —dice Razón—, querríamos, si os place, entender bien y más abiertamente ese don?que el Espíritu Santo da a tales Almas (…).?Amor: ¡Ay, Razón! —dice Amor—, siempre seréis tuertos vos y los que se alimentan de vuestra doctrina. Pues ciertamente está medio ciego el que tiene las cosas delante de los ojos y no las reconoce. Y es lo que os pasa a vos” (Porete, 2005, p. 82).? 

“Reason: But, lady Love –says Reason–, we would want, if you please, to understand better and more openly that gift which the Holy Spirit gives to such Souls (…). Love: ¡Ah, Reason! –says Love–, you will always be one-eyed, you and the ones that feed from your doctrine. For, certainly, he who has things before his eyes yet still doesn’t recognise them is half blind. And that’s what happens to you” (Porete, 2005, p. 82).

However, considering all of the above, it’s crucial to ponder the following: why is there a predominant presence of Reason if we, as readers, are facing the tale and teachings of a mystic experience which is unintelligible under rational principles? To answer this question, we have to notice that, first, the road to perfection proposed by Porete entails seven states moving upwards from “el abandono del pecado hasta la gloria” (Cirlot & Garí, 2021, p.327) (“the renunciation of sin to glory”), of which the first four states remain under the rule of Reason, while the other three are governed by Love. Secondly, we must note that said path implies three instances of death (those of sin, of nature, and of spirit), and two downfalls: the fall of Virtues into Love and the fall of Love into Nothing “que lleva al alma al más profundo anonadamiento de sí, capaz de renunciar al propio Amor por amor” (Cirlot & Garí, 2021, p.327) (“which leads the soul to the deepest annihilation of itself, capable of giving up Love for love”), a moment that depicts the descending path. In regard to this, it’s fundamental to highlight that it is precisely in the change from Reason’s domain to Love’s where Marguerite Porete’s main concern is to be found, since, as Garí points out, she:

“le interesa sobre todo enseñar cómo se alcanza ese estado, es decir, mostrar el paso entre ambos regímenes, el de la Razón y el del Amor, que es a la vez el de la muerte al espíritu y el que asciende del cuarto al quinto nivel de perfección” (Porete, 2005, p. 23).

“is, above all, interested in teaching how to reach that state, that is to say, showing the passage between both regimes, Reason’s and Love’s, which is at the same time the one of death to the spirit and the one that ascends from the fourth to the fifth level of perfection” (Porete, 2005, p. 23).

Also, it is worth mentioning that to understand the importance of Reason through the path the lost ones start, and the passing from one regime to the other, it’s necessary to acknowledge the fact that this road entails highlighting begging as the very first step lost souls take before arriving in the state of liberty, and that these begging as the action takes place, precisely, under Reason’s rule. In Soul’s case, present throughout Porete’s text, begging occurs first when the pleading creature, as they try to find God, makes use of rational tools such as thinking and writing.

“Y cuando vio que no encontraba nada, se puso a pensar; y su pensamiento le dijo que fuera a buscar lo que reclamaba en el fondo nodal del entendimiento de la pureza de su supremo pensar, y allí fue a buscarlo esta mendicante criatura, y pensó que escribiría sobre Dios de la manera como quería encontrarlo en sus criaturas. Y así escribió esta mendicante lo que estáis oyendo” (Porete, 2015, p.136) (la cursiva es nuestra).

“And when she saw that she didn’t find anything, she began to think; and her thought told her to go look for what she was claiming in the nodal fund of her supreme thinking’s understanding of purity, and there she went looking for it, this begging creature, and thought that she would write about God in the way she wanted to find him in her creatures. And so, this beggar wrote what you are hearing” (Porete, 2005, p.136) (italics are ours). 

And then, she resorts to the questions:

“pues preguntando puede llegarse lejos, y preguntando puede encontrarse el propio camino, o reencontrarse si se ha salido de él” (Porete, 2015, p.170) (la cursiva es nuestra).

“since by asking you can go far, and by asking you can find your own way, or find yourself again if you have left it” (Porete, 2005, p. 170) (italics are ours).

Thinking, writing, and questioning are tools, then, that involve a rational logic that, even though they lead the Soul to beg for it is still too soon to have an encounter with God, they set the start of the road for these souls to arrive at the so awaited dejection which, let’s not forget, occurs in those states of most elevated understanding governed by Love. However, the one who recognises in this treatise the importance of such an action (begging) as a rational and erratic, though necessary, the process is indeed the allegoric character of Soul, who is, also, convinced of this need. All of what we have exposed so far can be seen in Soul’s confession to Trinity when she mentions the importance of creatures begging:

“El Alma:  Cierto, pues es necesario hacerlo antes de llegar en todo al estado de libertad, estoy segura. Y con todo —dice esta Alma que escribió este libro—era tan necia en la época en que lo escribí, o más bien que Amor lo hizo por mí a petición mía, que ponía precio a cosas que no se podían hacer, pensar ni decir, como haría aquel que quisiera encerrar el mar en su ojo, llevar el mundo sobre la punta de un junco, e iluminar el sol con un farol o una antorcha. Era más necia que quien quisiera hacer estas tres cosas. Cuando puse precio a lo que no podía decirse/ y me hallé presa en escribir estas palabras./ Pero así emprendí mi camino/ para acudir en mi propio socorro,/ y alcanzar al fin la cúspide del estado del que hablamos/que es el de la perfección” (Porete, 2015, p. 137- 138) (la cursiva es nuestra).

“Soul: True, for it’s necessary to do it before getting completely to the state of liberty, I’m sure. And yet –says this Soul that wrote this book– I was so foolish at the time that I wrote it, or rather that Love wrote it for me at my request, that I put a price on things that cannot be done, thought nor said, as would do the one who wanted to lock the sea within his eye, carry the world on the tip of a reed, and illuminate the sun with a lantern or a torch. I was more foolish than someone who’d want to do those three things. When I put price to what cannot be said | and I found myself prisoner of writing these words. | But that’s how I started my way | to come to my own rescue, | and to reach finally the cusp of the state which we talk about | that is of perfection” (Porete, 2005, p. 137-138) (italics are ours).

The role of Reason through Soul’s journey to the Country of Liberty is also illuminated in her appearance as the “gatekeeper” of said path, a metaphor that identifies her as an initiator of the way to God. In Porete’s words:

“Razón: ¡Ah, por Dios, dama Amor! -dice Razón-, dinos qué será de Vergüenza, la más bella de las hijas de Humildad; y también de Temor, que tantos bienes ha hecho al Alma y tantos bellos servicios; y qué será de mí misma, que no he dormido mientras me han necesitado. ¡Ay de mí! -dice Razón-. ¿Nos echará de su casa ahora que ha alcanzado señoría?

Amor: ¡No, no! -dice Amor-. Al contrario, vosotras tres permaneceréis en su mesnada y seréis las tres guardianas de su puerta, de forma que nadie que vaya contra Amor pueda penetrar en su casa sin que os despertéis; pero no os comportéis de ninguna otra manera más que como porteras, pues si no os veríais confundidas; y no seréis escuchadas en ningún caso más que como tales” (Porete, 2015, p. 103) (la cursiva es nuestra).

“Reason: Ah, by God, lady Love! –says Reason–, tell us what will become of Shame, the most beautiful of Humility’s daughters; and also of Fear, that so many goods have done to Soul and so many beautiful services; and what will be of myself, that I haven’t slept while I’ve been needed. Woe is me! –says Reason–. Will you throw us out of her house now that you’ve reached ladyship?

Love: No, no! –says Love–. On the contrary, you three will remain in her legion and will be the three guardians of her door, so that no one who’s against Love can penetrate into her house without waking you up; but do not behave in any other way than as doorkeepers, since if you do, you would see yourselves confused; and you won’t be listened to in any case more than as such” (Porete, 2005, p. 144).

In this way, we observe (as Laura Durán does in her article about The Mirror, whom we paraphrase in what follows) that when Reason asks Love what will become of her and her servants (Virtues), Love answers that they will remain as “porteras de la casa del Alma” (Durán, 2021, p.20) (“doorkeepers of Soul’s house”), therefore, it is Reason who first discerns what kind of behaviour leads or not to the path of God.

To forgive, to write, to think, to ask oneself: all of them are actions with an initiatory sense, but, furthermore, these are actions that Soul carries out the moment she embarks on an inner quest. As Garí states in her article:

“Margarita busca primero en el mundo [exterior] un espejo donde reconocerse y no encuentra nada; al interiorizar entonces su búsqueda hace de su entendimiento un espejo que refleja lo divino sobre el mundo” (Garí, 1995, p.60).

“Marguerite seeks in the [exterior] world a mirror where to recognise herself and she doesn’t find anything; when interiorising, then, her search she makes of her understanding a mirror that reflects the divine upon the world” (Garí, 1995, p. 60).

Like Garí, we observe that the beginning of the mystical path is the interiorization of the quest, and the first stage of such process is marked by reflection, mediation, question, thinking that is begging, also, writing, which is especially capable of revealing or, at least, investigating Porete’s Soul’s inner “I”. Reason has, hence, a fundamental and initial place in the experience. The centrality of Reason’s role is due to both her initial and mediating importance and to Soul’s need to abandon her in order to reach the encounter with God.  In mystic experience, Reason is the border that must be trespassed.

Complementarity or Opposition? Love and Reason in Medieval Mysticism.

The starting point for the assessment of a likely opposition or complement of the characters of Love and Reason is to observe the extent to which each of them possesses a coupled form of understanding, inasmuch as Marguerite Porete sees both of them as paths of knowledge. The result is clear: Reason’s understanding tends to judgement, is insufficient, and cannot comprehend what is essential within mystic experience, as it is, according to Porete, a “too low” understanding for it to “highly comprehend”, in contrast to divine Love’s understanding, who “comprende bien y sin obstáculos” (Porete, 2015, p.48) (“comprehends well and with no obstacles”).

The reason is not, then, a likely vehicle for reaching the highest levels of liberty of the soul, as neither are institutions and instances that unfold under their law. In other words, Virtues, the Sacred Scriptures, and the Holy Church (“the little one”, as Porete calls it). In this way, Love and Reason are, to some extent, contrary, because Reason’s understanding, due to its own constitution (rational, argumentative, inquisitive), cannot comprehend Love’s understanding nor the possibilities for liberation that it offers. Love’s understanding, inextricably associated with divinity, is in itself an intuitive knowledge that derives from the unitive experience or God Himself; a knowledge that presents itself as clarification, without human rationality’s mediation. To Durán, as in Marguerite Porete’s case as in Mechthild of Magdeburg’s:

“es por amor que el alma se une a Dios y, en tanto tal, el amor tiene un lugar por sobre el pensamiento o conocimiento… [que es] posibilitado sólo por el Amor”(Durán, 2021, p.22),

“it’s because of love that the soul is united with God and, as such, love has a place above thinking or knowledge… [which is] enabled only by Love” (Durán, 2021, p. 22)

As to Garí, Love’s understanding “refleja la experiencia del alma como experiencia de un saber que se es” (Garí, 1995, p-60) (“reflects the experience of the soul as an experience of knowing that you are”), which is also “saber-otro que se sitúa más allá de la ley, de la razón mediadora” (Garí, 1995, p.58)[4] (“other knowledge situated beyond the law, beyond mediating reason”).

In The Mirror, though, we see that this difference of capabilities between both intellects is acknowledged by Reason, which is clearly seen when she states:

“esto no lo puede entender nadie a no ser que lo aprenda de vos [Amor] a través de vuestras enseñanzas, pero no a través de mi entendimiento” (Porete, 2015, p. 50).

“nobody can understand this unless they learn this from you through your teachings, but not by means of my understanding” (Porete, 2015, p.50).

Although, based on Love and Reason’s contrary abilities, we could state that they are in an opposition relationship –an opposition that is also completely hierarchical, in which Love is deliberately superior and annuls the importance of Reason–, the reality in The Mirror is different. If we read carefully, we can observe that, indeed, the rule of reason is an absolutely necessary step in the mystical path toward the union with God. It is not replaceable nor expendable, since, as we already saw, it possesses an initiatory role: reason is the first step inwards, marked by thought, doubt, the soul’s plead, and the exercise of questioning. It happens that institutions and instances existing under the law of Reason are Christianity’s first school, hence strictly necessary for starting the journey to liberty. It is through them that ordinary people get to know the Christian doctrine, as they also apprehend with these institutions the first models of Christian piety, charity (Mary, mother of God, but also Mary Magdalene and John the Baptist), and the Holy Trinity, examples that allow the adoption of Christianity’s main maxims and God’s wishes in one’s life. The reason, further, is necessary for mystic experience due to another factor. Reasoning is the dialectic instance which, through thought and inner questioning over God, allows the Soul to understand the need for negation, overcoming, and transcendence of Reason herself: only the excess of Reason allows Reason’s liberation – an absolutely necessary step, as we saw, for the road from the liberation of the soul to the encounter with God –, which can be seen in Love’s statement below:

“Pero ahora, esta Alma ha ganado y aprendido tanto con las Virtudes que está por encima de ellas” (Porete, 2015, p. 60)

“But now, this Soul has won and learnt so much with Virtues that it is above them.” (Porete, 2015, p. 60)

Here we observe that the soul that looks for its own liberation learns, in the first place, from Virtues, and only after that learning, it comes to be “above” them, a moment that coincides with the passing from Reason’s government to Love’s.

Reason and Love, then, are not actually related in opposition. Instead, they collaborate with each other, as it can be seen when Love expresses her willingness to dialogue with Reason and the latter, in turn, points out that she will not “tener mayor gozo ni mayor honor que el de ser sierva de tal señora” (Porete, 2015, p. 78) (“have grater joy nor honour than that of being the servant of such lady”). So that Reason finds herself voluntarily in the service of Love.

In regard to the initiatory role of Reason’s understanding, the following fragment is particularly illustrative:

“Razón: ¿Cuándo estuvieron sujetas las almas? Amor: Cuando permanecieron en el amor y la obediencia a vos, dama Razón, y también a las otras Virtudes;?y tanto permanecieron que se hicieron libres” (Porete, 2015, p. 40) (la cursiva es nuestra).

“Reason: When were the souls subject? Love: When they remained in love and obedience to you, Lady Reason, and to the other Virtues; and too long they endured that they made themselves free”.  (Porete, 2015, p. 40) (italics are ours).

Here, certainly, continuity is shown between the passage from Reason’s understanding to Love’s as complementary and integrated parts of the same process. In this respect, we must remark that complementarity between Love and Reason is not a fortuitous event[5]. Indeed, the notion of complementarity is illuminated if we point out an historical-philosophical approach to The Mirror. During the High Middle Ages (9th-10th c.) there were two philosophical theories developed around sexual difference: the theory of complementarity of the sexes and the theory of Aristotelian polarity[6]. Furthermore, a part of European Feudal thought envisioned that “el amor es un intelecto, uno de los dos intelectos con los que nace cada criatura humana” (Rivera, 2005, p.103) (“love was an intellect, one of the two intellects each human creature is born with”) where both intellects are intellectus rationis and intellectus amoris, that is to say, the intelligence of reason and the intelligence of love, where the latter is typically associated with feminine understanding. It is in this tradition of thought were Porete is located along with other mystic women. Regarding the existing gender-intellect correspondence during the High Middle Ages, Cirlot and Garí remark:

“la teología era el dominio de los hombres, el de la alta cultura. La visión dicotómica, tan propia de la cultura medieval, siempre repartidora de funciones, hizo recaer la experiencia en las mujeres. En una ordenación del mundo a partir de los géneros, a lo masculino correspondían la cultura clerigal, la escritura, el latín, el conocimiento teologal, mientras que a lo femenino correspondían lo laico, la oralidad, las lenguas vulgares, la experiencia” (Cirlot & Garí, 2021, p.38),

“theology was men’s domain, that of high culture. The dichotomous vision, so typical of Medieval culture, always distributing functions, made experience fall on women. In a world order based on gender, to the masculine corresponded clerical culture, writing, theological knowledge, while to the feminine corresponded the secular, orality, vulgar languages, experience” (Cirlot & Garí, 2021, p.38),

Thus, we identify a gender-based distinction of understandings. Regarding, in addition, that during this period, along with the proliferation of a new feminine spirituality[7], that proposes the vindication of women’s intellect (the understanding of Love), feminine mysticism thus takes distance from “la enseñanza teológica y teórica y a la mediación con las instituciones ofrecidas en esa relación por la figura masculina del sacerdote” (Cirlot &Garí, 2021, p.26) (“the theological and theoretical teaching and the mediation of institutions offered in such relationship by the male figure of the priest”), fundamentally identified with the law and rationality (intellect) associated with men, while “conocimiento experiencial femenino (…) exige para sí el reconocimiento de su relación inmediata con lo Divino” (Cirlot & Garí, 1999, p.26) (“feminine experiential knowledge (…) demands for itself the acknowledgement of its direct relationship to the Divine”).

Throughout this period, then, the theory of polarity of the sexes implied the defense of the legitimacy of one of the intellects, i.e., the intellectus rationis, which was identified as masculine, establishing a hierarchy that underrated the intellectus amoris, according to women’s inferiority, at the same time that, in such context of epistemic tension, medieval mystic women were the ones who, with their writings, depicted intellectus amoris as an absolutely key element in the configuration of their experience[8], defending its relevance and value (as we can see, this happens with the role of Love in The Mirror)[9]. Therefore, this exercise constitutes the legitimation of an understanding typically considered feminine, and with that, the legitimation of women’s authority as knowledge-producer subjects, usually through intellectus amoris –or knowledge through intuition– since:

“En la mística femenina, el amor a Dios no es una idea, sino una experiencia terrible en la que el alma arrastra al cuerpo a participar en ella” (Cirlot & Garí, 2021, p.42),

“In feminine Mysticism, love for God is not an idea, but a terrible experience in which the soul drags the body to take part in it” (Cirlot & Garí, 2021, p.42),

experience that altogether takes place in the woman’s body. Why? Because, according to the thinking of the time, “Dios se había querido manifestar a lo más inferior, a lo más frágil, que dentro de los valores medievales profundamente misóginos eran las mujeres” (Cirlot & Garí, 2021, p.38) (“God had wanted to show Himself to the most inferior, the most fragile, to that which, in the deeply misogynistic medieval values, were women”), so much so that even when men were those who experimented the unitive experience – such as Master Eckhart, his disciple Henry Suso, as well as Saint John of the Cross, all of them after the bloom of twelfth-and-thirteenth-century Medieval Feminine Mysticism– “la feminización constituía la necesaria humillación para la unión con Dios”” (Cirlot & Garí, 2021, p.39) (“feminisation constituted the necessary humiliation for the union with God).

In this sense, our reading of The Mirror of Simple Souls is supportive of other scholar’s perspectives, for example, Blanca Garí and Laura Durán who are quoted here, in which we, as they either do, see in Medieval Mystic writings as a vindication of love’s intellect –a confirmation that love is a fundamentally feminine legitimate and necessary path of knowledge– and with that the authority of women, in contrast to the predominance that learned theology and scholastics had enjoyed until when talking about God.

Nonetheless, our goal is to also emphasise, besides Love’s understanding’s vindication –an absolutely key element in The Mirror-, the readiness for conciliation with Reason’s intellect. In other words, Marguerite Porete does not show total rejection of what then was seen as a masculine ability, but she offers a possibility for integrating both understandings, an integration whose ultimate goal is to arrive at the union with the Divine. To be clear: this necessary character of Reason for the path to God is not an interpretative novelty of our own. This has been pointed out by Blanca Garí, for instance, who affirms that the text The Mirror of Simple Souls would not make sense without Reason’s participation, even in spite of the fact the book itself represents her as “desentendimiento” (Garí, 1995, p.61) (“misunderstanding”), as well as Garí states that

 “Razón … es la gran mediadora de la libertad, [ya que] a través de ella llegan los rayos de Entendimiento [al Alma] que ella misma no entiende” (Garí, 1995, p.64);

“Reason… is the greatest mediator of liberty, [since] through her the rays of understanding reach [the Soul] that she herself does not comprehend” (Garí, 1995, p.64);

and, in similar way, it appears mentioned in Durán’s work:

“La palabra de Amor no se debe contradecir (…) Razón es la oponente de Amor, facultad que debe morir para que el Alma alcance su transformación. Con todo, Razón es esencial en la conversión” (Durán, 2021, p.15) (la cursiva es nuestra).

“Love’s word must not be challenged (…) Reason is the opponent of Love, the faculty that must die for the Soul to reach its transformation. With all, Reason is essential in the conversion” (Durán, 2021, p.15) (Italics are ours).

What we want to do, regarding the acknowledgement of the need for Reason as our basis, is to show an emphasise this wish about integrating understanding, and rethink this in relation to the terms with which sex was thought about during this part of the Middle Ages, so that the defence of both intellects’ complementarity implies a defence of sexual complementarity, of human capabilities as a whole. Thereby, we observe that the treatment of Reason as a necessary element in the mystical pathway, from an author, who at the same time assigns Love’s understanding one of the highest qualities, obeys an integration impetus of constructing a thinking and undivided existence, but integral and complex in its multiplicity.

In this manner, we assert that Medieval mystic Marguerite Porete’s genius (we stick, for now, to what we have seen so far in The Mirror of Simple Souls) is not limited to simply inverting the hierarchical binomial established around sex (thence, around intellect) by the Aristotelian polarity theory, binomial where, formerly, Reason and the masculine voice had the authority to talk about God. However, after having fiercely defended intellectus amoris’ legitimacy in her mystic experience, she also advocates for the legitimacy and need of intellectus rationis (allegorically embodied by Reason in The Mirror) as the main backbone of our spiritual experience. It seems to us that, perfectly in tune with the philosophy of complementarity of the sexes, The Mirror transfers this complementarity to its correlate in the two possible understandings for the human being. This implies that Reason and Love complement each other and, once they are integrated into the other, constitute a totality. Reason in The Mirror is no less for taking an initiatory role. Marguerite Porete does not propose a progressive hierarchy, but a conjunction of opposites in an order, where its two constituents are necessary conditions for the inner path ahead.

Reason: One of the Pedagogical Strategies to Teach the Road to Perfection.

Resuming our questioning about Reason’s protagonism, let us remember that the second path that is opened is due to the proposal concerning the possible pedagogic use of incorporating this allegorical character in The Mirror of Simple Souls. For this, let’s stop with the fact that Marguerite Porete, since she started writing about her vital experience about searching for God, does not only produce a mere narrative about her, but she also presents us:

“(…)?un tratado didáctico, mistagógico, que pretende comunicar a otros y otras esa experiencia, y que pretende enseñar desde ella” (Cirlot & Garí, 1999, p.237).

“(…) a mystagogical, didactic treatise, that intends to communicate to others such experience, and that wants to teach from it” (Cirlot & Garí, 1999, p.237).

Writing, then, could be for Marguerite Porete the pathway that leads her towards perfection, and the dialogue she inserts in her text, one of the pedagogical methods for passing through the seven stages and three deaths. Further, that interaction is composed by the same authorities, that is to say, Love and Annihilated Soul, in a manner that both characters confer legitimacy to their own discourse thanks to their contact to and direct knowledge of God.

From said argumentative, didactic dialogue contained within the first part of The Mirror, where Marguerite Porete inserts the character of Reason, and that, shows her true pedagogical intention for the Simple Souls to understand and learn from The Mirror by reading it, we could infer that Porete –first of all– does not completely abandon the argumentative logic in which Reason remains locked. In fact, she gives Reason space to reflect within the dialogue, because she asks about ordinary people. This character speaks from intellectus rationis and no from the logic of the active and the contemplative, logic that for Reason are just “palabras de doble sentido que se hacen difícil de comprender para su entendimiento” (Porete, 2015, p.49) (“double-meaning words that make themselves difficult for their understanding”). It is because of this that we believe Reason (as an allegoric character) is put in the work as the pedagogic way and strategy to catch those souls that are still under Reason’s rule and that, by feeling identified with her presence, manage to start, and be led towards perfection. In Porete’s text that is made evident when Reason, repeatedly asks Love to clarify some doubts for ordinary people. An example of that can be seen in Chapter 13 when Reason says:

“Ahora, Amor -dice Razón-, habéis condescendido a nuestros ruegos aclarando las cosas para los activos y los contemplativos; pero os ruego aún que se lo aclaréis a la gente común, algunos de los cuales podrían por ventura alcanzar este estado. (…) y si se lo explicáis, este libro mostrará a todos la verdadera luz de la verdad (…)” (Porete, 2015, p. 49).

“Now, Love –says Reason– you have condescended to our pleas clarifying things for the active and contemplative; but I still beg you to clarify this to ordinary people, some of them might, by chance, reach this state (…) and if you explained this, this book would show everybody the true light of truth (…)” (Porete, 2015, p. 49).

The road of experience moves upwards within the dialogue. Yet this ascension to God does not advance linearly – the image of a staircase is insufficient –, otherwise, it’s travelled in the form of a spiral, since the soul’s ascent has the particularity of approaching and taking distance from God, as the sway of a descending feather. It is a form of construction present throughout The Mirror that is guided by the “cercanía y distancia como nudo de la relación amorosa, traducida aquí en amor místico” (Porete, 2005, p.18) (“closeness and distance as a knot of the loving relationship, translated here as mystic love”). The far-close behaviour, set up from the courtly novel[10], is present from the beginning, specifically in the prologue to The Mirror, when Porete explains her book’s function and with that commits herself to contrast God and Soul’s relationship with that of the King and the maiden’s. According to Coral Cuadrada, this comparison made by Marguerite implies the assertion that:

“El amor humano está relacionado con el divino, que se puede experimentar la unión con Dios sin mediación alguna. (…) Margarita toma de la expresión y de las imágenes cortesanas francesas, con frecuencias utilizadas en la literatura y en la música, representaciones que le sirven para describir la fusión del amor” (Cuadrada, 2018, p. 309).

“Human love is related to the Divine, it’s possible to experience the union with God without any mediation. (…) Marguerite takes from French courtly expressions and images, frequently used in literature and music, useful representations to describing the fusion of love” (Cuadrada, 2018, p.309).

On the other hand, to philosopher Wanda Tommasi:

“hay dos relatos que circunscriben el recorrido del Alma en su itinerario hacia la unión con Dios: el primero se refiere al significado mismo del libro, el segundo a la actitud del alma que “mendiga” a Dios” (Tommasi, 2002, p. 91).

“There are two narratives that circumscribe Soul’s trip in her itinerary towards the union with God: the first one refers to the very meaning of the text, the second to the attitude of the soul that ‘begs’ to God” (Tommasi, 2020, p.91).

And precisely, the first narrative refers to the history of the maiden and King Alexander that is to be found, as we mentioned earlier, in The Mirror’s prologue. Said the above, it is in this comparison of love’s fusion that Marguerite Porete makes between the Soul and God – as opposed to a mundane and courtly love – where we observe Porete’s second major pedagogical strategy, which, although it is not directly related to Reason (nor its pedagogical use just described), it does reveal the author’s authentic pedagogical intention, so that her primordial goal writing The Mirror is to teach, to show the path, for the ordinary people to have an example, in the clearest manner, of how Soul’s way to God is and to accomplish the so awaited unitive experience. If we consider the main purpose of The Mirror teaching, then, the use of Reason as a pedagogical strategy acquires, under this view, even greater importance.

To summarize what has been just said, there are two pedagogical strategies with which Porete illustrates the mystical pathway: the first one is when Reason is conferred a relevant place within the dialogue, and the second, is that of comparing these fusions of love between the Soul/God and maiden/King through characteristic elements of troubadour poetry. Both are strategies of a different kind, but with the same objective: to make the mystic experience’s understanding, throughout her treatise, a more accessible form of knowledge.

It is also important to point out that Love confers Reason, within the treatise, a space for dialogue, debate, and the logical argumentative questioning, despite being conscious that Reason is not at the level of its own knowledge. In this sense, Love’s humility is a fundamental characteristic, because it is the feature that evinces her true pedagogical intention. The purpose and true invitation of Love, then, is for ordinary people to be guided through the discovery of Reason’s insufficiency of knowledge and to overcome it. Love’s will is to dialogue with Reason manifests, too, that there is no intention to rank both forms of understanding, even when Reason’s insufficiency is always an assertion through the dialogues. This is due to the fact that, as we already mentioned, the first states governed by intellectus rationis are, without doubt, necessary for the path that leads Soul to its annihilation.

The question about pedagogy, as we can see in The Mirror, is a crucial matter and it is indeed present throughout the most part of the treatise. We have seen, also, how Marguerite Porete enquires about the use of different narrative strategies as didactic tools to accomplish her goal in The Mirror: “producir un discurso didáctico que tenga efectos en la vida de sus lectores” (Durán, 2021, p.2) (“to produce a didactic discourse that has an effect in the lives of her readers”). Porete’s work, then, is linked to pedagogy since “se pretende comunicar un saber, posibilitado por la experiencia del amor (…)” (Durán, 2021, p.2) (“it intends to communicate knowledge enabled by the experience of love (…)”). A matter that should be highlighted is that the fact that one of Reason’s main functions is her pedagogic role is by no means trivial, not in a context where women were quite limited when teaching about God. This happens, just as Cirlot and Garí assert – and as we have previously seen – at the time of Beguines, Dominicans, and Medieval Franciscans, when there is an emergence of tension between theological and theoretical teaching strictly related to the masculine figure of the priest (seen as the institution’s mediator), as opposed to the feminine experience’s knowledge that claims the recognition of the immediate relationship with the Divine (Cirlot & Garí, 1999, p.26). These two forms are opposed generating a tension that –as said by the aforementioned authors– grows over time, since the proliferation of the latter knowledge –feminine experience– could promote the disappearance and discredit of institutional mediation, for what women remained deliberately excluded from teaching. Actually, Durán comments in a footnote that:

“Enrique de Gante mostró la disposición para permitir a las mujeres -quienes no accedían a la enseñanza universitaria en teología- ejercer un papel restringido como doctoras de teología ex beneficio, por contraposición al ejercicio ex officio” (Durán, 2021, p. 16).

“Henry of Ghent showed the willingness to allow women – who did not have access to university training in theology – to exercise a restricted role as doctors in theology ex beneficio, in contrast to the ex officio practice”. (Durán, 2021, p.16).

Such tension, which is detrimental to those women who felt the need to teach from their experience, refers to Marguerite Porete’s work, and it is Laura Durán who identifies it when she asserts that the personification of Reason (and the other characters), besides allowing the audience to have a “representación de los medios para encontrar a Dios” (Durán, 2021, p.15) (“representation of the means to find God”), it will allow readers to elude the author’s own voice, “quien de este modo evita disculparse por escribir y enseñar siendo mujer” (Durán, 2021, p.16) (“who in this way avoids apologising for writing and teaching being a woman”). Therefore, we can say that pedagogy is a transversal resource for Medieval mystic women and, as such, a space for resistance where these women –belonging to the “nueva teología [que] se caracterizó por la escritura en lengua vernácula y por el lugar central de la experiencia mística” (Durán, 2021, p.2) (“new theology [that] is characterized for being written in a vernacular language, and for the central place of the mystic experience”) that emerges in the 13th century– conceived it as a place that confronts the historical limitations assigned to them.

Conclusion.

In a conclusion, we consider it fundamental to summarize that Reason’s presence is crucial in The Mirror of Simple Souls for the following reasons. In the first place, because Marguerite Porete’s main concern is to teach Soul’s passage from the Rule of Reason to Love’s government, inasmuch as this is a necessary process for the liberation of the soul – as, at the same time, it is not the only vehicle to reach that goal. The understanding of Reason must be overcome and replaced by the understanding of Love, with whom, notwithstanding, is found in a complementarity relationship regarding the totality of the mystical pathway. Secondly, Reason is the main element because, by being inserted in the dialogue of The Mirror, it is used as a pedagogical tool to guide the soul towards the awaited union with God.

About the Echoes of Love’s understanding and the Idea of Complementarity in the 20th c.

We wish to finish our work by reflecting on the concept of complementarity and its possible resonance in 20th-century female authors’ writings. Certainly, this Theory about the sexes, which also advocated for the legitimacy of another form of knowledge (i.e., intellectus amoris) did not survive Marguerite Porete’s times. Modernity, just as Rivera poses, settled its epistemic foundations on a theory inherited from Aristotelian polarity: Humanism’s unity of the sexes (Rivera, 2005, p.98) which, like its predecessor, only recognizes the value of intellectus rationis, this time associated to a universal and sexually neutral subject.

Intellectus amoris tradition, though, has marginally survived in the echo of Medieval mystic women’s voices: either through the direct reception of their texts (like Master Eckhart’s case in the 13th c., who may have known The Mirror and, more recently, Simone Weil’s case, who read The Mirror when its authorship had not been restored to Marguerite Porete), or through spontaneous feminine philosophical and aesthetical proposals that seek to go back to concepts such as love’s understanding of the search for intellectual and sexual complementarity.

Virginia Woolf, for instance, with her approach to androgyny and the unity of mind in A Room of One’s Own, narrates in one of the final chapters of her essay:

“Porque cuando vi a la pareja subir al taxi, la mente sintió como si luego de dividida, se hubiera adherido de nuevo en una fusión natural. La razón lógica y natural sería que los dos sexos cooperaran. Hay un instinto profundo, aunque irracional, en pro de la teoría de que la unión de hombre y mujer procura la mayor satisfacción, la más cabal felicidad. Pero la vista de dos personas subiendo al taxi y la satisfacción que eso me produjo, hizo que también me preguntara si no habría en el espíritu dos sexos, correspondientes a los dos en el cuerpo, y si no sería preciso unirlos para lograr completa satisfacción y felicidad. Y me puse a delinear de cualquier manera un plano del alma, en el que dos poderes presidían, uno varón y otro hembra; y en el cerebro del hombre el varón predomina, y en el cerebro de la mujer la hembra predomina. El estado normal y placentero es cuando están los dos en armonía, colaborando espiritualmente. Hasta en un hombre, la parte femenina del cerebro debe ejercer influencia; y tampoco la mujer debe rehuir contacto con el hombre que hay en ella (…) una gran inteligencia es andrógina” (Woolf, 2010, p.93) (las cursivas son nuestras).

“For certainly when I saw the couple get into the taxi-cab the mind felt as if, after being divided, it had come together again in a natural fusion. The obvious reason would be that it is natural for the sexes to cooperate. One has a profound, if irrational, instinct in favour of the theory that the union of man and woman makes for the greatest satisfaction, the most complete happiness. But the sight of the two people getting into the taxi and the satisfaction it gave me made me also ask whether there are two sexes in the mind corresponding to the two sexes in the body and whether they also require to be united in order to get complete satisfaction and happiness? And I went on amateurishly to sketch a plan of the soul so that in each of us two powers preside, one male, one female; and in the man’s brain the man predominates over the woman, and in the woman’s brain, the woman predominates over the man. The normal and comfortable state of being is that when the two live in harmony together, spiritually co-operating. If one is a man, still the woman part of the brain must have effect; and a woman also must have intercourse with the man in her (…) a great mind is androgynous.” (Woolf, 2015, p. 71).

We can see here that androgyny is, for Woolf, an idea about the mind, a balanced state between the male and female spirits that coexist in the mind of each person, in which both intellects (and the values and forms of writing that, in the first five chapters of A Room of One’s Own, Woolf tries to distinguish them according to sex) collaborate, without impeding creative activity. This is the mind which has total liberty for representation. Thus, the mind that is able to create integral works, faithful to the original vision of its author, requires both understandings: a great intelligence is androgynous (an example of which is Shakespeare). Woolf makes explicit, for all of us women, her ideal of sexual and intellectual complementarity, while she proposes her aesthetic theories about the mental and material conditions that allow the production of integral works of art (particularly novels).

Another woman who has highlighted the concept of complementarity is María Zambrano, with her proposal about the poetic Reason as methodology for thinking. She asserts in her work Claros del bosque:

“Y la visión lejana del centro apenas visible, y la visión que los claros del bosque ofrecen, parecen prometer, más que una visión nueva, un medio de visibilidad donde la imagen sea real y el pensamiento y el sentir se identifiquen sin que sea a costa de que se pierdan el uno en el otro o de que se anulen” (Zambrano, 2019, p.31) (las cursivas son nuestras)

“And the faraway vision of the centre is barely visible, and the vision that forest clearing offer, seem to promise, more than a new vision, a way of visibility where the image is real and the thought and the feeling identify themselves without losing or cancelling each other out” (Zambrano, 2019, p. 31) (italics are ours). 

Here she shows us the vision that emerges from the contemplation of the clearing is the union between feeling and thinking as one: for us, the complementarity of Love and Reason’s understandings. Letting aside the evident similarities between the language used by Zambrano in her work and that used by the Medieval female mystic (a language that puts special emphasis on love, the revelation through poetic beauty, the annihilation, and the ineffable experiences, to say the least). Blanca Garí also explores the relationships between The Mirror of Simple Souls and the text Philosophy and Poetry, another book by Zambrano, in her text Le plus de l’amé regarding these themes. For Garí, this last book by Zambrano “[tiene] el anhelo de reconciliación de ambas, filosofía y poesía, en la razón poética” (Garí, 2010, p.62) (“[has] the longing for the reconciliation of both philosophy and poetry in poetic reason”), as it also shows a rediscovery and reconquest of “la inteligencia de amor y [d]el arte de conocer desde la razo?n mi?stica y la razo?n poe?tica”  (Garí, 2010, p.57) (“the intelligence of love and the art to learn from mystic reason and poetic reason”). We, for our part, note that the proposal of the complementarity of understandings (love and reason) in Zambrano’s work is especially evident, even though the vindication of sexual complementarity is not as explicit as in Woolf’s essay.

To conclude this Little circuit of intertexts between The Mirror and the writings of contemporary authors, we also intuit, as so does Simone Weil, 20th-century philosopher, that this loss of understanding through love –which characterized the transition to Modernity– has been a loss that largely explains this spiritual crisis, but also the social and material ones, in which the West has been constantly submerged. Weil argues, in her writing L’agonie d’une civilisation vue à travers un poème épique, that the effects produced by the Albigensian crusades in Languedoc:

“Europa jamás ha vuelto a encontrar el mismo grado de libertad espiritual que se perdiera como resultado de esa guerra” (Weil, 1960, p. 3).

“Europe has never found the same degree of spiritual liberty that was lost as a result of that war” (Weil, 1960, p. 3).      

In this text, the author does not explicitly mention the notion of intellectual nor sexual complementarity. However, she talks about the alliance between the troubadour culture and the Cathar lifestyle that took place in Languedoc, an alliance that advanced in peace and with a sense of loyalty that, to our view, refers to the importance of love and its corresponding understanding. We agree on this with María Milagros Rivera, who states that Simone Weil “defines Cathar religion and troubadour culture as a civilization: a Mediterranean civilization destroyed by force”, this culture’s emblems being:

“una altísima inspiración y libertad espirituales: una sociedad que tuvo en cuenta el intellectus amoris, el entendimiento del amor y la potencia mediadora de la lengua” (Rivera, 2005, p. 110).

“A towering spiritual inspiration and freedom: a society that took into account the intellectus amoris, love’s understanding, and language’s mediating potential” (Rivera, 2005, p.110).

This consequential spiritual crisis in the West has been commented by Gilbert Durand, French anthropologist, who has thoroughly studied the history of symbolic thinking in Western culture. Alain Verjat, who closely studies Durand’s work, observes that the latter shows that said crisis is due to the fact that “occidente apostó (y desgraciadamente ganó) por el racionalismo y el cartesianismo, de los que el método científico es el producto directo, tanto en las ciencias ‘exactas’ como en las ciencias ‘humanas’” (Verjat, 2011, p.19) (“the West bet for (and unfortunately it won) Rationalism and Cartesianism –its direct product being the scientific method– both in ‘exact’ sciences and ‘human’ sciences”). This event unfolds ever since, in Western history, Aristotelian conceptualism, i.e., “el pensamiento directo, que se funda en el realismo de la percepción” (Verjat, 2011, p.19) (“direct thought, which emerges from the realism of perception”), oriented towards objective knowledge “de las realidades del mundo profano y del dominio de la naturaleza” (Verjat, 2011, p.19) (“of the realities of the profane world and the domination of nature”), overcame Platonism in the symbolic thought that supported an indirect thinking that could “designar algo más allá de los sensible” (Verjat, 2011, p.19) (“design something beyond the perceptible”). This is a fact we mentioned earlier from the perspective of the theory of the polarity of the sexes, which implied, too, the defense of one of the intellects’ legitimacy (intellectus rationis). This crisis, then, lays its foundations ever since only one path to knowledge is recognized as valid, while symbolism became increasingly discredited in philosophy, “de tal modo que el Siglo de las Luces pudo proclamar el triunfo de la razón, relegando todo lo que no fuera racional al desván de las supersticiones” (Verjat, 2011, p.19) (“so that the Age of Enlightenment could claim the triumph of reason, relegating anything but what is rational to the attic of superstitions”).

Returning to the authors’ approaches: the troubadour culture, their visions on love, and their spiritual freedom and richness, persecuted through the Crusades against Albigensian (Rivera, 2005, p.107) are longed by Simone Weil, as María Zambrano looks forward to a reconciliation between philosophy and poetry, while Virginia Woolf looks for synthesis and complementarity both intellectual and sexual through androgyny, which is proposed as one of Woolf’s solution to gender-sex oppression against women – which is not the only one[11]. That is to say, each of these authors perceive, in one way or another, “una pérdida insoportable de libertad humana en la historia” (Rivera, 2005, p. 109) (“an unbearable loss of human liberty in history”). Further, it is important to consider that all of them wrote amidst crisis in their corresponding territories (two World Wars and, in Weil and Zambrano’s cases, the Spanish Civil War), and that they were intensely related to war. So they wrote in a moment when questioning about how they got to such a critical point led them through similar paths of thoughts. Thus, our intention is to point out the need to build a philosophy that does not deny otherness[12], the affections, or (transcendental) knowledge that is not mediated by reason. This is a reflection that has taken quite an important place within feminine thought, both past –as we saw in Marguerite Porete, and other Beguines and mystic women– and current, as Zambrano, Woolf, and Weil’s contributions have shown.

Declaration of Conflicts of Interests
The author(s) declared no potential conflicts of interest.

Notes

[1]It’s worth mentioning that the protagonist’s building as allegoric characters is a clear reference to Medieval Courtly Literature, specifically from Jean Meung and Guillaume de Lorris’ Román de la Rose.

[2] A place that is both a “un modo de ser y un estado” (Garí, 1995, p. 54) (“way to be and a state”) where mystic experience takes place, crucially marked by the renunciation of the will and the annihilation of the soul.

[3] All the quotes in this article that required translation to English have been translated by Catalina Soto Caballero and edited by Yennadim Medina Reales.

[4] This characterization of Love as the highest possible form of understanding for the Soul, along with the insufficiency and abandonment of Reason, is a theme that was “común a buena parte de la mística femenina del siglo XIII y XIV” (Garí, 1995, p. 63) (“common to a large part of 13th-14th centuries Female Mysticism”), and therefore, quite frequent in the emerging “Teología Vernácula” (Durán, 2021, p. 1) (“Vernacular Theology”) of the 12th century. It is important to highlight that Marguerite Porete’s writing is framed within a major feminine spiritual movement that crystallised in Western territories since 1200 (Cirlot & Garí, 1999, p.17), where, besides the novelty about a group of women taking hold of writing for the first time, new currents of feminine spirituality and new religious movements led by women emerged such as, for example, Cathars, nuns, recluses, and beguines. Marguerite Porete belonged in the last group: the mulieres religiosae.   

[5]What’s more, the problem of love and reason as two fundamental human capabilities, along with whether they complement or compenetrate each other, possess a long trajectory in Medieval thought. As pointed out by Meis in her article, “Razón y amor en la teología medieval incipiente: Aproximación desde la confluencia de las fuentes griegas y latinas” (2002) (“Reason and Love in Early Medieval Theology: An approach from the Confluence of Greek and Latin Sources”), theological development of authors such as Hildegard von Bingen, William of St. Thierry, Anselm of Canterbury, and Bonaventure –among others– underscores, in different ways, the importance of the collaboration between both human capabilities (love and reason) in the search for Truth and, thence, God.

[6] The complementarity of the sexes Theory establishes that men and women are substantially different, but equal in worth. Active mostly during the 12th and 13th centuries, this thought implies that both men and women complemented humanity, that is to say, we belonged to the same species. According to María-Milagros Rivera, this Theory was “efecto y causa de mucha libertad en la vida de las mujeres” (Rivera, 2005, p-96) (“effect and cause of too much freedom in women’s life”). Contrary to this one is the polarity of the sexes theory, which has its origins with Aristotle. This Theory poses that both men and women are substantially different and that men are superior to women. This thought was mainly spread by the Church and Universities through the thirteenth century (Rivera, 2005, p. 98).

[7] Considering that in the 12th century proliferation of secular and heretic spiritual groups had already begun – paradoxically at the same time the clergy’s authority and power was in the process of consolidation (Walker Bynum, 1984, p.19) – medievalist Caroline Walker Bynum affirms that beguines (group to which Marguerite Porete belonged to) were, probably, “the first ‘women’s movement’ in Western history” (Walker Bynum, 1984, p.14). At the same time, she points out that after the year 1200, mystic women were already more numerous than mystic males (Walker Bynum, 1984, p.18), that is to say, she observes a rise in spiritual and religious participation of medieval women.

[8] In this sense, the mystic tradition in itself questioned Reason as a means to God’s knowledge, the “Biblical interpretation… based on rational, philosophical and theological arguments” (Lerner, 1993, p.65), by stating that “transcendent knowledge came not as a product of rational thought, but as a result of a way of life, of individual inspiration and sudden revelatory insight” (Lerner, 1993, p.66), and that “mystics saw human beings, the world and the universe· in a state of relatedness, open to understanding by intuitive and immediate perception. Its practitioners saw God as immanent in all of creation, accessible through unconditional love and concentrated dedication manifested in sincere prayer and religious devotion” (Lerner, 1993, p.66). Women, who did not have access to elite education as theologians, in spite of remaining excluded from this knowledge, used mysticism “as an alternate mode of thought to patriarchal thinking” (Lerner, 1993, p.77).

[9] Mystic women were not the exception. Just like Rivera, Tomassi and Weil propose from diverse perspectives, the relevance of intellectus amoris was defended by both male and female troubadours, Cathars and Albigenses, as well as by the “knightly Civilization” that emerged in Provence and was expressed in Occitan language.

[10] It is important to highlight that many of the beguines have been inspired by courtly poetry, and because of this, finding expressions of this style is not an aspect exclusive to Porete. As it is mentioned in the introduction to the text El lenguaje del deseo [The Language of Desire] (1999), many writings by beguines are marked by, first, the use of vernacular languages or mother tongues to “expresar sus experiencias… para cantar sus exigencias apasionada del amor” (Hadewijch, 1999, p.39) (“express their experiences… to sing their hot-blooded demands of love”), a matter that ends up emancipating those languages. Second, the inspiration of Courtly Poetry. And thirdly, the renovation of spirituality. These three elements allow that beguines’ writings, such as those by Hadewijch of Ambers, Marguerite Porete, and Mechthild of Magdeburg, become an exceptional contribution that “se encuentran, junto a trovadoras, trovadores y autores de las canciones de gesta, en el origen de las grandes literaturas europeas” (Hadewijch, 1999, p.39) (“can be found, along with both female and male troubadours and chanson the gests’ authors, at the origin of the great European literature”).

[11] Not the only one, since androgyny posed by Woolf. A Room of One’s Own last chapter is just one of the feminist proposals of the essay. In the rest of the chapters, in tune with difference feminism or “social feminism” (Marcus, 2010, p.145), Woolf’s approach reaffirms the category “women” and its consequent “difference”, based “on the belief that women’s values and skills, whether innate or culturally constructed, are excluded in male-dominated societies”. In this way, in a “complex and often contradictory” synthesis (Marcus, 2010, p.144), Virginia “calls for a new understanding a valorisation of specifically female values” (Marcus, 2010, p.145) –in a vindication of female difference– as well as she points towards a dilution of the same category “women” through androgyny and the necessary sexual complementarity of the sexes.  De este modo, en una síntesis “complex and often contradictory” (Marcus, 2010, p.144), Virginia tanto “calls for a new understanding and valorisation of specifically female values” (Marcus, 2010, p.145), en una reafirmación de la diferencia femenina, como apunta también a una dilución de la categoría “mujer” a través de la propuesta de la androginia y la necesaria complementariedad sexual de los intelectos.

[12] Just as Gilbert Durand tried in Science de L’Homme Et Tradition (1975), after understanding that throughout history many thinkers that did not fit in the dominant Western philosophy’s principles were excluded. Thus, Durand “expresa la necesidad de escribir una historia de la «antifilosofía», de rescatar a «todos los “rechazados” por el pensamiento occidental oficial»” (Hadewijch, 1999, p.34) (“expresses the need to write a history of ‘anti-philosophy’, to rescue «all of the ‘rejected’ by the official Western thought»”), and  so he makes an extensive list where he names those forgotten men (“the others”) from the Middle Ages to present times- However, Durand’s complaint also seems to reproduce otherness and marginalization since it does not include any woman, as pointed out by María Tabuyo in El lenguaje del deseo (Hadewijch, 1999, p.34-35).

References

Cirlot, V., & Garí, B. (1999). El anonadamiento del alma en Margarita Porete. En Cirlot, V. y Garí, B., La mirada interior: escritoras místicas y visionarias en la Edad Media (pp. 223-253). Ediciones Martínez Roca.

Cirlot, V., & Garí, B. (2021). 8 mujeres: sus vidas y su obra. En Cirlot, V. y Garí, B., La mirada interior: escritoras místicas y visionarias en la Edad Media (pp. 15-48). Siruela.

Cirlot, V., & Garí, B. (2021). Itinerarios espirituales: escaleras, caleidoscopios y la mística del descenso. En Cirlot, V. y Garí, B., La mirada interior: escritoras místicas y visionarias en la Edad Media (pp. 316-330). Siruela.

Corral, E. (2018). Mística y amor cortés. En C. Cuadrada (Ed.), Voces de Mujeres En La Edad Media: Entre Realidad Y Ficción (pp. 309-320). Walter de Gruyter GmbH.

De Lorris, G., y De Meung, J. (1985). Román de la Rose. Quadems Crema.

Durán, L. (2021). Matilde de Magdeburgo y Margarita Porete. Diferentes modos de comprender el amor en la unión con la divinidad. Síntesis. Revista de Filosofía, 4(1), 1-26.

Durand, G. (1999).Ciencia del hombre y tradición. El nuevo espíritu antropológico. (A. López y M. Tabuyo, Trad.). Paidós.

Garí, B. (1995). El camino al “País de la libertad” en El Espejo de las almas simples. Revista d’Estudis Feministes, 9, 49–68.

Garí, B. (2010). Le plus de l’ame. María Zambrano y la mística de la Edad Media. Revista Aurora, 11, 56-62.

Garí, B. (2005). Introducción. En M. Porete. El espejo de las almas simples (pp. 9-33). Siruela.

Lerner, Gerda. (1993). The Way of the Mystics-1. The Creation of Feminist Consciousness (pp. 65- 87). Oxford University Press.

Marcus, L. (2010) Woolf’s feminism and feminism’s Woolf. En S. Sellers (Ed.), The Cambridge Companion to Virginia Woolf (pp. 142 –179). Cambridge University Press.

Meis, A. (2002). Razón y amor en la teología medieval incipiente: Aproximación desde la confluencia de las fuentes griegas y latinas. Teología y vida43(4), 541-579.

Porete, M (2005). El espejo de las almas simples (B. Garí, Trad.). Siruela.

Porete, M. (2015). El espejo de las almas simples (B. Garí, Trad.). Siruela.

Rivera, M.-M. (2005). La diferencia sexual en la historia. (1a ed.). Universitat de València.

Hadewijch. de A. (1999). El lenguaje del deseo: poemas de Hadewijch de Amberes. Trotta.

Tomassi, W. (2002). Filósofos y mujeres (C. Ballester Maseguer, Trad.). Narcea.

Verjat, A. (2011). Presentación. En Gilbert D., La crisis espiritual en Occidente. Las confesiones de Eranos (pp. 9-27). Ediciones Siruela.

Walker Bynum, C. (1984).  Jesus as a mother. University of California Press.

Weil, S. (1960). Écrits historiques et politiques. Gallimard.

Woolf, V. (2010). Un cuarto propio. Cuarto propio.

Zambrano, M. (2019). Claros del bosque. Alianza Editorial.

Zambrano, M. (1993). Filosofía y poesía. Fondo de cultura económica.

Javiera Steck Navarrete. BA in Hispanic Literature and Linguistics from Universidad de Chile. Teacher Assistant of Literary Theory (Universidad O’Higgins), Introduction to Literary Theory (Universidad de Chile). Has been collaborator in the latinoamerican culture and politics magazine La Raza Cómica and Palabra Pública magazine from Universidad de Chile. Javiera belongs to the program P.I.A., “Programa Interestudiantil Autogestionado” (Self-managed Inter-student Program) of Linguistics and Hispanic Literature, and the women’s outreach and research project “Revista Elena”. Her major interests areas are Latin American Literature, Feminist Theory, and Female Medieval Mystic.

Josefa Vecchiola Gallego. BA in Hispanic Literature and Linguistics from Universidad de Chile. Josefa belongs to the program P.I.A., “Programa Interestudiantil Autogestionado” (Self-managed Inter-student Program) of Hispanic Literature and Linguistics. Her major interest areas are Chilean Contemporary Literature, Female Medieval Mysticism, and Education.

Image of Woman in Indonesian Folktales: Selected Stories from the Eastern Indonesian Region 

//
1.3K views

Sugiarti1, Eggy Fajar Andalas2 & Aditya Dwi Putra Bhakti3

1Department of Indonesian Language Education, University of Muhammadiyah Malang, Indonesia, sugiarti@umm.ac.id

2Department of Indonesian Language Education, University of Muhammadiyah Malang, Indonesia, eggy@umm.ac.id

3Department of Communication Science, Faculty of Social and Politic Science, University of Muhammadiyah Malang, Indonesia, aditya@umm.ac.id

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.12

First published: June 19, 2022 | Area: Gender Studies | License: CC BY-NC 4.0

(This article is published under Volume 14, Number2, 2022)
Full-Text HTML Full-Text PDF Cite
PlumX Metrics

Abstract  

In Indonesia, a folk tale is used as a medium of entertainment as well as a teaching tool for children. Parents read folktales to their children at night. Folktales are used in the text of Indonesian lessons at the elementary education level. However, Indonesian folktale is suspected of being gender-biased. Although there is research on this subject, there is still little research on Indonesian folktales originating from Eastern Indonesia. Previous research conducted is still focused on the western region of Indonesia, for example, Java and Sumatra Island. This study aims to understand how women are depicted in Eastern Indonesian folktales, especially to understand the objectification of female characters. Based on the results of our research, we argue that many female characters in Eastern Indonesian folktales are subject to objectification. The objectification of female figures is carried out in the form of women as objects of sexuality, women as a medium of exchange of power, and women being passive and working in the domestic sphere. This finding shows that the folktale of Eastern Indonesia cannot be separated from patriarchal ideology. These stories show that women in the imagination of the Indonesian people still occupy an inferior position compared to men. Furthermore, the female characters also experience objectification and inequality as in folktales from Western Indonesia. The patriarchal point of view in folktales has deep roots and spreads in Indonesia. Research proves that the ideology of folktale is not always in harmony with the ideal values ??that exist in society. It takes a critical attitude towards the selection of stories that will be conveyed to children

Keywords: Image of Woman, Objectification, Indonesian Folktales, Eastern Indonesian Region

Introduction

According to the Central Statistics Agency of Indonesia (2015), 1331 ethnic groups inhabit the territory of Indonesia, an archipelagic country consisting of various cultures. The cultural heritage of Indonesia is enriched with artifacts produced by these diverse ethnic groups as hinted by the presence of 366 documented folktales in the nation. (Baihaqi et al., 2015) But, in comparison with a large number of ethnic groups, the number of documented folktales is very little. The existence of folktale in a community occupies an important position. A folktale is an ethnographic description of the community that owns the story (Dundes, 1969) because it contains its values and worldview (Andalas, 2018; Aristama et al., 2020; Sulistyorini & Andalas, 2017). For generations, the folktales have been passed down as “cultural treasures” that contain the cultural essence or cultural DNA (Bar Zaken, 2020) of a particular community. In other words, understanding the folktale of a community will gain knowledge and views of the community’s life (Andalas, 2015; Dundes, 1969). These various cultural treasures are passed down between generations and perceived as shared cultural truths.

In Indonesia, a folktale is used as a medium of entertainment as well as a material for teaching to children. Parents’ reading folktales to their children at night and their usage in the text of Indonesian lessons at the elementary education level shows the importance of folktales to the people of Indonesia. However, in reality, various folktales, that are constantly reproduced and consumed in reading books or learning materials in schools, are suspected of being gender biased (Eliyanah & Zahro, 2021). Andalas & Qur’ani (2019) argue that Indonesian folktales have an imbalance in the proportion of characters and a particular stigma is attached to the male or female gender.

Various folktales found throughout the world also contain gender bias as exemplified in Persian folktales where male and female characters are depicted as different-sex objects while men are portrayed as independent, rational, strong, and accomplished characters and women as the opposite (Hosseinpour & Afghari, 2016); the folktales of Sri Lanka which reflect male dominance in the stories (Medawattegedera, 2015). However, there are also examples of exceptional  folktales where the women are not subordinated or subjugated rather heightened as the African folktales which reject or subvert women’s patriarchal control, manipulation, exclusion, and oppression (Florence, 2016; Sheik, 2018); or folktales found in Saudi Arabia present brave and intelligent women (Al-Khalaf, 2019).

The outcomes of previous research intensify the belief that folktale as a form of cultural heritage must be assessed concerning its topic, form, and content as it is related to the children’s acquisition of knowledge. Understanding these parts of folktales is crucial as the pragmatic development at the level of early childhood is not adequate to comprehend the problem of gender bias that is socially and culturally imposed on them.

Studies on gender issues in folktales found in several regions of Indonesia, as in Java (Ariani, 2016; Hapsarani, 2017; Iswara, 2019; Juansah et al., 2021; Rochman, 2015; Sari, 2015; Setiawan et al., 2016; Wulansari, 2020), folktales from Sunda (Fauzar, 2019), folktales from North Sumatra (Baiduri, 2015; Paramita, 2020; Syahrul, 2020), and folktales from Southeast Sulawesi (Putra, 2018) among others, have been carried out. Instead of the research works of a large quantity done on the folktales originating in the Western parts of Indonesia like Java and Sumatra Island, the folktales of Eastern Indonesia have not been observed from scholarly perspectives. So, it has an utmost necessary to do research works on those unsung tales. So, this study aims to throw light on the folktales originating in Eastern Indonesia. This research aims to understand how women are depicted and also objectified in Eastern Indonesian folktales. It is expected that the results of this study can complement the results of previous studies. Understanding this issue will help us reassess the story based on the topic, form, and content because it is related to the acquisition of knowledge that children will receive. This is also important because perceptions at the early stage of children’s growth and development are not suitable for understanding the problems of socially and culturally imposed gender ideology.

Gender Representation in Folktale

Representation is the practice of constructing meaning through signs and language (du Gay et al., 1999; Hall, 2003). From this perspective, language is not understood as a stable thing and will always be tied to the context in which it attends. In everyday life, human beings use language to translate and construct various meanings about various things around them. Various objects that exist around human life are understood as neutral things. However, through human beings’ marking, the meaning of an object is attached by constructing several representations. The meaning attached to an object is not standard but fluid, and can always change according to the context of human development in interpreting things.

Hall (2003) views language as a representational system because, through language, human beings can maintain the dialogue that occurs and allow them to build a culture of shared understanding and interpret the world around them in the same way. Language is a medium that can represent thoughts, ideas, and feelings in a culture. Therefore, representation through language is essential for creating meaning because culture is a battleground for meaning. Through culture, various meanings about things are created and legitimized as a common truth.

As the author’s ideological space, folktale provides dozens of spaces for interpretation and hypnotizes his readers to unconsciously participate in the ideological flow contained in literary works (Sugiarti & Andalas, 2018). This is because the process of reproducing literary works is not isolated from the cultural, political, and social context of a society and, in turn, will shape the worldview of writers, readers, and the audience (Arimbi, 2009). In the context of this research, a folktale becomes a space for the representation of gender construction from the perspective of Indonesian society. The various divisions of roles inherent in each character, regarding how to be a man and a woman, are a form of representation of the ideology of gender in Indonesian society. These various ideologies are embodied in literary fiction spaces that the readers will receive.

Through the representational system built-in folktale, the identity to be a woman or a man is built. Identity, in the study of feminism, is not understood as a singular thing. Identity is the result of the construction of individuals or groups in the self-labeling process. Gender, from the point of view of feminism, is seen as the result of socio-cultural construction prevailing in a society. Therefore, the gender identity attached to the roles that men and women must carry out in human life is the result of human construction and is not innate. Therefore, gender identity is a political matter. The identity construction process does not occur in a single or causal process at the subject’s will but is a temporal process that operates through the repetition of norms (Butler, 1993).

In this identity politics, feminism is positioned to attack the traditional identities attached to women based on traditional norms built from the point of view of men’s minds. Women are invited to build awareness of their identity by understanding it as a flexible thing (plural) and not like what men have attached to it (Lara, 1998).

Apart from this, space and time also significantly influence the process of identity formation. Different moments will create different identity narratives, and different environments build different historical perspectives (Arimbi, 2009). In this context, it is crucial to understand the form of gender identity built in the narrative of Indonesian folktales.

Female Objectification

The existence of folktale as a cultural product of society cannot be perceived as a value-free cultural product. Folktale as a cultural product is ideological. A folktale is constructed based on a particular point of view. Within this framework of thought, feminist criticism aims to weaken oppression against women from economic, political, social, and psychological perspectives.

The perpetuation of operations against women on cultural products, such as folktales, is carried out by using the male point of view in seeing the reality of life. This point of view then seems to be seen as neutral and inclusive even though it is not neutral and inclusive because it tends to objectify women (Hapsarani, 2017).

Objectification theory argues that women experience sexual objectification when they are treated as body parts or a collection of body parts judged on their benefit to others  (Fredrickson & Roberts, 1997). Sexual objectification is a form of dehumanization because women are seen as objects or commodities (Nussbaum, 1995). Women are treated as objects which do not have complete power over their destiny and can be bought or sold without considering their experiences and feelings. This shows that sexuality and sexual relations are born by asymmetric power structures.

Seven conditions indicate the occurrence of objectification in a person: 1) if someone is treated as a tool to fulfill goals, 2) if someone is treated as a person who cannot determine his wishes, 3) if someone is treated as a person who has no agency, 4) if someone is treated as if they could be exchanged with other objects, 5) if someone is treated as an object that can be hurt, 6) if someone is treated as something that can be owned, and 7) if a person’s feelings and experiences are considered unimportant (Nussbaum, 1995). These indicate the occurrence of objectification in building subject-object relationships.

Based on the opinion above, it appears that the various descriptions in Indonesian folktales need to be evaluated in the framework of gender studies. Various representations of the objectification of women in stories are indeed very dangerous, especially when children consume folktales. Sexual objectification is the beginning of the emergence of sexual violence, which has significant consequences on one’s understanding and perspective on sexual violence (Loughnan et al., 2013). When a person sexually objectifies another person, he will perceive that that party is lower than himself. The perception of women as objects of men, especially in terms of sexuality, is very dangerous for children’s understanding of gender. Women are only seen as objects or commodities.

Impact of Gender Biased Reading Materials on Children

In contrast to sex, gender is a trait that is attached to human beings based on their socio-cultural roles in society. Throughout the history of the development of human life, there have been situations of injustice in the position and roles of women in various spheres of human life. Women tend to be positioned as inferiors who must submit to the superiority of men who dominate human life (Bourdieu, 2001).

As a fundamental dimension in understanding social life individually, gender becomes a tool for self-awareness in responding to and understanding various phenomena around them. In addition, gender awareness also influences how human interactions may be held as a worldview from birth to death (Taylor, 2003). Therefore, a person is never born with a particular gender but with the freedom to determine the roles and positions they want in their lives.

Childhood is a crucial period that will affect the way of life until adulthood. This stage is the initial stage for children to learn to understand various realities and respond to them. Through reading materials or fairy tales that they consume every day, children will get information on attitudes, values, beliefs, and behaviors that they will emulate and apply in their lives. In this position, it is crucial to be aware of the stereotypes that are widely practiced by patriarchal cultures regarding how men and women should play their roles in life. If children are presented with gender-biased stories from an early age, this will affect how children perceive various things in their future lives.

Various forms of ideology and teachings, both explicit and implicit, exist in literary works created from a patriarchal point of view and continue to be studied and shared in each generation. As a result of this kind of consumption, children will perceive various things in the story as a truth stored in their subconscious, and unconsciously will become their guide in interacting and behaving with their environment in the future. If this continues, children from an early age will begin to perceive biased gender roles in memory even though they cannot discriminate between men and women sexually (Bussey & Banddura, 1992). This is despite the view that, in reality, children feel that they have to identify themselves sexually, as male or female. If this is allowed to continue, there will be efforts to perpetuate patriarchal culture to limit the various roles of women from an early age and limit children’s social processes in the later years of development (McDonald, 2010).

Method

This study uses a qualitative method and the feminist literary criticism approach. Sources of research data are Indonesian folktales originating from Eastern Indonesia, namely 1) “The Legend of Ile Mauraja from East Nusa Tenggara”, 2) “The Origin of Lake Limboto from Gorontalo”, 3) “The Origin of Botu Liodu Lei Lahilote from Gorontalo”, 4) “La Upe from South Sulawesi”, 5) “Sawerigading from South Sulawesi”, 6) “La Onto-Ontolu from Southeast Sulawesi”, 7) “Indara Pitaraa and Siraapare from Southeast Sulawesi”, 8) “The Legend of the Horn of Nature from Central Sulawesi”, 9) “Napombalu from North Sulawesi”, 10) “Alamona n ‘Tautama n’Taloda (First Man in the Talaud Islands) from North Sulawesi”, and 11) “Four Sultans in North Maluku from Maluku”. The eleven stories have been accessed from the documentation done by www.ceritarakyatnusantara.com. This website is one of the complete databases for the preservation of folktales. The stories on the website are managed by the Center for the Study and Development of Malay Culture, Yogyakarta, Indonesia. The selected eleven stories fulfill the following criteria:  1) The stories come from the eastern part of Indonesia; 2) there are female characters in the story; 3) there is a depiction of the role of female characters in it. The eleven stories are analyzed using content analysis techniques with a feminist perspective to criticize how women are depicted in folktales in Eastern Indonesia.

Results and Discussion

This study aims to describe the representation of female characters in Eastern Indonesian folktales, especially the objectification of female characters. The data shows three forms of the objectification of female figures: women as objects of male sexuality, women as a medium of exchange of power, and women who are passive and work in the domestic area.

Women as Objects of Male Sexuality

Objectification theory argues that women experience sexual objectification when they are treated as body parts or a collection of body parts judged on their benefit to others (Fredrickson & Roberts, 1997). Sexual objectification is a form of dehumanization because women are seen as objects, or commodities (Nussbaum, 1995). Women are treated as objects which do not have complete power over their destiny and that can be bought or sold without considering their experiences and feelings. This shows that sexuality and sexual relations are born by asymmetric power structures.

In Eastern Indonesian folktale, it is found that the story is not neutral, and it tends to be inclusive because the depiction in the story tends to objectify women. In the eleven stories analyzed, this depiction was found in eight stories, namely “The Legend of Ile Mauraja from East Nusa Tenggara”, “The Origin of Lake Limboto from Gorontalo”, “The Origin of Botu Liodu Lei Lahilote from Gorontalo”, “La Upe from South Sulawesi”, “Sawerigading from South Sulawesi”, “Napombalu from North Sulawesi”, “Alamona n’Tautama n’Taloda (First Man in the Talaud Islands) from North Sulawesi”, and “The Four Sultans in North Maluku from Maluku”.

The representation of women as objects of sexuality in the stories like “The Legend of Ile Mauraja”, “The Origin of Botu Liodu Lei Lahilote”, “The Origin of Limboto Lake”, “Alamona n’Tautama n’Taloda” (First Man in the Talaud Islands), and “The Four Sultans in North Maluku” show similar motifs. These five stories have the same motive; they begin with a male character who accidentally sees seven beautiful women taking a bath. Girls are depicted as half-human beings, such as angels or other creatures. The male character then peeks at seven girls who are bathing and decides to steal a wing or other object that causes one of the youngest nymphs not to return to heaven. The girl is then married to a male character to have a child. However, the ending is not happy because someone will always separate them; whether they die or one of the characters (female) finds the object or wing and leaves the man. At the end of the story, a different motif is found in the Origin of Lake Limboto because women defeat male characters with their supernatural powers.

In “The Legend of Ile Mauraja” from East Nusa Tenggara, for example, it is told that one day a king who was looking for a goat got lost and entered a cave. However, he accidentally saw seven girls bathing in a river from the cave. He was fascinated and wanted to marry one of them. He took one of the garments and hid it in a tree hole. The clothes belonged to the youngest. They got married, but fateful fate made them burn to death (Samsuni, 2011c). The original story of Botu Liodu Lei Lahilote from Gorontalo also tells the same thing. However, in this story, the main character is a young man named Lahilote. One day Lahilote accidentally peeked and was fascinated by seven nymphs who were bathing in the lake. Lahilote then took one of the wings of the seven nymphs and hid it in the house. It made her unable to return to heaven. Lahilote comes back and pretends to help him. Long story short, Lahilote married the youngest angel and lived in harmony until finally the youngest angel who had been tricked found her wings hidden by Lahilote and returned to heaven (Samsuni, 2009a). The same story of the Origin of Botu Liodu Lei Lahilote is also found in the story of Alamona n’Tautama n’Taloda (The First Man in the Talaud Islands) (Samsuni, 2010a), dan and the Four Sultans in North (Samsuni, 2010b). The thing that distinguishes the story of the Four Sultans in North Maluku is that the object stolen by the male character is a shawl.

The above four stories refer to the same scene, namely the desire of men to have women in the wrong way. They want to have women based on their physical image, which is beautiful. The objectification of the women in the story is practiced as women are treated as body parts or bodies that are only judged based on their utility. In the story, the description of the objectification of the female body is illustrated through the narrative and dialogue as found in the following Legend of Ile Mauraja:

How surprised he was when he saw seven beautiful girls bathing in the river in the cave.

“Oh… how beautiful those girls are!” murmured the King’s with admiration.

Seeing the beauty of the girls came his intention to marry one of them. So, he secretly took one of the clothes from the girl that was placed on the river bank. Then he hid the clothes in a tree hole. (Samsuni, 2011c).

In the data above, women are objectified for their physical beauty. Similar representations are also found in other stories. In the original story of Botu Liodu, Lei Lahilote is described as “He then hid behind a big tree, then peeked out to check on the situation…He watched their every move without blinking an inch. The handsome young man was fascinated by the beauty of the girls.” (Samsuni, 2009a) likewise in the stories of Alamona n’Tautama n’Taloda (The First Man in the Talaud Islands) and the Four Sultans in North Maluku. The woman in the story lives in a culture that places her body to be looked at, judged, and objectified (Fredrickson & Roberts, 1997). In fact, in the stories, “Alamona n’Tautama n’Taloda” (First Man in the Talaud Islands) and “The Origin of Lake Limboto”, expressions of exploitation of the female body are described in a more vulgar way. In the story, “Alamona n’Tautama n’Taloda” (First Man in the Talaud Islands), verbal expression is expressed by “from behind the phone, he then observes the movements of the angels who are taking a bath. Wow, this is a really amazing sight. How beautiful those women are,” murmured the Crab Man in admiration.” (Samsuni, 2010a). Likewise in “The Origin of Lake Limboto”, which is “from behind the tree, he watched the seven nymphs bathing until their eyes did not blink a bit.” (Samsuni, 2009b).

In La Upe, Sawerigading, and Napombalu stories, female characters are visually exploited by male characters through their physical beauty (Samsuni, 2009c, 2009e, 2009d). Unlike the four stories above, in these three stories, the exploitation of women’s bodies is expressed in the admiration of the female characters’ physical appearance by the male characters. Through the description of physical beauty, the male’s sexual desire is displayed. This picture needs to be taken seriously because the representation of women’s bodies and the desire for male domination over women’s bodies need to be viewed as social practices (Goffman, 1971) and systems of power (Laqueur, 1990). This picture, at the same time, confirms the dominance of men over women (Bourdieu, 2001). Women become weak figures who are displayed more with just their physical aspect. The depiction of female intellectuals as human figures is not found in the story. Various descriptions found regarding the objectification of women in Eastern Indonesian folktales are in line with research findings on Western Indonesian folktales (Baiduri, 2015; Fauzar, 2019; Hapsarani, 2017; Iswara, 2019; Juansah et al., 2021). Women in folktales in the region also experience sexual discrimination in the form of objectification. The female characters in folktales tend to be passive, and the beauty aspect is the main attraction for male characters to get female characters. In addition, women become objects, especially of the sexuality of male characters.

Various representations of the objectification of women in stories are indeed very dangerous, especially when children consume folktales. Sexual objectification is the beginning of the emergence of sexual violence and it has significant consequences on one’s understanding and perspective on sexual violence  (Loughnan et al., 2013). When a person sexually objectifies another person, he will perceive that that party is lower than himself. The perception of women as objects of men, especially in terms of sexuality, is very dangerous for children’s understanding of gender. Women are only seen as objects or commodities.

Women as an Exchange of Power

Women are objectified when they are seen or treated by others as objects(Nussbaum, 1995). Objectification works through the experience of treating a body that is judged in terms of its usefulness for (or consumption by) others (Hapsarani, 2017). In the folktales of Eastern Indonesia, two stories describe female characters as a medium of exchange of power. The two stories are “Sawerigading” from South Sulawesi and “Indara Pitaraa and Siraapare” from Southeast Sulawesi. This depiction cannot be separated from the use of the background of events during the royal period. In the story of “Sawerigading”, the princess of the Chinese kingdom was used by her father to strengthen the ties of brotherhood with the kingdom of South Sulawesi. Putri does not have a role in participating in making choices in her life for the power of male characters (Samsuni, 2009e). Likewise, in the story of “Indara Pitaraa and Siraapare”, the king’s daughter became a gift for Indara Pitaara for helping to kill a giant snake. Putri has no power over her destiny and choices for the sake of perpetuating the king’s power in this region (Samsuni, 2011a).

The objectification of women as a medium of exchange of power in both of the stories occurs because women do not have the power to make decisions. In both the stories as well as in almost many folktales from Indonesia, women are depicted as passive beings who do not have the power to have opinions or make decisions (Toha-Sarumpaet, 2010). The depiction in folktale almost entirely depicts decisions made by men. This condition has implications for the emergence of constructions regarding the nature that a woman must possess. A good woman is a woman who obeys the decisions of men. However, in the folktale above, the passivity of women causes them to become objects for the medium of exchange of power. Women become commodities for men’s interests in perpetuating their power.

Women are Passive and Work in Domestic Areas

One of the methods of objectification of women is identifying a person based on his body or body parts (Langton, 2009). In Eastern Indonesian folktales, some depictions limit women’s space based on identifying their physical condition. The female characters in the story are described as having only access to the domestic area. Women occupy a passive role and obey the male characters. This is because women are depicted as physically weak characters and need men as their protectors.

In most of the stories, female characters are only described as having access to the domestic sphere. The female characters are tasked with taking care of household needs. In the story of La Onto-Ontolu, by the female character, Grandma, everything that deals with the kitchen area is done (Samsuni, 2011b). The grandmother figure is a representation of the depiction of the role of women in this region. Likewise, in the story of Indara Pitaraa and Siraapare, the mother character is depicted as the person who is responsible for the kitchen to meet the food needs of her children. Unlike the female characters, the male characters have access to get out of the domestic area. They have to work outside and even have access to leave the village to earn a living (Samsuni, 2011a).

The data shows that in the folktale of Eastern Indonesia, women are also described as being more dominant in the domestic sector. This picture is in line with the research findings conducted by  Zahro et al., (2020), which state that in Indonesian folktales, female characters tend to maximize their potential in the domestic sector and ignore broader competencies. Moon & Nesi (2020), in their research on fairy tales from East Nusa Tenggara, also found that women have more roles in the domestic area. Women rarely appear in public. This means that the images of women in folktales, both in the Western and Eastern regions of Indonesia, tend to represent women’s roles in the domestic sphere.

The placement of women’s positions only in the domestic area is closely related to how men perceive women’s physical strength. Many female characters in Eastern Indonesian folktales depict women as passive beings who have no will. Characters are treated as individuals who do not have the autonomy or ability to determine their desires (Nussbaum, 1995). For example, in the story of La Onto-Ontolu, the character Putri Bungsu must obey her husband’s invitation to leave her family at the palace (Samsuni, 2011b). The female character is described as a good figure if she follows her husband’s decision.

This picture shows the position of women in the family. A man is the head of the family as well as the protector of his wife and children. This construction influences how men view women’s position as weak creatures who only need to work at home and wait for the results of men’s hard work.

Women’s domestic roles and passivity are in contrast with the more dominant characteristics of men. Men have a much stronger physical body and can protect women. This depiction is emphasized in the Legend of the Horn of Alam story as a male character who comes to save a female character from being kidnapped (Samsuni, 2019). Similar stories are also found in several other stories. In this construction, men become patrons for women who nurture and protect.

Conclusion

This study aims to understand how women are depicted in Eastern Indonesian folktales. This understanding is mainly related to the objectification of female figures. Based on the analysis conducted on eleven folktales, it is found that many female characters in Eastern Indonesian folktales are subject to objectification. The objectification of female figures is carried out in the form of women as objects of sexuality, as a medium of exchange of power, and as being passive and working in the domestic sphere. This finding shows that the folktale of Eastern Indonesia cannot be separated from patriarchal ideology. These stories show that women in the imagination of the Indonesian people still occupy an inferior position compared to men. Furthermore, the female characters also experience objectification and inequality as found in the folktales of Western Indonesia. The patriarchal point of view in the folktales has deep roots and spreads in Indonesia. Research proves that the ideology of folktale is not always in harmony with the ideal values ??that exist in society. It takes a critical attitude towards the selection of stories that will be conveyed to children.

Declaration of Conflicts of Interests
The author(s) declared no potential conflicts of interest.

Funding
The authors would like to thank the Directorate of Research and Community Service – Directorate General of Research and Development Strengthening – Ministry of Research, Technology and Higher Education of the Republic of Indonesia for funding this research.

References

Al-Khalaf, H. A. (2019). Feminist voices in Saudi folk tales: Analysis of three folk tales retold by Abdulkareem al-Juhayman. Middle Eastern Studies, 55(3), 374–385. https://doi.org/10.1080/00263206.2018.1520101

Andalas, E. F. (2015). Mitos-Mitos Kabupaten Malang: Cara Orang Jawa dalam Menjelaskan Dunianya. Puitika, 11(2), 150–162. https://www.researchgate.net/publication/323113958_Mitos-Mitos_Kabupaten_Malang_Cara_Orang_Jawa_dalam_Menjelaskan_Dunianya

Andalas, E. F. (2018). Cerita Rakyat dan Tradisi Masyarakat Agraris Nusantara: Mitos Dewi Sri (Jawa) dan Legenda Putri Mandalika (Sasak). In P. Karyanto (Ed.), Kisah-Kisah Perempuan dan Cerita Rakyat Nusantara2 (pp. 1–12). Kajian Sastra dan Budaya Universitas Airlangga.

Ariani, I. (2016). Feminisme Dalam Pergelaran Wayang Kulit Purwa Tokoh Dewi Shinta, Dewi Kunti, Dewi Srikandi. Jurnal Filsafat, 26(2), 272–290. https://doi.org/10.22146/jf.12786

Arimbi, D. A. (2009). Reading Contemporary Indonesian Muslim Women Writers: Representation, Identity and Religion of Muslim Women in Indonesian Fiction. In Gender (Issue December 2009). Amsterdam University Press.

Aristama, M. F., Andalas, E. F., & Sugiarti, S. (2020). Dampak dan Fungsi Mite Semar bagi Kehidupan Masyarakat Lereng Gunung Arjuan. Poetika, 8(1), 1–12. https://doi.org/10.22146 /poetika.55300

Baiduri, R. (2015). Paradoks Perempuan Batak Toba: Suatu Penafsiran Hermeneutik Terhadap Karya Sastra Ende Siboru Tombaga. MIMBAR, Jurnal Sosial Dan Pembangunan, 31(1), 51–60. https://doi.org/10.29313/mimbar.v31i1.1088

Baihaqi, A., Salehudin, A., Muttaqin, A., Wulandari, A., Daryatun, D., Mugianto, D., Kurniawan, H., Susanto, H., Yudhistira, H. A., Santoso, M. B. I., Mudra, M. A., Miisran, M., Rido, N. A., Samsuni, S., Suprihatin, S., Sumarningsih, T., Ariawijaya, V., Arifin, W. L., Wiyadi, W., … Setiawati, Y. S. (2015). 366 Cerita Rakyat Nusantara. Adi Cita.

Bar Zaken, S. (2020). Folktales in assistance of cross-culture therapy: cultural mental prototype of motherhood in Russian folktales. Journal of Poetry Therapy, 33(4), 236–251. https://doi.org/10.1080/08893675.2020.1803615

Bourdieu, P. (2001). Masculine Domination. Stanford University Press.

Bussey, K., & Banddura, A. (1992). Self-Regulatory Mechanisms Governing Gender Development. Child Development, 63(5), 1236–1250. https://doi.org/10.1111/j.1467-8624.1992.tb01692.x

Butler, J. (1993). Bodies That Matter: On The Discursive Limits of ‘Sex.’ Routledge.

du Gay, P., Hall, S., Janes, L., Mackay, H., & Negus, K. (1999). Doing Cultural Studies: The Story of Sony Walkman. Sage Publication.

Dundes, A. (1969). Folklore as a Mirror of Culture. Elementary English, 46(4), 471–482. http://www.jstor.org/stable/41386525

Eliyanah, E., & Zahro, A. (2021). Do they not seem normal? Indonesian teachers reading gender-biased folktales. Community Empowerment through Research, Innovation, and Open Access, 43–47.

Fauzar, F. P. Z. (2019). Kekuasaan dan gender dalam teks babad Subang. Seminar Internasional Riksa Bahasa, 1799–1806. http://proceedings.upi.edu/index.php/riksabahasa/article/view/1069

Florence, N. (2016). Female role models in bukusu folktales: Education at the mother’s hearth. Cogent Education, 3(1), 1–13. https://doi.org/10.1080/2331186X.2016.1185238

Fredrickson, B. L., & Roberts, T. A. (1997). Objectification theory: toward understanding women’s lived experiences and mental health risks. Psychology of Women Quarterly, 21(2), 173–206. https://doi.org/10.1111/j.1471-6402.1997.tb00108.x

Goffman, E. (1971). The presentation of self in everyday life. Penguin.

Hall, S. (2003). Introduction. In Representation: Cultural Representations and Signifying Practices (pp. 1–12). Sage Publication.

Hapsarani, D. (2017). Objektivitas Perempuan dalam Tiga dongeng Klasik dari Sanggar Tumpal: Sangkuriang, Jaka Tarub, dan Si Leungli. Paradigma: Jurnal Kajian Budaya, 7(2), 124–137. https://doi.org/10.17510/paradigma.v7i2.168

Hosseinpour, N., & Afghari, A. (2016). Gender Representation in Persian Folktales for Children. Theory and Practice in Language Studies, 6(1), 111. https://doi.org/10.17507/tpls.0601.15

Iswara, T. W. (2019). Tubuh Perempuan Pada Cerita Rakyat Jawa Timuran: Jaka Tarub dan Ande-Ande Lumut. PARAFRASE?: Jurnal Kajian Kebahasaan & Kesastraan, 19(1), 7–16. https://doi.org/10.30996/parafrase.v19i1.1966

Juansah, D. E., Mawadah, A. H., & Devi, A. A. K. (2021). Rekonstruksi cerita rakyat pulau Jawa berdasarkan perspektif kesetaraan gender. JP-BSI (Jurnal Pendidikan Bahasa Dan Sastra Indonesia), 6(1), 39–44. https://doi.org/10.26737/jp-bsi.v6i1.2053

Langton, R. (2009). Sexual sooolipsism: philosophical essays on pornography and objectification. Oxford University Press.

Laqueur, T. (1990). Making sex: body and gender from the greeks to Freud. Harvard University Press.

Lara, M. P. (1998). Moral Textures: Feminist Narratives in the Public Sphere. University of California Press.

Loughnan, S., Pina, A., Vasquez, E. A., & Puvia, E. (2013). Sexual objectification increases rape victim blame and decreases perceived suffering. Psychology of Women Quarterly, 37(4), 455–461. https://doi.org/10.1177/0361684313485718.

McDonald, S. M. (2010). Sex bias in the representation of male and female characters in children’s picture books. The Journal of Genetic Psychology, 150(4), 389–401. https://doi.org/10.1080/00221325.1989.9914605

Medawattegedera, L. (2015). “We Must Make Men”: Constructions of Masculinities and Femininities in Parker’s Village Folk Tales of Ceylon. OUSL Journal, 9, 113. https://doi.org/10.4038/ouslj.v9i0.7330

Mengulik Data Suku Indonesia. (2015). Badan Pusat Statistik. https://www.bps.go.id/news/2015/11/18/127/mengulik-data-suku-di-indonesia.html

Moon, Y. J., & Nesi, A. (2020). Citra perempuan dalam dongeng-dongeng daerah NTT. Pustaka, 20(1), 10–21. https://doi.org/10.24843/PJIIB.2020.v20.i01.p02

Nussbaum, M. C. (1995). Objectification. Philosophy & Public Affairs, 24(4), 249–291. https://doi.org/10.1111/j.1088-4963.1995.tb00032. x

Paramita, I. B. G. (2020). Pendidikan etika dan gender dalam teks satua I tuung kuning. Jurnal Inovasi Penelitian, 1(2), 91–98. https://doi.org/10.47492/jip.v1i2.54

Putra, A. (2018). Citra Perempuan dalam Cerita Rakyat Waindho-Indhodhiyu Pada Masyarakat Wakatobi. ETNOREFLIKA: Jurnal Sosial Dan Budaya, 7(1), 20–29. http://journal.fib.uho.ac.id/index.php/etnoreflika/article/view/518

Rochman, K. L. (2015). Spiritualitas-Erotis Ratu Kalinyamat: Menafsir Simbol Kecantikan, Seksualitas dan Birahi yang Terkait dengan Mitos Topo Wudho, Wit Jati Bolong dan Pelacur Keraton Terhadap Pilihan Hidup Pragmatisme-Hedonis Perempuan Jepara. Jurnal Penelitian Agama, 16(1), 50–67. https://doi.org/10.24090/jpa.v16i1.2015.pp50-67

Samsuni, S. (2009a). Asal Mula Botu Liodu Lei Lahilote. Cerita Rakyat Nusantara. http://ceritarakyatnusantara.com/id/folklore/184-Asal-Mula-Botu-Liodu-Lei-Lahilote

Samsuni, S. (2009b). Asal mulai danau limboto. Cerita Rakyat Nusantara. http://ceritarakyatnusantara.com/id/folklore/178-Asal-Mula-Danau-Limboto

Samsuni, S. (2009c). La upe. Cerita Rakyat Nusantara. http://ceritarakyatnusantara.com/id/folklore/158-La-Upe

Samsuni, S. (2009d). Napombalu. Cerita Rakyat Nusantara. http://ceritarakyatnusantara.com/id/folklore/143-Napombalu

Samsuni, S. (2009e). Sawerigading. Cerita Rakyat Nusantara. http://ceritarakyatnusantara.com/id/folklore/147-Sawerigading

Samsuni, S. (2010a). Alamona n’Tautama n’Taloda. Cerita Rakyat Nusantara. http://ceritarakyatnusantara.com/id/folklore/218-Alamona-nTautama-nTaloda-Manusia-Pertama-di-Kepulauan-Talaud

Samsuni, S. (2010b). Empat Sultan di Maluku Utara. Cerita Rakyat Nusantara. http://ceritarakyatnusantara.com/id/folklore/153-Empat-Sultan-di-Maluku-Utara

Samsuni, S. (2011a). Indara pitaraa dan siraapare. Cerita Rakyat Nusantara. http://ceritarakyatnusantara.com/id/folklore/299-Indara-Pitaraa-dan-Siraapare-

Samsuni, S. (2011b). La onto-ontolu. Cerita Rakyat Nusantara. http://ceritarakyatnusantara.com/id/folklore/247-La-Onto-Ontolu

Samsuni, S. (2011c). Legenda Ile Mauraja. Cerita Rakyat Nusantara. http://ceritarakyatnusantara.com/id/folklore/277-Legenda-Ile-Mauraja

Samsuni, S. (2019). Legenda tanduk alam. Cerita Rakyat Nusantara. http://ceritarakyatnusantara.com/id/folklore/141-Legenda-Tanduk-Alam

Sari, R. W. (2015). Cerita Rakyat Timun Emas: Gambaran Runtuhnya Ideologi Patriarkal. Gramatika STKIP PGRI Sumatera Barat, 1(1), 72–88. https://doi.org/10.22202/jg.2015.v1i1.1158

Setiawan, Y. B., Fanani, F., & Julianto, E. N. (2016). Bias gender dalam cerita rakyat: analisis naratif pada folklore Eropa, Cinderella, dengan cerita rakyat Indonesia, Bawang Merah Bawang Putih. Jurnal The Messenger, 5(2), 1–13. https://doi.org/10.26623/themessenger.v5i2.145

Sheik, A. (2018). The more than beautiful woman – African folktales of female agency and emancipation. Agenda, 32(4), 45–53. https://doi.org/10.1080/10130950.2018.1535094

Sugiarti, S., & Andalas, E. F. (2018). Perspektif etik dalam penelitian sastra. UMM Press.

Sulistyorini, D., & Andalas, E. F. (2017). Sastra Lisan: Kajian Teori dan Penerapannya dalam Penelitian. Madani.

Syahrul, N. (2020). Bias gender dalam dongeng: analisis naratif terhadap dongeng “Malin Kundang dan Puti Bungsu.” Prosiding Seminar Nasional Sasindo, 92–104. https://doi.org/10.32493/sns.v1i1.7869

Taylor, F. (2003). Content analysis and gender stereotypes in children’s books. Teaching Sociology, 300–311. https://www.jstor.org/stable/3211327

Toha-Sarumpaet, R. K. (2010). Pedoman penelitian sastra anak. Pusat Bahasa Kementerian Pendidikan Nasional Indonesia.

Wulansari, D. W. (2020). Bias Gender dalam Perbandingan Hasil Terjemahan Buku Cerita Anak Dongeng Bawang Merah Dan Bawang Putih Melalui Penerjemah dan Google Translate. Wanastra: Jurnal Bahasa Dan Sastra, 12(2), 229–235. https://doi.org/10.31294/w.v12i2.8516

Zahro, A., Eliyanah, E., & Ahmadi, A. (2020). Women and the Indonesian folktales: a gender perspective. International Journal of Humanities and Cultural Studies, 7(2), 89–99. http://www.ijhcs.com/index.php/ijhcs/article/view/3419

 

Imagine, Integrate, and Incorporate: English Language and its Pedagogical Implications in EFL Classrooms

/
2.3K views

Sohaib Alam
Assistant Professor, Dept. of English, College of Sciences and Humanities, Prince Sattam bin Abdulaziz University, Al kharj, Saudi Arabia. ORCID: 0000-0002-9972-9357Email: s.alam@psau.edu.sa

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.10

First published: June 19, 2022 | Area: EFL Studies | License: CC BY-NC 4.0

(This article is published under Volume 14, Number2, 2022)
Full-Text HTML Full-Text PDF Cite
Imagine, Integrate, and Incorporate: English Language and its Pedagogical Implications in EFL Classrooms

Abstract

As the English language is accepted globally, it becomes a challenge for the teachers to learn the new theories and practices and get updated as per the requirements and needs of the learners. It is very necessary to know the needs of the learners in order to help them or push them towards learning. Knowing your learners’ needs means half of the work has been done, the only thing the teacher has to do is to select the methods and apply the appropriate strategies in the classrooms. The existing practice of teaching English in the classroom does not offer much to the students to practice receptive and productive skills in real-life situations. The present study focus on developing language skills by using different strategies and activities in real-life classroom situation to enhance the language skills of the learners. The study uses a quantitative method to collect data from the respondents through a questionnaire developed by the researcher. The questionnaire was based on a five-point Likert scale and the reliability and validity were tested through SPSS version 20. The Cronbach alpha was tested and the results were satisfactory. The findings of the study clearly show that if the strategies and method of pedagogy in the classroom will be changed to more learners-centred and activity-based, the learning outcomes will be better and language skills were enhanced.

Keywords: Pedagogy, Receptive skills, productive skills, language learning activities, Incorporation

Introduction

English is spoken all over the world and English language teaching and learning is one of the most fascinating as well as challenging tasks for the pedagogues as well as for the learners. As the English language has spread and travelled across the world it has changed its colour and form. Different people have accepted and used the English language as their second language or foreign language to convey their opinions, values, thoughts, and feelings. The power of the English language can be seen as most of the textbooks which are available in this world irrespective of the field they have existed in English language and if not it is translated into it. The English language is considered the lingua franca of our country, spoken by the majority of the people. It is the means of employability in each and every sector. A person who is fluent in the English language can get a job very easier. Now a day it is the minimum requirement of almost every job. The uniqueness of the English language lies in its diversified nature as wherever it goes it changes its structures and function. The emergence of the English language as a global language is an example of how it is quickly reached and accepted by the people. The most important point of the English language is the flexibility to adjust to the native language.

Learning a language whether it is second or foreign is indeed a very complex process. It needs special care, effort, and calibre to master that language because there is always mother tongue intervention when you learn a language. Shinsuke Tsuchiya (2016) discussed the other important distinction which is the dichotomy between native and non-native speakers. He further explains the idea by acknowledging the diversity of speech and practices in different ethnic communities in the world. However, this is the fact that non-native speakers have not been hired or given opportunities over native speakers irrespective of the truth that whether they are more effective or not. Because sometimes the problem of mutual intelligibility also occur when it comes to second language classroom specifically in India where a number of diverse mother tongue exists. The author also explains that individuals perceive the notion of native and non-native differently. Tsuchiya opines:

The practice of dichotomizing natives and non-natives as two homogeneous groups is at best misleading. This is because individuals routinely perceive ‘natives’ and ‘non-natives’ differently, depending on a wide variety of factors. These factors include but are not limited to, linguistic ability, educational background, competence in other languages (s), dialect, citizenship, ethnic background, skin colour, and even gender and sexual orientation. One way to deconstruct the dichotomy is to study those who do not fit in the dichotomy through ethnographic studies. Such individuals would include heritage speakers, dialect speakers, and those who are linguistically but not “ethnically” native speakers. (p. 3-4)

Therefore, to develop an effective and efficient model of teaching strategy, activity based on language questions which target to improve productive and receptive skills of English language learning is the foremost pragmatic strategy that can be developed and applied in foreign language classrooms. Language learning has some basic concepts and theories about how language is learnt, acquired, and taught. Behaviourism is basically psychology theory which is concerned with the behaviours of the individual. It has dominated the field of second language acquisition until the end of the 1960s. The approach is focused on the external individual’s environment. Behaviourist says language learning is habit formation, the procedure of linking stimulus and responses. This process is regarded as a learning instrument and has to be reinforced, practised, observed, and corrected. Behaviourists emphasize on imitation of stimulus as a process of learning. The central idea is dependent upon the observation, measurement, and verification of the subject i.e. is a language learner. The principles of the theory rely on observation, repetition, drill practice, and stimulus-response. Naderi, S., Ajmal, M., Keezhatta, M. S., & Alam, S. (2021) write in the paper titled “Stroke Effect of English Teachers on the Learners’ L2 Motivational Self-System”

The interaction between teacher and learner can be considered a fundamental element in the educational context. Hall and Walsh (2002) asserted that the quality of teacher-learner interaction in the language learning contexts is a major factor to have effective and efficient learning and teaching process. Moreover, this kind of interaction has an essential role in progressing a positive learners’ academic development and a social enhancement as well. In fact, the promoted interaction between teachers and learners provides a safe and suitable environment for both learners and teachers. (108)

Language has four skills i.e. LSRW, apart from this it has two aspects also that is vocabulary and grammar. To learn a language or acquire every individual has to learn the rules of the language as well as the vocabulary irrespective of whichever language they are learning. “Teachers believed that the motivation levels of the entire class and of individual students depend highly on the teachers. Technology was perceived as important for today’s classroom by all teachers” (Ajmal et al., p. 543). Universal grammar theory refers to the structure of the certain set of rules which are inherent in humans. The theory has been proposed by Noam Chomsky in 1986, and he argued that humans have the ability to organize limited language constraints in their minds. In addition to, he elaborates that every language in this world has a limited number of similar structure or set of rules that exists in humans naturally. “In certain situations in which the child is not presented with any consistent linguistic model, they appear to have the capacity to invent some aspects of language” (Carroll, p. 42). The above-mentioned statement of David Carroll in his book Psychology of Language supports the notion of Universal grammar. This set of rules is known as Universal grammar and it is also supported by the Creole languages. Aleksander Kobylarek (2020) says “the point of education depended on introducing people to human achievement by creating a certain development continuum” (p. 6).

The aforementioned ideas about language and its aspects of how to learn its nuances to practice in real-life situations are the demand of today’s competitive world. To solve the problem of pedagogues in the classroom teaching the study focus on how to develop a strategy based on activities of the English language and its implementation or integration in real-life classroom teaching.

Literature Review

The present study reviews some of the important articles and books pertinent to the idea of integrating, incorporating and imagining the language skills in the classroom pedagogy. Teaching English as a Second or Foreign Language Fourth Edition (2014) by Celce-Murcia, Marianne, Donna Brinton, and Marguerite A. Snow accentuates the methods of language teaching comprehensibly, elaborates on how to assess the language skills and its aspects i.e. grammar and vocabulary, and highlights the integrated approaches of ESL and EFL classrooms with providing relevant content.  Additionally, the book focuses on the information about the learners that are relevant for classroom interaction and foreground issues that are important for the professional development of the teachers. The book is a comprehensive demonstration of approaches, methods and techniques to make teachers capable enough to facilitate teaching English as a second or foreign language. It can be used as a reference book or guide for specific training and professional development in academics. The book is a canon of each and every aspect that is important and affects teaching-learning process. It is substantial because each chapter begins with a question that previews the contents of the chapter. It also throws light on key concepts and terminologies that are pertinent to ESL and EFL contexts. Apart from this, the chapters elaborate on conceptual underpinnings (research and theory), followed by classroom implications. The uniqueness of the book is each chapter ends with the future trends and recommendations, a conclusion and summary followed by the discussions, questions, suggested activities, and recommendations for future readings. The suggested materials can be utilized for stimulating critical thinking, application, and exploration.

Techniques and Principles in Language Teaching (2000) by Diane Larsen-Freeman is a remarkable contribution to the field of language teaching and learning. The book discusses new methods through more attention to the learning process providing the methodological choice to the teachers. Second Language Pedagogy (1987) by N.S. Prabhu is a landmark book which aims to present a particular view of second language pedagogy through fascinating and exciting procedures and tasks in language teaching. This approach was referred to as the ‘Bangalore Project’ and some called it ‘Communicational Teaching Project’. The project had some very interesting ideas of giving the instruction as tasks, and their implication in the syllabus design is what we have known as ‘procedural syllabus’. Prabhu describes “development of competence in a second language requires not systematization of language inputs or maximization of planned practice, but rather the creation of conditions in which learners engage in an effort to cope with communication” (Prabhu,  p. 1). So what he focused through his idea of communicational approach or procedural approach or task-based language learning is that creating the situation (tasks) is very much important for the production of appropriate linguistic expression.

Approach and Methods in Language Teaching (2001) by Jack C. Richards and Theodore S. Rogers is a remarkable work which gives us insights into the approach, methods, and techniques of language teaching, split into three parts. The book discusses cooperative language learning, content-based instruction, task-based language teaching and the post-methods era. The book aims to offer an inclusive and lucid description of major and minor movements in language teaching methods from the commencement of the twentieth century to the current times. The aim of the authors is to present a straight and inclusive depiction of a meticulous approach or method.

Blended Learning: Creating Opportunities for Language Learners (2012) by Debra Marsh reflects the blending of learning methods, approaches, and strategies in language learning classrooms. It discusses the incorporation of the pedagogically sound learning materials which support the approach. “Blended learning can refer to any combination of different methods of learning, different learning environments, different learning styles” (Marsh, p. 3).

Sayeh Abdullah’s article “Challenges for Teaching English as a Second Language and their Remedies” (2013) analyses the challenges and barriers to teaching in EFL classrooms. The article discusses the cultural nuances that influence the language learning process which is an important barrier for second language learners. Cognition of new structures and skills is very important among learners; the use of real-life situations can give learners ample experiences to understand. The new words and new expressions should be discussed and explained to learners in order to comprehend them easily. The author defines “it is demanded that the English language teachers must be skilled enough at lowering these barriers and sparking student interest and curiously by developing a creative, wise and passionate curriculum” (Abdullah, p. 371). However, it has been noticed that after decades of teaching English teachers have not achieved what they are supposed to; somehow they are lacking in creativity and experiments; new approaches in their classroom. Teaching the second language has been a difficult assignment, particularly, in working with the students who hail from diverse cultures and backgrounds as it entails a number of intricacies which can be overcome through the application of suitable approaches. The paper focuses on the problems of learners of a second language, mainly, English.

“Drama in Education and its Effectiveness in English Second/Foreign Language Classes” (2004) by L. Athiemoolam address the challenge of using drama in ESL/EFL classrooms and its effectiveness. The article aims to draw attention to the use of creativeness, role play and frozen images as procedures to support the learning process among learners who are learning English. It also focuses on the development of communication skills among English language learners at the school or university level. The author enumerates the usage and application of drama techniques and the invaluable role of drama in developing oral communication. The author emphasizes that drama and theatre develop creativity and confidence among learners, by using creative drama like pantomime, role play, and improvisation. One can stimulate authentic situations in the classroom for the development of the English language.

In “Drama Techniques for Teaching English” (2004) Vani Chauhan discusses the alternative method of teaching English through drama by providing context for language production. The article examines the benefits of using drama in the classroom by asserting that drama empowers the teachers’ repertoire of pedagogic strategies. The author elaborates on the effectiveness of drama in the ESL classroom and demonstrates the warm-up game to trigger the learner’s ability to respond, then describes the drama activities through which teachers can teach the English language. The activities include the interrogative roles, telephonic conversations, and soliloquy. Each activity is very clearly designed and described with follow-up and variations.   The article discusses drama as an alternative method in the EFL classroom which is the primary aim of this study. It strengthens the present study by demonstrating a way how it will be implemented in the second language classroom.

The literature review discusses different methodologies and strategies discussed by the authors to cater for the need of the students in EFL/ESL classroom pedagogy. The limited study discussed above shows that there is a gap between the ideas, strategies, and approaches and their implementation, integration and incorporation. The present study tried to fill the gap in the actual integration of activities and strategies in the real-life classroom pedagogy.

Research Methodology

The research methodology follows a valid and reliable method to collect data through a questionnaire developed by the researcher. The questionnaire was used firstly to conduct a pilot study to know the weakness and strength and implement the changes accordingly. The respondents were chosen by using the purposive method and the entire respondent were studying in an undergraduate program. The questionnaire was based on five-point Likert scale. For the present study, only a few statements related to language teaching will be analysed and try to find out the possible solution related to the classroom pedagogy. The language-based statements are designed to get information about the effectiveness of activities and exercises in language classrooms. The options are ranging from 1 to 5, where 1 means strongly disagree and 5 means strongly agree. The statement-based questions intend to inquire about the usefulness, and effectiveness of the concept of language activities in classroom learning and teaching.

Data Analysis

The first statement in the questionnaire comes under the dimension of language-based and asks “I like activities in the classroom to learn English”. This statement aims to know whether students like activity as a strategy in learning English or whether it has not been added to the curriculum nor practised by teachers. All of the language-based statements are coded as (LB) for tabulation and analysis.

Graph 1

The responses recorded are shown in the Graph 1 above, thirty-two (32) students selected ‘strongly disagree’, forty-eight (48) students selected ‘disagree’, two hundred thirty-two (232) students selected ‘neutral’, four hundred ninety-five (495) students selected ‘agree’, and one hundred ninety-six (196) selected ‘strongly agree’. The responses from the participants are quite positive about using activity as a tool for learning English as it is loud and clear from the table 4.15, that 70%of the respondents marked positively when asked do they like drama activities, exercises, and lessons in the English classroom. However, 23% of the participants responded that they feel neutral or they are okay with the approach whereas only 8% of the students responded negatively. Statistical data for statement one (LB1) shown in graph 15 have received positive responses from the respondents. The kind of responses received for this particular statement gives strength to the present study as it is proposing a new approach to teaching and learning which has not been used earlier or is not generally practised because of end number of reasons by the teachers.

The next statement, based on language skills, asks “drama in the English language classroom makes learning easy”. This particular statement intends to establish the fact whether drama and theatre-based activities are helpful in learning English or it does make the process of learning easy. As it is shown in Graph 2 below, twenty-nine (29) students selected the option ‘strongly disagree’, fifty-six (56) students selected ‘disagree’, and two hundred two (202) students selected ‘neutral’.

Graph 2

The second statement of language-based (LB2) intends to know the opinion of respondents about drama makes learning English easy as a teaching tool, with the presupposition that minimum effort and maximum output can be achieved through drama-based activities. Approximately, 70% of the students responded positively to this statement which means they believe drama will help them to learn the English language easily if it is opted for by the teacher and added to the curriculum by policymakers.

Statement three (LB3) of language-based appears in the questionnaire as statement number fifteen (15). This statement tried to get input from respondents on how effective are language games and role-play in improving their English language. The participants responded to this particular statement, sixteen (16) students chose the option ‘strongly disagree’, thirty-eight (38) chose the option ‘disagree’, one hundred fifty-two (152) chose the option ‘neutral’, five hundred thirty-five (535) chosen ‘agree’, and two hundred sixty-two (262) chosen the option ‘strongly agree’. It is clear from Graph 3 below, that most of the respondents feel that language games and role-play activities in English language classrooms improve the accuracy and fluency of their language skills.

Graph 3

Graph 3 (above) shows that almost eighty (80) per cent of the participants responded positively to this statement whereas only 5.4% responded negatively.

Statement four (LB4) of language-based appears in the questionnaire as statement nineteen (19), which intends to ask about projects, presentations, and assignments. As data shown in Graph 4 below, eighty-three (83) students selected option ‘strongly disagree, eighty-six (86) students selected option ‘disagree’, two hundred fifty-five (255) students selected option ‘neutral’, three hundred forty-six (346) students selected option ‘agree’, and two hundred thirty-three (233) students selected option ‘strongly agree’. It is clear from graph 18, that fifty-eight per cent (58) of the students responded positively to this statement and 16.8% of the students responded negatively. The rest of them responded to the option neutral.

The next statement LB-5 asks activity-based teaching improves the oral skill of the students. It also investigates activities as a tool of learning helpful in developing the pronunciation skills of students.

Graph 4

As it is clear from Graph 5 below, eleven (11) students selected the option ‘strongly disagree’, forty students (40) selected the option ‘disagree’, two hundred and two (202) students selected the option ‘neutral’, four hundred fifty-three (453) selected option ‘agree’, two hundred ninety-seven (297) selected option ‘strongly agree’.

Graph 5

The next statement based on language is LB 6 which asks about opportunities students are having in their everyday life. This particular statement intends to ask how frequently they speak English outside the classroom. Practising linguistic structure as much as possible develops the language skills of students.

Graph 6

The response recorded after tabulation of data reveals, twenty-nine (29) students responded ‘strongly disagree’, sixty-one (61) students responded ‘disagree’, one hundred ninety-three (193) students responded ‘neutral’, four hundred thirty-eight (438) responded ‘ agree’, two hundred eighty-two (282) responded ‘strongly agree’. It is clear from Graph 6 above, almost seventy-two (72) per cent of the students responded positively to the statement whereas nine (9) per cent of the students responded negatively.

If respondents who marked option ‘neutral’ for example taken as they do not have opportunities or least opportunity to use English in their daily life then a large number of students are not using English or do not get the opportunity to use it in their day to day communication. The reason can be different for every individual, maybe they are shy and hesitate to communicate in English because they think others might point out their mistakes and make fun. The other reason for not using it is that they are not able to produce appropriate linguistic structures of language, lack of vocabulary, lack of motivation and so on.

The next statement in this segment is that LB7 intends to ask how English can be learnt by putting minimum effort for maximum output with the help of drama techniques.

Graph 7

The response recorded after tabulation of data reveals, that thirty-five (35) students selected option ‘strongly disagree’, eighty-nine (89) students selected option ‘disagree’, two hundred eighty-nine (289) students selected option ‘neutral’, four hundred twenty-one (421) selected option ‘agree’, and one hundred seventy-three (173) selected the option ‘strongly agree’. It is clear from Graph 7 below, total of 12.45% students responded negatively to this statement whereas sixty (60) per cent of the students approximately responded positively to this statement.

Most of the participants believe that English can be learnt with minimum effort through the use of drama and theatre as a tool for learning. The approach of using drama as an instructional method in second language classrooms gives motivation and makes the learning process easier.

The next statement of language-based is LB8 intends to ask about word games and puzzles help to improve vocabulary. The response recorded after tabulation of data shows that sixteen (16) students selected option ‘strongly disagree’, thirty-five (35) students selected option ‘disagree’, one hundred fifty-two (152) students selected option ‘neutral’, five hundred five (505) students selected the option ‘agree’, and two hundred ninety-five (295) students selected option ‘strongly agree’.

Graph 8

It has been observed by several teachers and scholars that students especially at the undergraduate level face difficulties in speaking and writing because they do not have enough vocabulary to express their thoughts and feelings. Even when writing descriptive answers in exams they keep on repeating the same expressions. This technique of using word games in the classroom does help them to improve their vocabulary and will directly develop their oral and written skills in the English language. As you can see in graph 8 above, only five (5) per cent of students responded negatively to this statement whereas eighty (80) per cent of the students responded positively. In this regard, there is a need for enhancing the vocabulary of the students at the undergraduate level and working with word games can be an essential strategy to develop their vocabulary.

The last statement LB9 investigates the effectiveness of the approach of using drama activities in language teaching classrooms. The responses recorded were: twenty-two (22) students selected the option ‘strongly disagree’, thirty-eight (38) students selected the option ‘disagree’, one hundred forty-four (144) students selected ‘neutral’, four hundred seventy-five (475) students selected the option ‘agree’, and three hundred twenty-four (324) students selected the option ‘strongly agree’. As it is clear from graph 23 (below), six (6) per cent of the students responded to this statement negatively whereas eighty (80) per cent of the students responded positively. 14.5% of the students responded neutrally.

Graph 9

Inferences and Findings of the Study

The findings of the present study are discussed in the form of inferences made by analysing the data which were collected through the questionnaire. There are discussed below:

The researcher found that the use of unscripted activities i.e. extended role play develops cooperative learning, group work and pair work among students. Apart from these, it was observed that students often feel boredom in the classroom if the teacher is not using interactive methodologies but these drama-based activities make the learning interesting and useful for the overall improvement of the personality and language of students. Traditional methodologies do not offer an interactive teaching style which is why students are unable to perform well when asked inside and outside the Indian classroom. These activities are the easiest way to make the learning of English language effective as it stimulates motivation among learners. The majority of students responded that while indulging in drama-based activities they are able to interact actively and effectively without any pressure. Furthermore, the efficacious nature of the activities can be seen as it develops the imagination of the students because the activities are designed in a way that promotes the student’s involvement in the classroom and gives them autonomy to learn the English language. The teacher’s role is to be a torch bearer in the classroom.

It was noticed through the responses recorded that language games facilitate students to learn new linguistic expressions and it is easily available through the Android platform on mobiles. Students find language games easily accessible to them and they can utilize them for their language improvement. A number of language games are available for vocabulary building and grammar improvement online and offline. The comprehensible finding suggests that these language games enhance confidence and creativity as they are not redundant but rather spontaneous in nature.

It was found that using non-verbal activities in the classroom improves the body language of the students. These activities improve the kinaesthetic skills of the students i.e. how to interact with others without using words or sentences through gestures and postures. It is an effective strategy for teaching the English language in the second language classroom. Moreover, it also develops the mutual intelligibility of the students. Leo Jones (2007) says:

In student-centred classes, students don’t depend on their teacher all the time, waiting for instructions, words of approval, correction, advice, or praise. They don’t ignore each other, but look at each other and communicate with each other. They value each other’s contributions; they cooperate, learn from each other, and help each other. When in difficulty or in doubt, they do ask the teacher for help or advice but only after they have tried to solve the problem among themselves. The emphasis is on working together, in pairs, in groups, and as a whole class. Their teacher helps them to develop their language skills. (p. 1)

One of the major findings that were perceived through the responses of the students is that they do not rely on reading authentic materials rather than they prefer to read sub-standard market materials that are easy to read in order to pass their examinations. Most of the students responded that they use online content as their reading materials, and very few students responded that they regularly read newspapers and magazines. The English Language has four skills and two aspects that have to be practised to be a fluent and accurate writer or speaker reading and listening serve as the input of the language that goes into the subconscious mind of individuals. Speaking and writing are the output of the language without input the desired output is not possible. Apart from these input and output skills, it is important to inculcate the aspects of language, i.e. grammar and vocabulary. Drama as an instructional approach is potent enough to foster these skills and aspects in a holistic teaching strategy.

This approach gives a kind of training of pronunciation to the students as it uses ICT and audio-visual materials if available. Using this method the teacher’s role is to act as a guide and supervise the activity by giving appropriate feedback wherever needed. Sometimes if the infrastructure is available audio-video materials are used for ice-breaking or warm-up activities to push students toward the learning process. Moreover, Alan Maley and Alan Duff’s (2013) book titled “Drama techniques in language learning is an important resource book for activities that can be used in EFL classroom pedagogy. The data reveals and the researcher also believes that the use of multimedia materials gives students a kind of training so that they can listen and see to imitate the language structures and supra-segmental features in a real-life situation. Aleksander Kobylarek (2021) says that “education practices to be appropriate, knowledge about education must have a solid foundation” (p. 9)

It is observed that this approach gives the opportunity to the students to use the English language inside and trains them to use it outside with confidence. In the Indian context, students have very little or no exposure in using the English language in their everyday life. Even in some cases, students do not have exposure to listening to the native speaker to imitate them to learn the exact pronunciation. The findings conclude that this approach is very helpful in learning English as it is cost-effective, efficient, and can be used without any infrastructure in open spaces.

It was noticed and the majority of the respondents said that traditional chalk and lecture teaching methods are one-dimensional way and do not promote students’ involvement, participation, autonomy, and freedom whereas learning the English language in a second language context should be two-way communicative act, should be thought-provoking, exchanging ideas, and should allow students to engage and participate in the classroom. Drama as a strategy for teaching the English language initiates the learning process which traditional methods do not support. Even the errors are not welcomed in traditional teaching practices which Stephen Pit Corder said is very significant for a beginner.

It was pointed out that the researcher firmly believes that drama as a method of teaching motivates learners to practise the English language inside and outside the classroom. Traditional teaching styles do not offer ample motivation and they minimize the hesitation of the students because of the lecture method which students often find boring. It was observed that students feel connected to the idea of using drama and they actively interact in the classroom with a result, they gradually use the English language more. They also find it very interesting to practice language structures through assigned roles. Alam, S., Al-Hawamdeh, B. O. S., Ghani, M. U., & Keezhatta, M. S. accentuates:

The use of activities based on drama in education is efficacious in developing the creativity and critical skills of the learners. It is also helpful in fostering the non-verbal skills of learners in real-life situations. Additionally, if the approach is used in the right way it can have a positive impact on the learning outcomes of the students in ESL and EFL classrooms. The challenge is to devise the activities according to the classroom nature and the level of the students (p. 40).

It was noticed that the reverberation of the linguistic expression in the classroom enhances the personal, social, and cultural values among learners. The activities developed and designed for classroom teaching purposes are improvised from real-life situations and that is why the students feel it is important to practice and subscribe to the idea of enacting those situations in the classroom. In the process of acting out the expressions, they inculcate the social etiquette, values, courtesy, manners, decorum, protocol, and politeness. This leads to the understanding that drama is not only helpful in teaching the English language but also effective in the overall personality development of students.

Conclusion

As discussed above it is clear that the activities based teaching is far more effective than the traditional method of direct teaching. The learners are quite comfortable and not reluctant to use language in real-life situations because these strategies give them a king of training and practice of receptive and productive skills. The efficacies of the activities are visible when learners had been asked how they feel about it. The only problem that is faced by pedagogues around the world is that suitable activity according to individual classrooms nature is not available. Also, Aleksander Kobylarek (2021) points out that “low digital skills of teachers became a cause of problem when it comes teaching with the help of technology” (p. 6). In this regard study conducted by Alam et al. (2020); Alam et al. (2022); Al-hawamdeh, B. O. S., Alam, S (2022), Process Drama as a Method of Pedagogy in ESL Classrooms: Articulating the Inarticulate, Practice and Principle of Blended Learning in ESL/EFL Pedagogy: Strategies, Techniques and Challenges, Praxis and Effectiveness of Pedagogy during Pandemic: An Investigation of LearnersPerspective is beneficial because they discuss some sample activities in their study. Either the teacher has to devise the activity according to the nature of the classroom or do some changes accordingly. The article also discusses the importance of blended learning, challenges and problems teachers face in the real classroom pedagogy. The limitation of the study is that it is conducted on a small sample size of only undergraduates and for policy making and changing the syllabus and curriculum there is a need for huge data and support from the agencies and government.

Acknowledgement

This publication was supported by the Deanship of Scientific Research at Prince Sattam bin Abdulaziz University, Al Kharj, Saudi Arabia.

References

Abdullah, Sayeh. (2015). “Challenges for teaching English as a second language and their remedies”. International Journal of Humanities and Management Sciences 3. 6(2015): 371-373. Web. Assessed on 28 November 2021.

Ajmal, M., Keezhata, M. S., Yasir, G. M., & Alam, S. (2021). Exploring the Role of Motivation in English Language Teaching: Learners and Teachers Perspective. Psychology and Education58(1), 534-545.

Alam, S., Al-Hawamdeh, B. O. S., Ghani, M. U., & Keezhatta, M. S. (2021). Strategy of Improvising Drama in Education: Praxis of Pedagogy in EFL/ESL Context. The Asian ESP Journal, 23.

Alam, S., Faraj Albozeidi, H. ., Okleh Salameh Al-Hawamdeh, B., & Ahmad, F. . (2022).    Practice and Principle of Blended Learning in ESL/EFL Pedagogy: Strategies, Techniques and Challenges. International Journal of Emerging Technologies in  Learning (iJET), 17(11), pp. 225–241. https://doi.org/10.3991/ijet.v17i11.29901

Alam. S, Karim, M. R., & Ahmad, F.  (2020). Process Drama as a Method of Pedagogy in ESL Classrooms: Articulating the Inarticulate. Journal of Education Culture and Society, 11(1), 255–272. https://doi.org/10.15503/jecs2020.1.255.272

Al-hawamdeh, B. O. S., Alam, S., & Nasri, M. (June 08, 2022). Praxis and Effectiveness of   Pedagogy during Pandemic: An Investigation of Learners’ Perspective. Education Research International, 2022, 1-9.

Athiemoolam, L. (2004).”Drama in education and its effectiveness in English second/foreign language classrooms.” Theme: Issues, Practices and Challenges in Establishing a   Language Learning Culture, Universiti Sains Malaysia.

Carroll, David. W. (2005).  Psychology of language. Beijing: Foreign Language Teaching and Research Press.

Celce-Murcia, Marianne, Donna Brinton, and Marguerite A. Snow. (2014). Teaching English as a second or foreign language. Boston: National Geographic Learning.

Chauhan, Vani. (2004) “Drama techniques for teaching English.” The Internet TESL Journal 10.10(2004): 1-4. Web. Assessed on 9 March 2022.

Jones, L. (2007). The student-centred classroom. New York: Cambridge University Press.

Kobylarek, A. (2020). Power as knowledge. The reverse logic of the post-scientific world. Journal of Education Culture and Society11(2), 5–14.   https://doi.org/10.15503/jecs2020.2.5.14

Kobylarek, A. (2021). Post-pandemic challenges for learning communities. Journal of  Education Culture and Society12(1), 5–11. https://doi.org/10.15503/jecs2021.1.5.11

Kobylarek, A., Plav?an, P., & Amini Golestani, T. (2021). Educational priorities in a post-pandemic world. Journal of Education Culture and Society12(2), 5–11. https://doi.org/10.15503/jecs2021.2.5.11

Larsen-Freeman, Diane. (2000). Teaching and principles in language teaching. Oxford: Oxford University Press.

Maley, A., & Duff, A. (2013). Drama techniques in language learning. Cambridge: Cambridge University Press.

Marsh, Debra. (2012). Blended learning: creating learning opportunities for language learners. New York: Cambridge University Press.

Naderi, S., Ajmal, M., Keezhatta, M. S., & Alam, S. (2021). Stroke Effect of English  Teachers on the Learners’ L2 Motivational Self-System. TESOL International Journal16(2), 106-121.

Prabhu, N.S. (1987). Second language pedagogy. Oxford: Oxford University Press.

Richards, Jack C, and Theodore S. Rodgers. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Tsuchiya, Shinsuke. (2016) “Perceptions of Native and Non-native Speakers and   Observational Analysis of “Divergent” Japanese Language Teachers in Context”. PhD.  Thesis. The Ohio State University.

The Association between Linguistic Competence Components and Listening Comprehension of Thai EFL Learners

/
564 views

Siwaporn Singhkum1 & Chomraj Patanasorn2
1English Program, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand. Email: siwaporn.singhkum@gmail.com

2English Program, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand. Email: chomraj@kku.ac.th

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.09

First published: June 19, 2022 | Area: EFL Studies | License: CC BY-NC 4.0

(This article is published under Volume 14, Number2, 2022)
Full-Text HTML Full-Text PDF Cite
The Association between Linguistic Competence Components and Listening Comprehension of Thai EFL Learners

Abstract

This study aimed to investigate the extent to which there is an association between components of linguistic competence and listening comprehension and to examine whether one component of linguistic competence is a stronger predictor of listening comprehension than another. Participants included 107 Thai EFL learners whose major is English, and they were asked to complete a linguistic competence test and a listening comprehension test. Correlation and multiple regression were used to determine the statistical relationship between linguistic competence components and listening comprehension. Results indicated that all components except syntactic competence significantly correlated with listening comprehension albeit mostly in small correlations. Listening comprehension significantly correlated with phonological competence (r = 0.296, p = 0.002), morphological competence (r = 0.292, p = 0.002), and the strongest predictor was semantic competence (r = 0.326, p = 0.001). Although linguistic competence significantly correlated with listening comprehension in EFL learners, it had only a small influence on listening comprehension due to the covariance of 16.4 per cent out of all factors involved in listening success.

Keywords: EFL Learners, Linguistic Competence, Listening Comprehension

INTRODUCTION

Listening is a cognitive process that intertwines various complex mechanisms involving the coordinated operation between neurological processing and linguistic processing (Barker, 1971; Weaver, 1972; Cutler, Dahan, & Van Donselaar, 1997). In order to comprehend audio input, the neurological processing primarily supports listeners in receiving the input, activating related constituents, such as attention or consciousness as well as transferring the input to the listeners’ minds (Liberman, Cooper, Shankweiler, & Studdert-Kennedy, 1967). Linguistic processing engages the manipulation of the input by integrating phonological, morphological, syntactic and semantic competence to help listeners understand a message before they generate a response (Cutler & Fodor, 1979). According to Cutler, Dahan and Van Donselaar (1997), the integral processing between neurological processing and linguistic processing automatically collaborates in terms of receiving, decoding and interpreting in comprehending the audio input. Hence, the more fluent neurological processing and linguistic processing contribute to the more effective listening comprehension.

Besides the cognitive systems, listening comprehension also involves two kinds of competence including non-linguistic as well as linguistic competence to deal with the incoming input (Buck, 2001). According to Eysenck (1998), non-linguistic competence utilizes macro-level mechanisms (e.g., accessibility of stored knowledge in long-term memory) to help listeners understand the concept, topic or context of what they listen to. In other words, the shared knowledge between listeners and speakers or listeners’ prior knowledge and the incoming audio input can provide understanding as well as mental images to promote listening comprehension. For instance, a speaker says that his dog did it again, and if the listener has shared knowledge about the speaker’s dog, the listener will be able to immediately recognize which dog he is talking about and what crime it had committed. To give another example, a listener listens to a happy-ending drama, and when the story is halfway through, they may correctly predict the ending. This is a result of the familiarity with the happy-ending theme, which the listener possesses in his/her prior knowledge. Al-Qaraghooly and Al-Bermani (2010) explain that non-linguistic competence is always coincidental with linguistic competence which can help listeners discriminate, recognize and understand the spoken message.

Linguistic competence relates to the application of phonological, morphological, syntactic and semantic knowledge in activating micro-level mechanisms, such as acoustic signal analysis, word retrieval as well as syntactic and semantic interpretation (Clark & Haviland, 1974). For example, a listener needs to segment the ending phoneme of the past-tense verb as well as recognize the adverb of time when listening to a story about the past or the listener may interpret the background event and the main event of past-continuous-tense and past-tense sentences to comprehend the circumstance in the story. According to Cutler and Cliftion (2000), linguistic components (i.e., phonological, morphological, syntactic and semantic competence) in listening can be neither completely separated nor combined when they are functioning. This means that in order to comprehend the continuity and coarticulation of the audio input, the simultaneous activation of partially overlapping components of linguistic competence functions.

Accordingly, these non-linguistic and linguistic components used to comprehend audio input operate depending on the cognitive tasks (e.g., for the familiar-context audio input, listeners’ mind weighs more on non-linguistic competence meanwhile for the speed and unfamiliar-context audio input, the linguistic competence is more activated.) (Cutlter & Cliftion, 2000; Clashsen & Felser, 2006). In other words, these phenomena of non-linguistic and linguistic competence activation occur in a form of problem-solving. However, the way to identify whether the non-linguistic competence or linguistic competence should be employed relies on linguistic competence to discriminate sounds or recognize words in the continuous audio input. Hence, it can be claimed that linguistic competence is the basis of listening comprehension. Subsequently, many scholars (e.g., Anderson, 1995; Cutler & Clifton, 2000; Schneider, Avivi-Reich, Leung, & Heinrich, 2016) have attempted to examine the relationship between linguistic competence and listening comprehension in different ways.

Over the past decade, research on linguistic competence and listening comprehension has become more extensive; however, it is still limited compared to the relationship between other dimensions of listening comprehension studies (e.g., listening strategy or affective filter studies) (Vandergrift & Cross, 2018; Rudner, Ahlander, Brännström, Nirme, Pichora-Fuller, & Sahlen, 2018). In addition, regarding linguistic competence, most studies have solely been found to emphasize each component of linguistic competence to listening comprehension. For example, Rabia (2019) studied only the relationship between phonological competence and listening comprehension whilst Becker (2016) studied the relationship between listening comprehension and semantic competence, Sapoetra (2017) studied listening comprehension and syntactic competence, and Masrai (2019) studied on listening comprehension and morphological competence. All the findings suggest a strong relationship between the individual linguistic competence component and listening comprehension; nevertheless, it remains unclear whether all linguistic competence components are interrelated in the identical context. Moreover, even though some researchers use the term linguistic competence in their studies, some parts of linguistic competence (e.g., only phonological and morphological competence) are illustrated in their research focus. To illustrate, the studies of Avivi-Reich, Daneman and Schneider (2014) as well as Schneider, Avivi-Reich, Leung, and Heinrich (2016) employed the term linguistic competence, but only phonological and morphological competence were tested. This entails insufficient information to account for the relationship between linguistic competence and listening comprehension. Additionally, the participants employed in most studies are natives of English and advanced English as a second language (ESL) learners. However, less proficient English as foreign language (EFL) learners who experience more difficulties with linguistic competence and listening comprehension are understudied.

Many EFL learners encounter serious obstacles in developing linguistic competence as well as achieving listening comprehension. According to Krashen, Long, and Scarcella (1982) as well as Karimi (2016), the development of linguistic competence of EFL learners is not parallel as a result of their different degrees of personal exposure to the English language. In other words, some learners may have a higher exposure to English morphology while others are more exposed to another component of linguistic competence.  Many studies have examined factors affecting English exposure in a foreign language environment, and one of the key factors is the prior linguistic competence influence (Rast, 2010). There are cross-linguistic influences in every aspect of EFL learners’ interlanguage (e.g., phonology, morphology, syntax and semantics). The level of linguistic transferability or development depend on linguistic distance and salience. In addition, the higher or lower level of transferability or development associates with how English can be salient to learners (Lu, 2010). For instance, Thai learners may be easier to perceive the English syntax (e.g., subject-verb–object sentence structure) than phonology (e.g., dropped consonants or intonations).

This notion is supported by Samer and Zoubi (2018) that the learners have inconsistent exposure to components of linguistic competence of English as evidenced by the difference in exposure level. Therefore, due to the unequal exposure, the development of each type of linguistic competence is varied which consequently entails various difficulties in speech perception, such as the inability to discriminate acoustic cues because of lacking phonological competence or failing to interpret messages due to syntactic or semantic competence deficiency. According to Gilakjani and Ahmadi (2011), as a result of linguistic competence limitation during information processing in a speech perception process, the learners’ listening comprehension is unsuccessful. To illustrate, learners with limited vocabulary stop and think about the meaning of unfamiliar vocabulary causing them to miss the next part of the speech. Several studies reveal that developing only one component of linguistic competence (e.g., shadowing audio texts to develop phonological competence or vocabulary drilling to develop morphological competence) can improve listening comprehension (Rabia, 2019; Migdadi, Yunus, & Daradkeh, 2019). This implies that if one component out of four unequal linguistic competence components is higher and makes listening comprehension improved, there may be a dominant component in helping the learners comprehend audio input. Therefore, this study aims to investigate the extent of correlation between the linguistic competence components and listening comprehension as well as examine whether one component of linguistic competence is a stronger predictor of listening comprehension than another.

Linguistic competence

The term ‘linguistic competence’ was introduced by Chomsky (1965). It is suggested that this notion is directly related to the theory of generative grammar (i.e., a system of rules that generates language) and provides a clearer picture of language. Chomsky (1965) distinguished ‘linguistic competence’ from ‘linguistic performance’. Linguistic competence is one’s mental representation of linguistic rules while linguistic performance refers to the ability to produce or comprehend the language.

Later in the 1970s to early 1980s, when the social-oriented model of second language acquisition emerged, many scholars attempted to revise Chomsky’s notion of linguistic competence and performance. Hymes (1972), Halliday (1973) as well as Canale and Swain (1980) stated that Chomsky’s theory of linguistic competence (1968) was impractical. It did not account for differences among languages, and Chomsky’s (1965; 1968) definition of linguistic competence only focused on the grammar, but no reference was made to socio-cultural or contextual rules, which entails the lack of sufficient evidence to explain the output of performance. In other words, besides the grammatical rules which cover the competence of phonology and morphology, Chomsky’s definition of linguistic competence cannot explain why individuals produce speech differently in the same situation. Therefore, the components presented by Hymes (1972), Halliday (1973) as well as Canale and Swain (1980) are syntax and pragmatics. The phonology, morphology and semantics (i.e., how words, phrases, clauses or sentences are pronounced, structured and what they mean) are accounted for as parts of syntax and concerning the pragmatics (i.e., how language is used in situations) was added when the correspondence between competence and performance is considered.

In addition, Smith and Wilson (1990) also proposed their view of linguistic competence. They stated that linguistic competence does not only cover syntactic rules governed in a language, but also the pronunciation and meaning of words constructed by those rules. Smith and Wilson (1990) argued further that linguistic competence is used for two main tasks. First, it monitors language production (e.g., separating grammatical from ungrammatical sentences, right and wrong word choices, correct pronounced and mispronounced speech, or definite or indefinite meaning interpretation) and identifies potential mistakes or errors. In addition, they argue that L2 learners possess different levels of linguistic competence because competence is not simple but complex and subtle. Thus, the richness of linguistic competence relies upon an individual’s exposure as well as memory storage capacity. Linguistic competence is an unconscious stored knowledge of how the expression is pronounced and the meaning attached to those sound and orthographic features in a grammatical sentence (Smith & Wilson, 1990). Notably, there are four components specified by Smith and Wilson (1990) comprising phonology (i.e., stored information on phonological features as well as phonological rules), morphology (i.e., stored information of internal morphological features of the word), syntax (i.e., stored information of how words are put together to construct phrases, with how phrases are put together to build longer phrases or clauses as well as with how clauses are put together to create sentences) and semantics (i.e., stored information of meaning of words as well as the meaning of the word relations in a sentence, and these can be technically called lexical semantics and phrasal semantics). Unlike in the social-oriented model, pragmatic competence is not part of the notion of linguistic competence presented by Smith and Wilson as they consider it as a type of non-linguistic competence, and a part of semantics in cases of alteration of meaning based on contexts.

To sum up, there are different explanations of linguistic competence based on researchers’ interests as well as assumptions. In this study, linguistic competence is indicated based on Smith and Wilson (1990) due to the coherence of the listening process that listeners’ mind unconsciously employs four faculties of linguistic competence (i.e., phonological, morphological, syntactical and semantic competence) in comprehending audio input.

Listening comprehension

Similar to linguistic competence, listening comprehension has also been defined in a variety of ways. The most widely accepted explanation of listening comprehension relates to the process of constructing understanding from the audio input. In other words, listening comprehension normally relies upon subconscious competence stored within listeners’ minds. When audio input is internalized, different sources of competence are systematically and unconsciously derived.

Vandergrift (2002) explains that in listening comprehension, listeners usually employ two sources of competence including non-linguistic and linguistic competence. Firstly, non-linguistic competence involves listeners’ knowledge that has been acquired in their life as well as mental images stored in their minds. Both are drawn to process the audio input by calling on similar scenarios and previous experiences. In other words, for this source of competence, listeners can comprehend the theme or main idea of what they listen to. Secondly, linguistic competence relates to phonology (i.e., the sound system), morphology (i.e., the morphological form and morphological formation), syntax (i.e., how words are combined to form phrases, phrases are combined to form broader phrases or clauses, and clauses are combined to form sentences) as well as semantics (i.e., the meaning of words, phrases or sentences). It plays a role when we discriminate sounds, recognize words, and interpret the audio input by analyzing units in some linguistic dimensions. Explicitly, linguistic competence helps listeners gather the details for their listening comprehension. For example, listeners may know that the situation occurred in the past by segmenting the -ed sound of the verb used and/or noticing the adverb of time. It is seen from Buck (2001) and Vandergrift (2002) that the top-down process always involves the non-linguistic competence, and the bottom-up process relates to linguistic competence when the listening comprehension.

Regarding Buck (2001) and Brown (2007), listeners do not separately activate non-linguistic and linguistic competence to handle the flowing audio input. Instead, non-linguistic competence and linguistic competence are activated for different purposes during listening. To illustrate, for the non-linguistic competence activation in the top-down process, if listeners cannot catch all words in the audio input, they will get the gist from some words. As in top-down processing, listeners create metal images or know the contexts by building meaning based on supposition, conclusion, purpose, and other pertinent information in order to try to recognize linguistic expressions. On the other hand, for the linguistic competence activation in the bottom-up process, if listeners are not familiar with the topic they listen to, they will focus on every single word to know what it is about. In bottom-up processing, listeners initially try to decode a message by focusing on sound patterns or internal structures of words, rules and meaning before understanding scenarios. The co-existence of these two processes is basically an interactive process (Tokeshi, 2003).

Besides linguistic and non-linguistic competence engaging in listener factors in understanding the audio input, listening comprehension also involves audio-input and speaker factors. Cutler and Clifton (2000) explain that the audio input reaching the ear carries other noises in the environment. Therefore, listeners need to primarily distinguish the audio input from other background noises reaching the ear at the same time. In addition, different phonemes contain distinctive features from articulatory factors (e.g., a place of articulation to produce [k] is different from [b]), so it may lead to some obstacles in decoding the whole audio input when phonemes come together as a pattern. Besides decoding phonemes, there are other factors influencing decoding the audio input, such as the speakers’ coarticulated words as well as the quality of sound.

As the audio input produced by the speakers is normally coarticulated (i.e., they do not speak one segment discretely after another), the listeners have to be competent in phonology to identify and decode phonemes as well as phoneme patterns. If listeners cannot identify the sound they listen to, they will not be able to decode it into a phonetic representation. For instance, listeners cannot identify whether they hear the sound [?] or [?], so they cannot determine whether the word is complement or compliment. Moreover, the quality of sounds, such as speakers’ voice, amplitude and speech rate, also affects listeners’ audio input decoding. Different speakers have different voices (i.e., someone has a high-pitched voice, and someone has a low voice), and sometimes, the tones of voice may be difficult for listeners to identify the phonemes. Similarly, if the speakers utter too far from listeners to hear it, or even utter very fast, the listeners may not even detect anything (Cutler and Clifton 2000).

Objectives of the study

The objectives of the study were (1) to investigate the extent of the correlation between linguistic competence components and listening comprehension and (2) to examine whether one linguistic competence component is a stronger predictor of listening comprehension than another.

METHOD

Participants

The participants in the current study included 107 third-year English major students in the Faculty of Humanities and Social Sciences at Nakhon Ratchasima Rajabhat University for the academic year 2020 using convenience sampling.

The participants’ English listening proficiency level was classified into A1-B2 by using Dialang, the international placement test. According to Dialang (n.d.), learners who can understand very simple phrases about basic personal topics (e.g., personal information or friend) with slow and clear messages were classified as A1 level, learners who understand expressions and common words and get the main point of useful information (e.g., travel announcements and directions) in short, clear and simple messages were classified as A2 level, learners who can understand the main points of clear standard speech on familiar matters (e.g., school, tv or radio current affairs) in relatively slow and clear messages were classified as B1 level, and learners who understand longer stretches of speech and complex lines of argument involving reasonable familiar topics (e.g., personal and professional life).

Initially, there were 131 participants (i.e., seventy-four A1 participants, twenty-seven A2 participants, fifteen B1 participants and fifteen B2 participants); however, there was an exclusion due to the submission time of the online test. Some test submission checks detected too little time spent (less than 10 minutes out of the total 40 minutes) which could assume that the participants guessed the answers and too much time spent completing the tests (more than 40 minutes as a result of using time detection instead of time limitation). The total number of exclusions was twenty-four participants (i.e., fifteen A1 participants, two A2 participants, one B1 participant and five B2 participants).

Instruments

The instrument included a linguistic competence test and a listening comprehension test. A linguistic competence test comprised of four subtests including a phonological awareness test adapted from Venkatagiri and Levis (2007), a morphological awareness test adapted from Bian (2017), and a syntactic awareness test adapted from Cain (2007) and a semantic awareness test adapted from Lehmann (2007). The vocabularies used for the adaptation in all tests were randomly selected from the Oxford 3000 Word List (2019). For a phonological test, there were seven main tasks to assess different phonological constructs including phonological blending, phonological manipulation, phonological segmentation, phonological sequencing, rhyming and alliteration and non-word reading. In some tasks, participants needed to record and upload audio/video clips into the link provided. However, the tasks did not take time (e.g., saying one to two words). Additionally, participants were suggested to use mobile phones for this test in order to ease the recording and uploading.  For a morphological awareness test, there were four main tasks to assess morphological awareness including morphological form, morphological formation, reading vocabulary and listening vocabulary. For a syntactic awareness test, there were three main tasks to assess syntactic awareness including knowing the grammatical structure of sentences (form) by using language element task, manipulating the grammatical structure of sentences (meaning) by using situational response task as well as producing the grammatical structure of sentences (use) by using grammar construction task. For a semantic awareness test, there were two main tasks to assess semantic awareness including lexical semantics and phrasal semantics. Each test contained 40 items and participants were allowed to complete it within 40 minutes.

Meanwhile, a listening comprehension test adopted from dialangweb.lancaster.ac.uk was used for the listening comprehension and placement test, and there are three tasks including listening for detail, inferencing, and identifying the main idea. The recording in each item was played once before allowing participants to select the correct answer. There were three different sets of the test varying texts according to the vocabulary level of participants and switching items for the same level. However, the total number and topic were the same.

Due to the coronavirus-19 transmission, a linguistic competence test was conducted online through Google form while a listening comprehension test was directly conducted via the website. The topic of the tests was selected by focusing on topic familiarity due to the control variable (i.e., non-linguistic competence).  The specification of each test was presented in Appendix 1.

Data collection

The participants were given explanations about the listening and linguistic competence tests, and the time detection feature in each linguistic competence test, which required them to manage time and finish each linguistic competence test within forty minutes. The listening comprehension and placement tests were firstly conducted to get listening comprehension scores as well as separated them into English listening levels based on the Common European Framework of Reference for Languages (CEFR) (A1-B2), and the linguistic competence test was provided based on participants’ English listening level. After the English listening level of participants had been determined, participants were assigned to complete and submit a linguistic competence test including the phonological awareness test, morphological awareness test, syntactic awareness test and semantic awareness test within a month. Therefore, participants could manage their time to complete all sub-tests of the linguistic competence test.

Data analysis

All results of participants’ responses were assessed. For answers to filling in the blank and multiple-choice questions, the scores were checked according to the scoring rubric (i.e., one point per correct response). Meanwhile, performance in video clips in the phonological awareness test was rated by employing inter-rating scales from two people including the researcher as well as the university teacher majoring in English to avoid bias. After the result was scored, the statistics of correlation and multiple regression were used to generate the statistical outcome for answering research questions.

Descriptive statistics (i.e., mean and standard deviation) and correlation were employed to analyze the data from the linguistic competence test and listening comprehension test in order to investigate the statistical relationship between two variables including linguistic competence and listening comprehension. In addition, a multiple regression analysis was used to measure the relationship between independent variables (i.e., components of linguistic competence including phonological competence, morphological competence, syntactic competence and semantic competence) and a dependent variable (i.e., listening comprehension) in order to examine whether one linguistic competence component is a stronger predictor of listening comprehension than another.

FINDINGS AND DISCUSSION

Table1 Correlation and multiple regression predicting listening comprehension (N=107)

Zero-order r   SE p
Predictors Semantic Competence Syntactic Competence Morphological Competence Phonological Competence Listening Comprehension
Intercept 7.204 1.855 .000
Phonological Competence .296

(.002)

.184 .081 .025
Morphological Competence .435 .292

(.002)

.062 .101 .542
Syntactic Competence .519 .395 .147

(.131)

-.082 .098 .403
Semantic Competence .406 .612 .240 .326

(.001)

.157 .070 .028
Linguistic Competence .789 .731 .846 .661 .359

(.000)

.089 .023 .000
Mean 18.91 16.36 17.95 21.92 13.96 R2 = .164
SD 8.423 5.711 6.490 6.537 5.103

*Significantly at 0.05.

According to the assumption testing, the association between linguistic competence components and listening comprehension is linear, and there is no multicollinearity in the association between linguistic competence components and listening comprehension as VIF values were below 10 and tolerance values were above 0.2. In addition, the values of residuals were independent as the obtained values were close to 2 as evidenced by the Durbin-Watson value of 1.037, and the values of residuals which were normally distributed were constant as the residuals showed no obvious signs of funnelling. Besides, there were no influential cases biasing the model as all values were under 1 suggesting individual cases were not influencing the model.

Based on the first research question, the extent of correlation between linguistic competence and listening comprehension was investigated. The result reveals that the correlation between linguistic competence and listening comprehension is less than 0.5 (r = 0.359, p = 0.000) which means there is a statistically significant relationship between linguistic competence and listening comprehension. However, considering the components of linguistic competence, it was found that all components except syntactic competence significantly correlate with listening comprehension. The following correlations were found: phonological competence (r = 0.296, p = 0.002), morphological competence (r = 0.292, p = 0.002), syntactic competence (r = 0.147, p = 0.131) and semantic competence (r = 0.326, p = 0.001).

Furthermore, to answer the second research question, a multiple regression was calculated to examine whether one linguistic competence component is a stronger predictor of listening comprehension than another. The result of multiple regression indicates that a significant regression equation is found (F(4,102) = 4.985, p < .001), with an R2 of .164. The predicted listening comprehension of participants is equal to 7.204 + 0.184 (phonological competence) + 0.062 (morphological competence) + 0.157 (semantic competence) – 0.082 (syntactic competence), where they are measured in scores. Participants’ listening comprehension increased by 0.184 scores for each score of phonological competence, 0.062 for each score of morphological competence, and 0.157 for each score of semantic competence. Meanwhile, participants’ listening comprehension is decreased by 0.082 scores for each syntactic competence which shows a negative relationship to listening comprehension. It is seen that phonological competence (? = 0.025) and semantic competence (p = 0.028) are significant predictors of listening comprehension, and the stronger predictor is semantic competence (r = 0.326).

Regarding the investigation of a correlation between linguistic competence and listening comprehension in the current study, the result shows a positive linear relationship between linguistic competence and listening comprehension. This corresponds to the findings of some other studies (Oh & Lee, 2014; Karal?k & Merç, 2019) showing that there are relative contributions of linguistic competence to L2 listening comprehension. Although linguistic competence significantly correlates with listening comprehension, it has only a small influence on listening comprehension due to the covariance of 16.4 per cent out of all factors involved in listening success.

Noticeably, besides linguistic competence, a number of factors affect listening comprehension achievement. Nichols (1948) suggests that apart from the listener’s competence and characteristic, the speaker’s characteristics, speech production ability and quality as well as channels or methods of speech delivery can apparently influence listening comprehension. Flowerdew and Miller (2005) claim that not only linguistic and non-linguistic competence plays a role in cognitive activities in the listening process, but also individualization, affective factors, and textuality. This study lends some support to this conclusion as linguistic competence accounted for less than 20 per cent of participants’ listening comprehension.

The findings are also consistent with a number of studies nowadays (Worthington & Fitch-Hauser 2012; Asriati, 2017; Oh & Lee, 2014). Worthington and Fitch-Hauser (2012) claim that elements affecting listening comprehension can be classified into five aspects including cognitive factors (e.g., curiosity, intelligence, concentration), linguistic factors (e.g., sound discrimination ability, recognition of correct grammatical usage, size of vocabulary), speaker-related factors (e.g., speaker effectiveness, speech delivery ability), contextual factors (e.g., interest of the topic, listener’s exhaustion), and demographic factors (e.g., listener’s gender or age). Asriati (2017) categorizes the dominant factors engaging in listening comprehension into four major aspects including linguistic competence, concentration, listener characteristics (e.g., experience or intelligence), and speaker characteristics (e.g., pronunciation or speed of delivery), and his result reveals only a small proportion of linguistic competence compared to other factors which can be supported by the result of Ghapanchi and Taheryan (2012) as well as Oh and Lee (2014) who investigate the linguistic competence in L2 listening exhibiting that linguistic competence can predict L2 listening with the covariance around 20 per cent. Nevertheless, linguistic competence in those studies consisted of receptive and productive vocabulary as well as grammar which can be one of the possible reasons why they generate a higher percentage than the current study. Linguistic competence in the current study is operationalized as four variables including phonological competence, morphological competence, syntactic competence and semantic competence.

It can be expected that EFL learners weigh more on some competence to comprehend incoming audio input. In listening, the cognitive system which basically relates to the competence of phonology, morphology, syntax and semantics is triggered to deal with different types of audio input (Bullmore & Sporn, 2012). When sequences of audio input are heard, learners’ mind systematically and unconsciously activates competence to decode them and there is repeated retry-step processing until competence can decode or capture the idea (Brownell, 1996). However, unequal and restricted development of linguistic competence components in EFL learners consequently makes their competence activation for comprehending the audio input limited (Krashen, Long, & Scarcella, 1982; Avivi-Reich, Daneman, & Schneider, 2014; Karimi, 2016; Schneider, Avivi-Reich, Leung, & Heinrich, 2016; Joyce, 2019).

In the current study, most EFL learners are in the A1 level which corresponds to low mean scores for their listening comprehension. Although the highest mean scores were obtained for phonological awareness followed by semantic awareness, then morphological awareness and syntactic awareness respectively, learners’ listening comprehension seemed to rely more on semantic competence than on other components. This suggests that EFL learners employ semantic competence the most when interpreting audio input. Previous studies suggest a similar conclusion. Fung and Macaro (2019) studied the relationship between linguistic competence and listening comprehension strategies used by secondary school learners. The findings revealed that the learners weigh more on translation strategies which implied that learners’ semantic competence was more accessed than other competence to comprehend what they are listening to. Moreover, Herrero (2017) claims that most learners tend to mentally translate individual words uttered to understand the meaning conveyed. It is also supported by Watthajarukiat, Chatupote and Sukseemuang (2012) as well as Namaziandost, Neisi, Mahdavirad and Nasri (2020) that EFL learners most frequently use translating or transferring the audio into their L1 for listening achievement.

The lack of correlation between syntactic competence and listening comprehension is in accordance with a previous study whose finding showed that the syntactic competence in EFL learners is inversed with listening comprehension (Mecartty, 2000). However, the finding of a differential effect of syntactic competence cannot completely lead to the conclusion that it has no relationship to listening comprehension. The fact that there is no significant correlation may be a result of the discrepancy between tests, the stream of continuity and coarticulation of the audio input or other possible factors. Thus, it should be noted that our interpretation of this result is preliminary and open to further discussion.

CONCLUSION AND LIMITATIONS

The current study has contributed to the field of psycholinguistics and other related fields by investigating the predictors for listening comprehension for providing further information on how components of linguistic competence relate to listening comprehension. In previous studies, the relationship between one component of linguistic competence and listening comprehension was clearly accounted for; however, the comparison of all components of linguistic competence in the identical context of listening comprehension remained ignored. Thus, the present study aimed to fill this gap.

Furthermore, the present study has provided pedagogical implications for the teaching and learning of listening comprehension. The finding of this study can contribute to listening education by showing that knowing the sorts of linguistic foundations promoting listening comprehension can be applied in developing pedagogy. The identification of specific types of competence that significantly trigger listening comprehension makes it possible to develop a comprehensive curriculum to help learners succeed more in listening comprehension. Emphasizing semantic competence which is a stronger predictor of listening comprehension presented in the current study may affect the contributions that updating and shifting made to learners’ L2 listening performance. Furthermore, the finding also benefits solving EFL learners’ listening comprehension difficulties caused by a deficiency in learners’ linguistic competence. A linguistic competence test can provide useful data for recognizing deficiencies in different aspects of subordinate competence (e.g., lexical and phrasal semantics in semantic competence) in order to be able to improve learners’ knowledge precisely.

Some limitations in conducting the online tests can be noticed in the current study, and these should be addressed in future investigations. Firstly, the selected software for linguistic competence assessment has hidden some anxiety for participants since online testing was new to them. Thus, providing a clear explanation and understanding of the test construct and process as well as the software used is important. The selected software contains a lack of time limit and inconvenient accessibility. Although it was easy to manage, the time-limit function was not available when the test in the current study was developed which entails the inability to control the time of the test. Moreover, in piloting, using the software sometimes obstructs test submission of participants who use IOS operation system which can solve by informing participants to use a web browser to open the link of the test instead of directly opening the software. Secondly, the use of online testing also confronts difficulties related to testing administration. Participants may be allowed virtually a limitless amount of time to complete tests provided outside of class which makes it difficult to proctor test performance that may lead to cheating. Hence, further studies should carefully consider this online testing drawback. Besides, the non-linguistic predictor missing in this study is a good candidate for further investigation, and the findings of the current study need to be replicated with different samples and testing methods.

ACKNOWLEDGEMENTS

My completion of the research paper could not have been accomplished without the support and encouragement of my advisor: Asst. Prof. Dr. Chomraj Patanasorn, as well as other teachers in the Faculty of Humanities and Social Sciences in Khon Kaen University including Asst. Prof. Kornwipa Poonpon, Asst. Prof. Sutida Ngonkum and Asst. Prof. Chongrak Liangpait. I also offer my sincere appreciation for my supportive friends who help me in the data collection process.

REFERENCES 

Ahmadi, S. M. (2016). The importance of listening comprehension in language learning. International Journal of Research in English Education, 1(1), 7-10.

Al-Qaraghooly, D. A, & Al-Bermani, H. K. K. (2010). The effect of top-down and bottom-up processing on developing EFL students’ English listening comprehension. AL-Fatih Journal, 45(2010), 15-40.

Anderson, J. R. (1995). Cognitive psychology and its implications. NY: Freeman.

Asemota, H. E. (2015). Nature, importance and practice of listening skill. British Journal of Education, 3(7), 27-33.

Asriati, S. (2017). Factor affecting listening comprehension achievement of students (a descriptive study at the third semester students of Muhammadiyah University of Makassar) [Paper presentation]. The 63rd TEFLIN International Conference 2016, Indonesia.

Avivi-Reich, M., Daneman, M., & Schneider, B. A. (2014). How age and linguistic competence alter the interplay of perceptual and cognitive factors when listening to conversations in a noisy environment. Frontier in Systems Neuroscience, 8(21), 1-17.

Barker, L. L. (1971). Listening behavior. USA: Prentice Hall Publisher.

Becker, A. (2016). L2 students’ performance on listening comprehension items targeting local and global information. Journal of English for Academic Purposes, 24(2016), 1-13.

Bennett, K., Cochrane, A., Mohan, G., & Neal, S. (2015). Listening. Emotion, Space and Society, 17(2015), 7-14.

Bian, X. (2017). Morphological awareness and advanced EFL learners’ listening comprehension. (Doctoral dissertation), Seattle Pacific University.

Brownell, J. (1996). Listening: Attitudes, principles, and skills. USA: Pearson Education, Inc.

Brown, H. D. (2007). Principles of language learning and teaching.  NY: Pearson Longman.

Buck, G. (2001). Assessing listening. UK: Cambridge University Press.

Bullmore, E., & Sporn, O. (2012). The economy of brain network organization. Nature Review Neuroscience, 13, 336-349.

Cain, K. (2007). Syntactic awareness and reading ability: Is there any evidence for a special relationship? Applied Psycholinguistics, 28, 679-694.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

Chomsky, N. (1965). Persistent topics in linguistic theory. Diogenes, 13(51), 13-20.

Chomsky, N. A. (1980). Rules and representations. Behavioral and Brain Sciences, 3(127), 1-61.

Clark, H. H., & Haviland, S. E. (1974). Psychological process as linguistic explanation. Washington: V. H. Winston.

Clashsen, H., & Felser, C. (2006). Grammatical processing in language learners. Applied Psycholinguistics, 27(1), 3-42.

Cutler, A., & Fodor, J. A. (1979). Semantic focus and sentence comprehension. Cognition, 7, 49-59.

Cutler, A., Dahan, D., & Van Donselaar, W. (1997). Prosody in the comprehension of spoken language: A literature review. Language and Speech, 40(2), 141-201.

Cutler, A., & Cliftion, C. (2000). The Neurocognition of Language. UK: Oxford University Press.

Dong, J. (2016). A dynamic systems theory approach to development of listening strategy use and listening performance. System, 63(2016), 149-165.

Eysenck, H. (1998). Dimensions of personality. Piscataway, NJ, US: Transaction Publishers.

Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. New York: Cambridge University Press.

Fung, D., & Macaro, E. (2019). Exploring the relationship between linguistic knowledge and strategy use in listening comprehension. Language Teaching Research, 25(4), 540-564.

Ghapanchi, Z., & Taheryan, A. (2012). Roles of linguistic knowledge, metacognitive knowledge and metacognitive strategy use in speaking and listening proficiency of Iranian EFL learners. World Journal of Education, 2(4), 64-75.

Gilakjani, A., & Ahmadi, A. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977-988.

Halliday, M. A. K. (1973). Explorations in the functions of language. London: Edward Arnold.

Herrero, EE. C. (2017). A critical review of listening comprehension in interpreter training: The case of Spanish translation and interpreting degrees. Porta Linguarum, (28),7-22.

Hillert, D. (2014). The nature of language. NY: Springer Press.

Hymes, D. H. (1972). On communicative competence. Harmondsworth: Penguin.

Joyce, P. (2019). The relationship between L2 listening proficiency and L2 aural language processing. PASAA, 57(2019), 9-32.  

Karal?k, T., & Merç, A. (2019). Correlates of listening comprehension in L1 and L2: A meta-analysis. Eurasian Journal of Applied Linguistics, 5(3), 353-383.

Karimi, Z. (2016).  Interlanguage development and linguistic development in communication. Journal of Foreign Language Teaching, 9(1), 1-13.

Krashen S., Long, M., & Scarcella, R. (1982). Age, rate and eventual attainment in second language acquisition. TESOL Quarterly, 13(1982), 573–82.

Lehmann, C. (2007). Linguistic competence: Theory and empiry. Folia Linguistica, 41, 223-278.

Liberman, A. M., Cooper, F. S., Shankweiler, D., & Studdert-Kennedy, M. (1967).  Perception of the speech code. Psychological Review, 74(6), 431-61.

Lu, L. (2010). Language transfer: From topic prominence to subject prominence (Master’s thesis), University of Leeds.

Masrai, A. (2019). Exploring the impact of individual differences in aural vocabulary knowledge, written vocabulary knowledge and working memory capacity on explaining L2 learners’ listening comprehension. Applied Linguistic Reviews, 1-25.

Mecartty, F. (2000). Lexical and grammatical knowledge in reading and listening comprehension by foreign language learners of Spanish. Applied Language Learning, 11, 323-348.

Migdadi, H. F., Yunus, K., & Daradkeh, A. A. (2019). The relationship between EFL Saudi University students’ vocabulary knowledge and listening comprehension. International Journal of Humanities, Philosophy and Language, 2(5), 51-64.

Namaziandost, E., Neisi, L., Mahdavirad, F., & Nasri, M. (2020). The relationship between listening comprehension problems and strategy usage among advance EFL learners. Cogent Psychology, 6(2020), 1-19.

Nemat, K., & Ilani, R. (2016). The learning of a second language and an oral communication. The 3rd International Conference on Management and Social Sciences, 1-8.

Nichols, R. (1948). Factors in listening comprehension. Speech Monographs, 15, 154– 163.

Oh, E., & Lee, C. M. (2014). The role of linguistic knowledge and listening strategies in bottom-up and top-down processing of L2. Listening English Teaching, 69(2), 149-173.

Rabia, S. A. (2019). The role of short vowels in Arabic listening comprehension. Journal of Psycholinguistic Research, 1-15.

Rast, R. (2010). The use of prior linguistic knowledge in the early stages of L3 acquisition. International Review of Applied Linguistics in Language Teaching, 48(2-3),159-183.

Rudner, M., Ahlander, V. L., Brännström, J., Nirme, J., Pichora-Fuller, M. K., & Sahlen, B. (2018). Listening comprehension and listening effort in the primary school classroom. Frontiers in Psychology, 9, 1-7

Samer, M., & Zoubi, S. A. (2018). The impact of exposure to English language on language acquisition. Journal of Applied Linguistics and Language Research, 5(4), 151-162.

Sapoetra, J. (2017). Listening, grammar and reading comprehension skills of the test of English as a foreign language: A correlational study. Humaniora, 8(1), 11-20.

Schneider, B. A., Avivi-Reich, M., Leung, C., & Heinrich, A. (2016). How age and linguistic competence affect memory for heard information. Frontier in Psychology, 7(168), 1-13.

Smith & Wilson. (1990). Modern linguistics: The results of Chomsky’s revolution. UK: Penguin Books.

Tay?i, E. K. (2019). The effect of listening attitude and listening anxiety on listening comprehension: A regression model. Universal Journal of Educational Research, 7(2), 356-364.

Tokeshi, M. (2003). Listening comprehension processes and strategies of Japanese junior high school students in interactive settings (Doctoral dissertation), University of Wollongong, Australia.

Vandergrift, L. (2002). It was nice to see that our predictions were right: Developing Metacognition in L2 Listening Comprehension. Canadian Modern Language Review, 58, 555-75.

Vandergrift, L., & Cross, J. (2018). Cognitive listening strategies. Teaching Listening and Researching Listening, 1-15.

Van Engen, K. (2012). The role of communication and leadership studies (Master’s thesis), Dordt College.

Venkatagiri, H. S., & Levis, J. M. (2007). Phonological awareness and speech Comprehensibility: An Exploratory Study.  Language Awareness, 16(4), 263-277.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Watthajarukiat, T., Chatupote, M., & Sukseemuang, P. (2012). An investigation of English listening strategies used by Thai undergraduate students in public universities in the South. Journal of Liberal Arts, 4(2), 1-17.

Weaver, C. H. (1972). Human listening processes and behaviour. UK: Bobbs-Merrill Company, Inc.

Worthington, D. L. & Fitch-Hauser, M. E. (2018). Listening: Processes, functions, and competency. NY: Routledge.

Yildirim, S., & Yildirim, O. (2016). The Importance of listening in language learning and listening comprehension problems experienced by language learners: A Literature Review. Abant ?zzet Baysal Üniversitesi E?itim Fakültesi Dergisi, 16(4), 2094-2110.

Yavuz, F., & Celik, O. (2017). The importance of listening in communication. Global Journal of Psychology Research: New Trends and Issues, 7(1), 8-11.

APPENDIX

Appendix 1: Specification of Linguistic Competence and Listening Comprehension Test

Linguistic Competence Test consists of four subordinate tests including phonological awareness test, morphological awareness test, syntactic awareness test and semantic awareness test. The test specifications of each test are as below.

The phonological awareness test adapted from Venkatagiri and Levis (2007)

Tasks No. of items Time Scoring (point)
1.    Phonological blending 5 5 minutes 1 = correct; 0 = incorrect
2.    Phonological manipulation 9 9 minutes 1 = correct; 0 = incorrect
3.    Phonological segmentation 5 5 minutes 1 = correct; 0 = incorrect
4.    Phonological sequencing 6 6 minutes 1 = correct; 0 = incorrect
5.    Rhyming and alliteration 5 5 minutes 1 = correct; 0 = incorrect
6.    Non-word reading 5 5 minutes 1 = correct no. of syllables and correct placement of stress; 0 point for incorrect
7.    Phonological memory 5 5 minutes 1 = correct; 0 = incorrect
Total 40 40   minutes 40 points

 The morphological awareness test adapted from Bian (2017)

Tasks No. of items Time Scoring (point)
1.    Morphological form 10 10 minutes 1 = correct; 0 = incorrect
2.    Morphological formation 15 15 minutes 1 = correct; 0 = incorrect
3.    Reading vocabulary 7 7 minutes 1 = correct; 0 = incorrect
4.    Listening vocabulary 8 8 minutes 1 = correct; 0 = incorrect
Total 40 40 minutes 100 points

The syntactic awareness test adapted from Cain (2007)

Tasks No. of items Time Scoring (point)
1.    Language elements 10 10 minutes 1 = correct; 0 = incorrect
2.    Situational responses 10 10 minutes 1 = correct; 0 = incorrect
3.    Grammatical construction 20 20 minutes 1 = correct; 0 = incorrect
Total 40 40  minutes         40 points

 The semantic awareness test adapted from Lehmann (2007)

Tasks No. of items Time Scoring (point)
1.    Lexical semantics 20 20 minutes 1 = correct; 0 = incorrect
2.    Phrasal Semantics 20 20 minutes 1 = correct; 0 = incorrect
Total 40 40 minutes 40 points

 The listening comprehension test adopted from dialangweb.lancaster.ac.uk

Tasks No. of items Time Scoring (point)
1.    Listening for detail 2 3 minutes 1 = correct; 0 = incorrect
2.    Inferencing 8 17 minutes 1 = correct; 0 = incorrect
3.    Identifying main idea 20 20 minutes 1 = correct; 0 = incorrect
Total 30 40 minutes 30 points

 

LGBT Themes in Children’s Media and Literature: Mirroring the Contemporary Culture and Society

///
2K views

Komal Yadav1 & Dr. Nipun Kalia
Chandigarh University, Mohali, Punjab. ORCID: 0000-0002-9712-8670
1Corresponding author: Email: komal.surender@gmail.com

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.08

First published: June 19, 2022 | Area: Gender Studies | License: CC BY-NC 4.0

(This article is published under Volume 14, Number2, 2022)
Full-Text HTML Full-Text PDF Cite
LGBT Themes in Children’s Media and Literature: Mirroring the Contemporary Culture and Society

Abstract

Queer theory in the context of cultural studies looks at a variety of cultural structures of the gay or lesbian as divergent, and prompts us to question the traditions in which an entire variety of sexuality has been omitted by the ‘politics of identity’, a politics that informs and polices popular cultural representations of the Queer. Moreover, it focuses on the limiting nature of identity and has primarily functioned as denaturalizing discourses. Culture is related to questions of collective social connotations, i.e., the many ways we make meaning of the ways of the world. However, meanings are not merely floating, rather they are produced. While watching cartoons might seem an innocent pastime, it has a lot more to do with the child’s psychology. Compared with other genres, cartoons can potentially trivialize and bring humor to adult themes and contribute to an atmosphere in which children view these depictions as normative and acceptable. Television shows, books, and movies with sexually-confusing messages introduce children to falsehoods and immorality and create insecurity among them. A general belief exists in the conventional heterosexual society that children are not equipped to handle these adult themes. The present paper tries to unfold the LGBT representation in children’s media, its impact on the child’s psychology and how it mirrors the contemporary culture & society.  This study will also investigate the need and appropriateness of the LGBT themes in children’s media along with their role in depicting the culture and society. The texts and media under study in the paper are Steven Universe, Danger & Eggs, Incredibles 2, The Legend of Korra and In A Heartbeat, Heather Has Two Mommies, Uncle Bobby’s Wedding, Mommy, Mama, and Me, and Daddy, Papa, and Me, King & King and Daddy’s Roommate.

Keywords: LGBT, queer, culture, society, cartoons, anime, children’s literature, transnormativity, homosexual, bisexuality, heterosexual, dequeer, heteronormative discourse

Queer theory is largely concerned with lesbian, gay, bisexual, and transgendered persons and societal concerns derived from LGBT and Feminist perspectives. However, it is a slippery slope since the inclusion of all identities that conflict with normative constructs is advocated. Classifying everything as Queer certainly fails to create meaningful understandings of individuals who, in their daily lives, are prejudiced against assuming positions of authority. Traditionally, in the heterosexual society, the existence of a kid who is openly LGBTQ is denied. It has been a long tradition in the study of children’s literature to examine the relationship between the real child reader and the imagined or inferred child reader, and adults present from the text’s invention through its reception. Just because we mirror and absorb our surroundings, external influences may have an impact on our personalities (Gecas and Schwalbe, 1983). This applies to children as well as adults. Symbolic representations and characters in children’s books serve as points of identification and sources of motivation for good deeds (Tetenbaum and Pearson, 1989). Children’s books provide a window into the cultural norms via the words and imagery they use (Fox, 1993). It’s crucial to know what messages and pictures children’s books with ‘gay’ or ‘same-sex’ oriented characters convey since they reveal an early understanding of their sexual orientation. Children’s literature is an important part of socialization. The children’s literature market is now flourishing (Brugeilles et al., 2002). When it comes to a child’s psychology, viewing cartoons may appear like an innocent pleasure. Children’s cartoons can trivialize and bring comedy to adult subjects, creating an environment where these representations are seen as normal and appropriate.

In recent times, young-adult works have endeavoured to fiercely handle subjects that bother youngsters. Consequently, the necessity to keep queer characters behind the curtains hidden from the interfering gazes of adults has dissipated to some extent.  Media role models supposedly affect personality traits as well as the values of an individual by the way of identification. There are two kinds of identification. Similarity identification is defined as finding similarities with or idealizing a media figure and living vicariously through his or her activities. Wishful identification, on the other hand, occurs when an individual desires to resemble a media figure due to the media figure’s appealing qualities (Matthews, 2018).

Television and books communicate and mirror culture in a variety of ways. The imageries of childhood T.V. programs persist within children as dominant parts of their memories (Anderson et al., 2001). In this manner, T.V. outlines generational subcategories in the culture. The characters and the way they are portrayed in picture books or other children’s books have an everlasting impact on children’s psychology. Whether considering animated series or animated films, the more the young ones are exposed to a mediated message, the more they are expected to observe that message as reflecting reality.

“Childhood has been recognized as a crucial emblematic function in neoliberal sexual politics, and it has been duly regularized as a central queer concern: an arguable crucible or ground zero of all sexual politics. This especially pertains to the child’s implication in regimes of categorization that are to govern complex coordinations of subjectivity across class, race, gender, maturational, and sexual fault lines (coordinations often related to what anthropologists used to call the incest taboo). At the same time, the child may be considered to harbour potential for resilience in the face of these overarching forms of containment.” (Janssen, 2020)

Impressions of media models made on child audiences affect their beliefs of the culture. Cartoons are more expected to sustain cultural norms despite challenging them. The same can be analysed in cartoons like Steven Universe, Danger and Eggs, Incredibles 2, and The Legend of Korra.

Steven Universe is one of the progressive shows which displays a range of diverse gender creative and queer characters. The series destabilizes gender by deconstructing the pre-established binaries. Love is handled inclusively, and is not restricted to romances which are heterosexual.

“The show is radically revolutionizing trans representation in media by being willing to give voice to less often represented gender identities. It provides us with a framework with which to investigate how agender and genderqueer identities and experiences can not only function but thrive within the genre boundaries of the fantasy cartoon. This genre, and here Steven Universe serves as an exemplar, tends to embrace a particular reliance on “magic” to define its set of narrative rules, images, and possibilities.” (Dunn, 2016)

Steven Universe, although not flawless, is an agreeable illustration of how cartoons can teach future generations what it is to go ahead of labels and defy expectations. One way in which Steven Universe depicts LGBT relations is by “fusion,” i.e. when two “gems” fall in love with each other and merge into one. For example, in the episode named: “Alone Together,” we see Steven and Connie “fuse” into Stevonnie who is a non-binary character and employs gender-neutral pronouns: they/them. In the episode: “Jail Break,” we discovered that Garnet, who is Steven’s guardian, is the creation formed out of a fusion between Ruby and Sapphire. Garnet is the living embodiment of a normalized lesbian romance, as her song goes, “I’m made of love.”

The idea of a chosen family is introduced in the show. For example:  “Connie Maheswaran is not related biologically to anyone in the rest of the family, and lives with her own (biological, nuclear) family, but has been accepted by the Gems, Greg, and Steven into their extended, chosen family unit, and has been taught aspects of Gem ways.” (Ondricka, 2017)

A chosen family is a set of people who intentionally ‘choose’ each other to assume important roles. One description of ‘chosen family’ is a set of people with whom you are not biologically connected yet emotionally attached and account for as ‘family’. There are several explanations why such a concept holds significance in various queer communities. Many queers simply fail to secure a way into the traditional ways of family building. Chosen families also frequently come into existence due to need. Several queer people do not depend upon their biologically determined families just like other (so-called normal) persons would probably be able to. In this cartoon, the concept of ‘chosen family’, ‘lesbianism’ and ‘gender-neutral pronouns’ are introduced. It communicates to the young viewers the ever-prevalent concept of the social institution called family along with introducing new dimensions to the same conventional concept. This new aspect is functioning to teach the children about the viability of less imagined/ never thought of options. The prevalent cultural norms are not hindered, but new possibilities are introduced.

Danger and Eggs, aired on Amazon Prime, has won Daytime Emmy Award, with its intriguing, colourful, unusual style of animation and assemblage of appealingly unconventional characters fits into the similar sort of “alternate universe” as related animated series Steven Universe and Adventure Time. Moreover, it is filled with queer and trans characters, whose voices are given by queer and trans actors. Its episodes contain central leitmotifs such as Pride celebrations and chosen families. Moreover, because it is a series having young children as its target audience, all themes are tackled in a pleasingly entertaining and unobjectionable manner. Danger & Eggs is a pleasant dive into LGBT family entertainment. There are also a lot of inordinate themes and messages that are significant for all children, those who belong to LGBT families and even those who don’t. But may have a distinct connotation for queer children, like discovering their identity, interrogating rulebooks and being keen to change their minds. In one of the episodes, two characters Phillip and DD Danger form a band along with a child called Milo who makes use of they/them pronouns. Rest of the characters on no occasion question that, there is no awkward discussion elucidating non-binary pronouns, rather all simply call them either by using “they” or “them” pronouns or by their name. This highlights transnormativity in children’s media. (transnormativity is the normalizing of transgender people’s existence and their experiences.)

Its first season clocks in at a respectable 13 half-hour episodes mostly comprised of two stories each. It’s a joy to watch, but the real power and importance of this show are hidden behind the laughs. The sunny side-up brilliance of Danger and Eggs can be highlighted through its theme song which goes like this: “It’s about a kid, an egg, a park, they do stuff. There’s more to it than that. It’s kind of hard to explain.” Danger and Eggs stars DD Danger and Phillip. DD Danger is the turquoise-haired girl who is the last in the line of the Daring Dangers – a family of stunt performers. Given her family history, she too dedicates her life to sweet stunts and dangerous action. Her best friend Phillip, an anthropomorphic egg, still lives inside his mother – a giant chicken that has taken roost in the centre of the aptly named Chickenpaw Park. In the show, neither of the main characters discredits the other, which promotes the culture of acceptance and assimilation. Both the characters are open to change, they seek to be the best they can be as they grow along the way. They face their fears, adapt to change, find forgiveness, fight injustice, and question rules, all while having fun and being genuinely happy. Danger and Eggs deftly dances between the perilous path of teaching complex morals and lessons without coming across as preachy, cloying, or pandering. There are many progressive ideas that the show advocates, as in the episode named Pennies, they explain the complicated concept of ‘confirmation bias’. Confirmation bias is the propensity to understand new evidence as validation of one’s prevailing biases, opinions or concepts. When Phillip donates the pennies from the wishing fountain to buy cat wheelchairs, the locals freak out fearing their wishes have been stolen and undone. This forces Phillip and DD to explain why that’s wrong as they face mob persecution. This is pretty heavy stuff for a children’s show. The show also tackles lessons like the importance of breaking traditions that make anyone unhappy, learning not to discredit people based on their appearance, the importance of political activism in the face of apathy, and the knowledge that family doesn’t begin and end with those you are directly related to. The show proudly and confidently pushes a message of progressive LGBTQ inclusiveness in every episode. And that comes from the DNA of the creative team heading the project.

While mainstream shows like Steven Universe, Loud House, and Star vs The Forces of Evil have dipped their toes into exploring queer subtext, Danger and Eggs simply makes it text and does so in a way that makes it look effortless. The show does not stereotype the LGBTQ community. It never takes the time to hold the audience by the hand or create othering qualifiers that allow its LGBTQ characters to be pushed into subtext. It never calls attention to any of its inclusive elements. It simply shows these things as normal. And that’s really the greatest lesson Danger and Eggs subversively teaches its young audience that this is normal, that there’s nothing strange or awkward or wrong about using they/ them pronouns, or having two fathers, or celebrating pride day, or cheering on a young trans girl who recently transitioned. By presenting these elements as normal, it eliminates the shame and stigma LGBTQ people face.

Other such cartoons like Bugs Bunny and The Simpsons also have trans and homosexual characters that just like the formerly discussed series make children aware of the LGBT culture that runs parallel to the mainstream culture. Consequently, the children are able to identify, accept and assimilate LGBTQ individuals and their culture from beginning, which prevents them from facing a cultural shock later in life.  “…the scenes of trickstering in Rabbit Fire require that Bugs Bunny’s agency be located somewhere outside conventional economies of desire: indeed, his persistent ability to queer the pitch of signification suggests that the rabbit is always already queer.” (Savoy, 1995)

In Incredibles 2, the characters Elastigirl and Evelyn though did not explicitly unveil their sexuality but are interpreted as queer by the audience. It makes a subversive social commentary and allegory. The new character Voyd, a queer stan, acts as ‘lesbian metaphor’. She worships Elastigirl for smoothening the road for other females as she makes women more visible by being the example of a successful breadwinner of the family. Voyd mentions that she is “out and proud” of herself despite the preconceptions of society. These subtle clues hint at the probability of Voyd being a homosexual.

The concluding section in the final episode of The Legend of Korra aired on Nickelodeon explored the likelihood of a romantic relationship between two female characters, Korra and Asami. The two eventually choose to go on a private vacation together and enter a new magical realm, with fingers interlocked and beholding lovingly into each other’s eyes. The scene is a ‘sequence of actions’ that ‘change the perceptions of its viewers. This is a rhetorical scene and is eventually up to the viewers to infer signs such as holding hands as indicating romantic tension between both the women.

“When it came to the final scenes of the episode in which Korra and Asami’s relationship moves from platonic to romantic, creator Bryan Konietzko asked himself, ‘How do I know we can’t openly depict that?’” (Banks, 2021)

Though inclusivity of the LGBTQ people is occasional but upgraded in media now, visibility of bisexuality precisely is very low. Shows like The Legend of Korra could serve as an encouraging depiction of bisexuality as it is effortlessly incorporated instead of using it as a device or joke in the plot. The graphic novel series creatively demonstrated the friendship evolved into a relationship between the two female lead characters. Initially, the readers showed surprise at the shift in the love interests but the overall response was positive and enthusiastic implying a certain degree of acceptance of the concept of bisexuality. The intention that the author tried to portray through the series included smoothening the ride of the LGBTQ in their constant battle with the world. The duo went through challenges, a love triangle but found romance in the most unexcepted of places. The series ended with the two protagonists intimately holding each other while fading away into the beautiful sunset. The diverse approach towards representing the queers through the undeniable power of media has had a great impact on our culture as the viewers were emotionally forced to lay down their traditional views and sympathize with the repressed community and their struggles. A similar message is conveyed through the short anime-based film created by students- In A Heartbeat (2017), which showcased a love story of two boys. This stands uniquely as a queer representation of sharing something rare and genuine is not often seen. The creators of this short four-minute six-second film, shed light on the fact that the aim of the film is to decrease the confusion amongst kids as they grow up.

Heather Has Two Mommies, written by Leslea Newman helps in making children more culturally competent. It is an iconic children’s picture book that tells a tale of a little girl who happens to be a child of a lesbian couple, Mama Kate, a doctor, and Mama Jane, a carpenter. Life was normal until the first day of school when she comes face to face with the reality that she doesn’t have a daddy. A classmate of hers, David, enquires about the occupation of her daddy, a question that leaves her in confusion and she wonders if she is the only one who doesn’t have a daddy. It was her teacher who helped everyone understand and accept that each family is unique and special in their own way:

“It doesn’t matter how many mommies or how many daddies your family has. It doesn’t matter if your family has sisters or brothers or cousins or grandmas or grandpas or uncles or aunts. Each family is special. The most important thing about a family is that all the people in love each other.” (Newman, 2009, p. 14-15)

The piece of literature faced a lot of criticism, and judgements and was put under the ban. As long as the literature is portrayed accurately and appropriately, it has all rights to be published and placed in libraries. Heather has two mommies ‘dequeers’ lesbian families by holding them equivalent to heterosexual or so-called normal families. The book takes a step ahead in an endeavour to inform the people that LGBT households are just like other or normal households while at the same time handling the unique problems they encounter. Concludingly, we can say that Leslea Newman’s book didn’t contain any superficial romance and the story presented life as it truly is- plain and simple. On similar grounds, Leslea Newman has penned the books Mommy, Mama and Me and Daddy, Papa and Me. These rhythmic illustrations/books similarly reinforce the notion of a happy and normal family of a homosexual couple. The couple in Mommy, Mama and Me tucks the kid in bed and kisses the child goodnight in a way a heterosexual couple would do: “Now I am tucked in nice and tight. Mommy and Mama kiss me goodnight.”  The child in Daddy, Papa and Me kisses his father goodnight: “Now Daddy and Papa are tucked in tight. I kiss them both and say night-night!”. There are believable families in both the books, with nothing extravagant or abnormal.  These brightly illustrated books introduce the concept of LGBT culture in a light-hearted and lyrical manner. It shows that it shouldn’t matter if the families are straight or not, what truly matters is the love they share.

In the book written by Sarah S. Brannen named Uncle Bobby’s Wedding, an anthropomorphic young guinea pig Chloe is bothered by the idea of her uncle’s marriage to his boyfriend Jamie, as she thinks he will not have fun with her anymore. Chloe can be seen as the personification of the conventional society that we have been living in and an embodiment of the apprehensions that the traditional society and culture hold for the idea of homosexual marriages. Just as Chloe is afraid of family relations and change, the society is also a way unaccepting of changes and alterations in the prevailing cultures. Unlike the other LGBT-themed children’s books, this book doesn’t depict a child’s struggle against the negative views, it suggests that same-sex relationships can normally exist and there is not any need to defend them. The final scene features Bobby and Jamie with Chloe between them and the light of the full moon shining upon them suggests that even the homosexual couples are complete in themselves and do not need the opposite gender to complete them.

King & King authored by Stern Nijland, presents Bertie, a prince of marriageable age for whom a princess is being searched. The book disrupts the conventional formula of a boy falling in love with a girl. The queen invites princesses from all over the world to meet her son but none could interest the prince. Princess Madeleine accompanied by her brother Prince Lee also visits. Both Bertie and Lee fall in love at first sight and they get married. The entire ceremony concludes smoothly and the kingdom gets another king as the two princes are declared ‘King and King’. The ending scene of the story shows the kings kissing and embracing each other. This story was claimed to be inappropriate by many parents and a lawsuit was filed against it. There exist multiple orientations based on culture, sex and gender all around us. It is unfair to exclude them within the walls of a classroom therefore such books play an important role.

Another incredible example of the contemporary LGBT culture is the book Daddy’s Roommate written by Willhoite, M. (1990) which presents the homosexuality concept to be normal and acceptable. The book is reinforcing the idea of a gay couple being as happy, responsible and functional as a straight couple. Moreover, the book is informative rather than persuasive. The main character is a boy whose parents are divorced so he lives alternatively with both his parents. The boy’s father has a roommate who is his love interest. The boy is taught that “being gay is just another type of love. And love is the best kind of happiness”. The book is one of the first to provide a positive portrayal of the homosexual community and is aimed at amending the discrimination that they face. The book endeavours to present the idea of gender roles and sexuality in a new way.

As highlighted in the books: Heather Has Two Mommies and Uncle Bobby’s Wedding, Mommy, Mama, and me, and Daddy, Papa, and me, King & King and Daddy’s Roommate, in children’s literature, the theme of homonormativity is clearly evident.

“…because this sub-genre of children’s literature is still developing, evidence suggests that there is also a small but important number of contemporary texts that have the potential to expand the ways in which LGBTIQ?+?families are depicted.” (Hedberg, 2020)

Effective social justice movements, including those at the level of children’s literature, address the ways different forms of oppression intersect and affect the experiences of diverse queer identities. Children’s literature can help combat heteronormative discourse by instilling at a young age the inherent value of all people. Inclusive children’s literature can help combat socialized aspects of heteronormativity and other forms of oppression.

Children’s books reinforce heteronormativity through the nearly exclusive celebration of homonormative and nonthreatening LGBT characters. A subgenre of children’s literature is referred to as new queer children’s literature. The authors represent queer youth as they negotiate various social institutions, especially the family and society. It is suggested that an ambivalent reading of these images—one neither committed to anti-normativity nor assimilation—can help us understand the queer present at its most affirmative and, by extension, aid us in beginning to theorize possible queer futures. As stated by Dr. Gayle E. Pitman, a professor of psychology at Sacramento City College in California and author of several LGBT -themed books designed for kids:

“There’s a concept called symbolic annihilation in psychology and sociology, which is the idea that if you don’t see yourself represented or reflected in society or in media (television, movies, books), you essentially don’t exist. That’s why it’s so important to have L.G.B.T. representations in children’s books.” (Pitman, 2018)

Considering the formerly discussed cartoons and books addressing LGBT themes, children’s media/books shouldn’t simply be asexual, just as children aren’t asexual. This points to the fact that gender identity and sexual orientation do not in any way point at children being sexual in the same way as adults but rather signify the perceptibility of such concepts at an early stage of life. This can clearly be seen in a girl child marrying her doll to the prince charming, a little boy racing his car. So, it can be noticed in queer children when they couple their dolls differently or play roles in child games according to where they think they fit perfectly, irrespective of the sex that they were born with.

References

Anderson, Daniel & Huston, Aletha & Schmitt, Kelly & Nichols, Deborah & Wright, John. (2001). Early Childhood Television Viewing and Adolescent Behavior: The Recontact Study. Monographs of the Society for Research in Child Development. 66. I-VIII, DOI: 10.1111/1540-5834.00120.

Banks, Emma. (2021). ‘The Hero Does Always Get the Girl’ An Exploration of Queer Representation in Child Centric American Animated Cartoons and Popular Culture with A Case Study on The Legend of Korra. DOI: 10.13140/RG.2.2.17263.56484.

Barry, P. (2009). Beginning theory: An introduction to literary and cultural theory. Manchester, UK: Manchester University Press.

Beasley, C. (2005). Gender & sexuality: Critical theories, critical thinkers. London: SAGE.

Bird, B. (Director). (2018). Incredibles 2 [Film]. Walt Disney Pictures.

Brannen, S. S., & G.P. Putnam’s Sons. (2008). Uncle Bobby’s wedding. New York: G.P. Putnam’s Sons.

Butler, J. (1990). Gender trouble: Feminism and the subversion of identity.

Butler, J. (2004). Undoing gender. New York: Routledge.

Butler, J., & Salih, S. (2004). The Judith Butler Reader. Malden, MA: Blackwell Pub.

David, B., & Bravo, E. (2017 July 31). In a Heartbeat – Animated Short Film. https://www.youtube.com/watch?v=2REkk9SCRn0&t=26s

DiMartino, M., Santos, J., & Konietzko, B. (Executive Producers). (2012-2014). The Legend of Korra. Nickelodeon Animation Studio.

Dunn, E. (2016). Steven Universe, Fusion Magic, and the Queer Cartoon Carnivalesque. Gender Forum     (Vol. 56, pp. 44-57).

Gecas, Viktor and Michael L. Schwalbe. 1983. Beyond the Looking-Glass Self: Social Structure and Efficacy-Based Self Esteem. Social Psychology Quarterly 46(2),77-88. https://doi.org/10.2307/3033844.

Glover, D., & Kaplan, C. (2009). Genders. Milton Park, Abingdon, Oxon: Routledge.

Haan, L. ., & Nijland, S. (2002). King & King.

Hall, S., Morley, D., & Chen, K.-H. (1996). Stuart Hall: Critical dialogues in cultural studies. London: Routledge.

Hedberg, L., Venzo, P., & Young, H. (2020). Mums, dads and the kids: Representations of rainbow families in children’s picture books. Journal of LGBT Youth, 19, 198 – 216. DOI:  10.1080/19361653.2020.1779164.

Hoffner, C. A., Levine, K. J., Sullivan, Q. E., Crowell, D., Pedrick, L., & Berndt, P. (2006). TV Characters at Work: Television’s Role in the Occupational Aspirations of Economically Disadvantaged Youths. Journal of Career Development, 33(1), 3–18. DOI: https://doi.org/10.1177/0894845305282768

Jagose, A. (1996). Queer theory: An introduction. New York: New York University Press.

Janssen, D. (2020, Jan 15). Queer Theory and Childhood. Oxford Bibliographies. https://www.oxfordbibliographies.com/view/document/obo-9780199791231/obo-9780199791231-0022.xml.

Kennedy, F. (2021). Change your mind: Stevonnie’s new body schema and queer literacies in Steven Universe. Journal of Visual Literacy, 40(3-4), 233-249. DOI:  10.1080/1051144X.2021.1974774.

Lester, J.Z. (2014). Homonormativity in Children’s Literature: An Intersectional Analysis of Queer- Themed Picture Books. Journal of LGBT Youth, 11, 244 – 275. DOI:  10.1080/19361653.2013.879465.

Matthews, C. (2018). Sexuality. Brock Education Journal, 27(2), 68- 74.

Mills, Sara. (2003). Michel Foucault. Abingdon, Oxon: Routledge.

Newman, L., & Souza, D. (1989). Heather has two mommies. Boston, Mass: Alyson Wonderland.

Newman, L., Thompson, C., Brown, K., & Tricycle Press. (2009). Daddy, papa, and me.

Newman, L., Thompson, C., Brown, K., & Tricycle Press. (2009). Mommy, mama, and me.

Ondricka, A. L. (2017). Family, selfhood, and growing up in the queer world of Steven Universe (Doctoral dissertation, San Francisco State University). San Francisco State University Depository. https://scholarworks.calstate.edu/concern/theses/2227mr65v.

Owens, M., Petosky, S., Stall, V., & Hardwick, C. (Executive Producers). (2017). Danger & Eggs. Amazon Studios.

Pitman, Gayle E. (2018). Sewing the Rainbow (1). Magination Press.

Savoy, E. (1995). The Signifying Rabbit. Narrative, 3(2), 188–209. http://www.jstor.org/stable/20107053.

Sugar, R., Lelash, C., Wigzell, T., Pelphrey, J., Miller, B., & Sorcher, R. (Executive Producers). (2013-2019). Steven Universe. Cartoon Network Studios.

Waugh, P. (2006). Literary theory and criticism: An Oxford guide. New York: Oxford University Press.

Wilchins, R. A. (2004). Queer theory, gender theory: An instant primer. Los Angeles [Calif.: Alyson Books.

Willhoite, M. (1990). Daddy’s roommate.

Wright, H. (2018). “The Childish, the Transformative, and the Queer”: Queer Interventions as Praxis in Children’s Cartoons. https://academicworks.cuny.edu/gc_etds/2665/

Komal Yadav is a Research Scholar in the Department of English at Chandigarh University. Her research concentrates on queerness in children’s literature and media.

Dr. Nipun Kalia is an Associate Professor of English at the University Institute of Liberal Arts and Humanities, Chandigarh University, where he teaches Literary Theory and Criticism, Gender Studies, Film Studies/Theory and other courses. He earned a doctorate from the Department of English and Cultural Studies, Panjab University, Chandigarh where he specialized in investigating the ways in which gender politics and conventional cinematic representations of sexuality are depicted and explored in selected films. He occasionally conducts workshops on Gender Sensitization and Equality.

The Concept of Self-Sacrifice in the Philosophy of Andrei Tarkovsky’s Work

/
1.7K views

Natalia Borisovna Kirillova
B.N. Yeltsin Ural Federal University, Yekaterinburg, Russia. Email: urfo@bk.ru

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.07

First published: June 19, 2022 | Area: Film Studies | License: CC BY-NC 4.0

(This article is published under Volume 14, Number2, 2022)
Full-Text HTML Full-Text PDF Cite
The Concept of Self-Sacrifice in the Philosophy of Andrei Tarkovsky’s Work

Abstract

The article analyzes the fundamentals of the moral philosophy of Andrei Tarkovsky, a unique Russian film director, thinker, and art theorist whose films are recognized as masterpieces of screen culture along with the works of M. Antonioni, I. Bergman, L. Buñuel, L. Visconti, A. Kurosawa, F. Truffaut, F. Fellini, S. Eisenstein, and others. The subject under study is the concept of self-sacrifice in the works of Tarkovsky as a distinctive “code” of his spiritual heritage. Creating his own original artistic world, Tarkovsky dwelled upon such vital philosophical categories as “life and death”, “faith and faithlessness”, “man’s spiritual existence”, “problems of conscience”, “self-sacrifice”, etc. This is evidenced not only by his screen works, but also by archives, diaries, and theoretical works, based on which the author provides an interpretation of the philosophy of Andrei Tarkovsky’s work focusing on the concept of self-sacrifice and the specifics of its artistic interpretation.

Keywords: Tarkovsky, screen culture, philosophy of creativity, human spiritual existence, archetypal image, the concept of self-sacrifice.

Introduction

The relevance of the present study is due to the fact that the globalization era at the turn of the 20th and 21st centuries posed several social and philosophical problems to the humanities, many of which are in one way or another linked to the crisis of modern civilization and human spiritual existence – the very issues that had always been the focus of “the stalker of world cinema” Andrei Tarkovsky (1932-1986) (Iaropolov, 2012). The controversy around his work does not subside to this day and not only in the film industry. In a compelling study analyzing the poetics and hermeneutics of Tarkovsky’s creativity, Cerwyn Moore (2009, p. 60) states that his works (both screen and theoretical) “can be used to develop the interpretive canon in global politics”.

Identifying and analyzing the concept of self-sacrifice in the moral philosophy of Andrei Tarkovsky, we raise the relevant issues of modern science and theology. The methodical foundation for the study is the interdisciplinary approach incorporating the theoretical aspects of philosophy and aesthetics, cultural history, and linguocultural studies, which allows for a comprehensive study of the examined problem. The material for theoretical analysis comprises the texts of not only Tarkovsky’s screen works but also the scientific works disclosing the foundations of his moral philosophy allowing him to reproduce his imaginative picture of the world: “Archives, Documents, Memoirs” (Volkova, 2002), the essay “Sculpting in Time” (Tarkovskij, 1985), “Martyrology. Diaries (1970-1986)” (Tarkovskii, 2008), and others.

Tarkovsky belongs to the class of creators for whom “figurativeness” is the most adequate means of embodying the deep intuition regarding the existence and human fate in our imperfect world. This view is close to the idea of D. Salynskii (2010) who, determining the ontological status of Tarkovsky’s films, notes that “his works are both text and reality and yet, at the same time, are neither of those” (p. 513).

The researcher proceeds from the fact that Tarkovsky denied the possibility of a semiotic approach to his works, “considering them to be phenomena of immediate reality”, that is, “the world emerging in the frame of the screen” was more real to him than the world outside of it (Salynskii, 2010, p. 513-514).

S. Freilikh notes that Tarkovsky’s becoming as an artist coincided with the period when literature and art, essentially creative thinking itself, were tremendously influenced by philosophy and natural sciences, and science seemingly sidelined art. Tarkovsky “turned out to be sensitive to the new reality, when the impact of technological progress severed human connections not only with the present but also with history, not only with society but also with nature itself” (Freilikh, 2002, p. 276).

The problem field of this study is the artistic methods behind the creation of Tarkovsky’s authorial world. As a man of faith, he sought answers to the question “how to live?” in art, as well as in the Bible. L. Aleksander (1989), a Swedish translator who worked with Tarkovsky on his last film, later published his answer:

“Creating art is like living. You can’t teach someone how to live well, but you can tell them how not to live badly. And it’s beautifully described in the Bible. Read the Bible” (p. 32).

This possibly explains why in Tarkovsky’s lifetime, his work was more deeply appreciated by the Western community compared to the Soviet Union where religion was forbidden. Tarkovsky was described as a unique artist by such famous world’s cultural figures as J.P. Sartre, I. Bergman, A. Moravia, T. Guerra, A. Kurosawa, S. Nykvist, and others. A well-known publicist Deepro Roy (2015) even published an essay in which 16 famous world art-house directors including Andrei Tarkovsky evaluate one another. Carmen Gray (2015), German critic and journalist, considering Tarkovsky one of the “true masters of cinema”, emphasizes that according to the 2012 Sight & Sound survey “on the best films of all time”, “Andrei Rublev”, “The Mirror”, and “Stalker” were among the world’s top 30 critics and directors, thus proving “the reverence Tarkovsky still inspires”.

As noted above, the key concept of Tarkovsky’s philosophy is “self-sacrifice”, which is evidenced not only by the appearance of the sacrifice motif in all his films, but also the frequent references to this theme in his diaries, articles, and interviews. The archetype of self-sacrifice is known to date back to ancient times. Many of the world’s peoples had cults of sacrifice serving as a basis for numerous myths about heroes sacrificing themselves for peace, to maintain the harmony of existence. Christianity exalted the divine significance of self-sacrifice, making it the goal of human salvation.

This idea, same as the striving for perfection, was among the most vital for Tarkovsky (1985):

“I am an advocate of art that carries within it a yearning for the ideal, that expresses a longing for it. I am for an art that gives a person Hope and Faith. And the more hopeless is the world described by an artist, the more, perhaps, one must feel the ideal opposed to it – otherwise, it would simply be impossible to live…” (p. 218-220).

The beginning of Andrei Tarkovsky’s creative path came at a time when the era of Stalinist totalitarianism began to crumble and a “new wave” of Soviet cinema emerged. At the turn of the 1950s and 1960s, the whole world learned the names of such directors as S. Bondarchuk (“Fate of a Man”, “War and Peace”), M. Kalatozov and S. M. Kalatozov (“The Cranes Are Flying”), G. Chukhrai (“Ballad of a Soldier”), M. Romm (“Ordinary Fascism”), and others. This cohort of filmmakers was soon to be joined by a young graduate of the VGIK with his own vision of the drama of war.

“An innocent victim of war”

In “Ivan’s Childhood” (1962), the protagonist cannot wrap his mind around the peripeteia of war and peace. Based on V. Bogomolov’s novel “Ivan”, the film shifts the action from the external to the internal sphere: its theme is not the boy soldier’s feat but the analysis of the complex metamorphosis of the teenager’s soul. Combining the techniques of poetic cinema with a brutal, almost documentary depiction of the realities of war, Tarkovsky achieves a strong effect (Figure 1).

Figure 1: Film “Ivan’s Childhood” (1962). Starring Nikolai Burlyaev. (Tarkovsky, 1962).

Through the prism of a split world, through the differences between the hero’s past and present, the director derives his formula for the theme of “man and war” with its unnaturalness and anti-humanism. Tarkovsky’s tragedy of Ivan is found in that he is displaced from his human axis by an unchildish feeling of hatred burning inside him, a thirst for revenge. Hence the “black tree by the river” is the “tree of death” (Zorkaia, 2012, p. 27) – not a speculative image but an archetypal symbol.

In the mythology of the ancient Slavs, a tree was a symbol of Life. A withered tree was associated with woe and doom. It is no coincidence that myths often used such trends as “the tree of life”, “the tree of knowledge”, “the tree of ascent”, “the tree of the soul”, “the tree of death”, etc. (Afanasiev, 2014).

For this reason, in “Ivan’s Childhood”, the director repeatedly shows the shot of a black, charred tree with children playing beside it. This image has many meanings: it is both the “shot childhood” of Ivan (Zorkaia, 2012, p. 27), the souls of the children who died in the war, and the souls of the children who were not born because of the terrible war. The view of Jean-Paul Sartre on this film in his open letter to the editors of the Italian newspaper Unita is interesting. He emphasized its universal human meaning:

“…Who is Ivan? A madman, a monster, a little hero? In reality, he is the most innocent victim of war, a boy who is impossible not to love, who was nurtured by violence and absorbed it. The Nazis killed Ivan the moment they killed his mother and wiped out the villagers. However, he continues to live. But to live in the past… Credit must be given to Tarkovsky for showing so convincingly that for this suicidal child, there is no distinction between day and night… The little victim knows that what he needs is the war that spawned him, the blood, the vengeance. The road of love is closed here forever…” (Freilikh, 2002, p. 452-453).

The film “Ivan’s Childhood” which won the top prize at the Venice Film Festival – the Golden Lion of St. Mark – and collected fifteen more prestigious awards at various international festivals became the “calling card” of the young Tarkovsky.

The artist and the era

The film “Andrei Rublev” (1966), the script for which was co-written by Tarkovsky and Andrei Konchalovsky, unravels the philosophy of Russian history in the first half of the 15th century – one of the most contradictory periods of medieval Russia at the end of the Tatar-Mongol yoke and the internecine strife of the Russian princes. Tarkovsky (1985) wrote:

“…The goal of our work lies in reconstructing the real world of the 15th century for the modern viewer, i.e. present this world in a way that would not make the viewer feel the “monumental” and museum exoticism neither in costumes, nor in the language, or the everyday life, or the architecture. To reach the truthfulness of direct observation, the “physiological” truth, so to speak, we had to deviate from the archaeological and ethnographic truth” (p. 228).

This proves that “Andrei Rublev” was not filmed in the tradition of the historical and biographical genre; is a philosophical parable about the meaning of creativity, the artist’s responsibility to society, and the triumph of the human spirit (Figure 2).

Figure 2: Film “Andrei Rublev” (1966). Starring Anatoly Solonitsyn. (Tarkovsky, 1966).

The film is constructed as a sequence of spiritual trials for the hero (the script was initially titled “The Passion According to Andrei”) disintegrating into a series of novellas. It concentrates the moral and philosophical problems closest to Tarkovsky – personality and history, the artist and power, freedom and moral choice, faith, betrayal, and conscience, which makes this film “a true key to understanding the entire work of Tarkovsky” (Evlampiev, n.d.).

The main theme of “Andrei Rublev”, similar to other Tarkovsky’s films, is the exploration of the unbreakable bond between a person and the outside world and spiritual existence, which brings Tarkovsky’s moral quest closer to the philosophical ideas of I. Kant, G. Hegel, F. Nietzsche, N. Berdiaev, I. Ilyin, S. Frank, E. Fromm, P. Sorokin, and others.

The iconic image for Tarkovsky is the archetype of Jesus Christ as the Ideal Man. In “Andrei Rublev”, the Christ on Calvary becomes a symbol of the Russian man who bears his cross on the sacrificial path for the sake of the spiritual perfection of people. Tarkovsky’s Christ is a symbol of his moral and philosophical idea. It is for that reason that the director shows him not in biblical clothes but in a Russian cotton shirt and sandals and in the realities of medieval Russia. This biblical-mythological motif in the film not only indicates the “collective unconscious” (C.G. Jung) but also reflects the very philosophical concept of sacrifice as the basis of a spiritual feat in the name of people.

The archetype of the Cross in Tarkovsky’s work embodies the idea of the structure of the world. As argued by C.G. Jung (2014) who studied the religions of different peoples of the world,

“The cross signifies order as opposed to the unsettled chaos of the formless multitude… The cross is indeed one of the oldest symbols of structure and order” (p. 176).

In the Christian religion, the cross becomes a universal symbol of the unity of life and death. In “Andrei Rublev”, same as in his other films, the director resorts to the symbolism of the cross emphasizing that many of the characters “bear their own cross” (Figure 3).

Figure 3: Film “Andrei Rublev” (1966). Path to Golgotha. (Tarkovsky, 1966).

Another archetypal symbol used by Tarkovsky is the image of a temple. By showing a ruined temple in “Andrei Rublev”, the director creates an image/symbol of the destruction of the world’s spirituality. A similar symbolic meaning of the ruined temple in “Ivan’s Childhood” is an image of the nation’s misery.

Of an ambiguous nature is Tarkovsky’s image of the protagonist, the Old Russian icon painter being an “alter ego” of the director himself. Rublev is not only the central protagonist of the film but also a sort of moral essence with which the other characters are compared. The “passions” of his existence are the state of the artist’s soul, the anguish of his conscience unwilling to put up with the injustice and cruelty of life (Figure 4).

Figure 4: Film “Andrei Rublev” (1966). Scene at the temple (Tarkovsky, 1966).

The main humanistic problem of the film is the attitude to a person and the human community. The bearers of two opposing ideas on this issue are two brilliant artists, two opposites, Andrei Rublev and Theophanes the Greek, and the dispute between them – about the meaning of life, the purpose of art, good and evil, faith and faithlessness – is the climax of the film. Theophanes believes that people need fear and only the thought of God’s inescapable retribution for their sins can halt their innate wickedness and ignorance. The role of art is to bring people to their senses and shows them all the terrors awaiting them. As indicated by L. Anninskii (2012), the issue here lies in “how pernicious the truth is, for you cannot add light to dark. The tragedy in the film is internal; it is rooted in the nature of things, not in a forceful external influence” (p. 141). Tarkovsky, defending the position of Andrei Rublev, argues that despite all the contradictions of life,

“we must see the rational grain that is only emerging and will certainly win… Rublev as an artist, expressing the thought of the people, reflected the moral ideal to which he called. That is why he is great” (Kosinova & Fomin, 2016, p. 231).

A powerful chord of this life-affirming theme sounds in the last novella of the film – a young master Boriska, ragged and dirty, casting a giant bell, the ringing of which acquires an allegorical meaning: talent, as a gift of God, should not be silent, it must serve the people, the future generations. The self-sacrifice of the artist serves to harmonize existence, developing the spirit of man and society as a whole (Kirillova, 2016) (Figure 5).

Figure 5: Film “Andrei Rublev” (1966). Scene “Bell”. Nikolai Burlyaev as master Boriska. (Tarkovsky, 1966).

Already beyond the film’s storyline, as its conclusion, we see on the screen the fragments of Andrei Rublev’s icons including his famous “Trinity” as a symbol of Faith, Hope, and Love. The problem of the meaning of creativity is continued in the film “The Mirror” (1974) structured as a confession of the artist about himself, the life of his family, and his mother. The metaphor “of time and self” became the philosophical basis of this monologue film. C. Gray (2015) notes that

““The Mirror” is the greatest masterpiece of Tarkovsky. It is also of the most unconventional form. Autobiographical and personal to the greatest extend, it unfolds with the associative logic of a dream allowing the memories to be reflected in the tumultuous national history of Russia”.

“The Mirror” merges the past and the present, documentary footage and personal memories, the private life of the family and the fate of the whole “crazy 20th century”, and the feeling of Tarkovsky’s own guilt toward his loved ones and the sorrow of human civilization. It is a film about Time and the transformation of reality, the transition from existence to existence, from a particular era to Eternity. The mirror in the film is a metaphor for the human soul, the spirit. Art, according to Tarkovsky, is also a mirror that helps one not only to comprehend the world, to comprehend the truth but also to understand themselves.

“The Mirror” that has become “an act of social and human self-knowledge and self-identification” (Turivskaia, 1991, p. 247) lacks specific examples of self-sacrifice, however, it is implied by the entire life of the hero’s mother who gave her love and life away for her children and sacrificed everything for their future. The themes of Motherland and Mother merge in the author’s mind as something whole and indivisible. The dominant theme of the film is the idea of the difficult fate of kindness which is not something abstract but lies in the real deeds and actions of a person (Figure 6).

Figure 6: Film “ The Mirror” (1975). Margarita Terekhova as the Mother. (Tarkovsky, 1975).

Fantastique as a metaphor for comprehending personal spirituality

The theme of self-sacrifice is also at the core of Tarkovsky’s films belonging to the science fiction genre – “Solaris” (based on S. Lem’s novel) and “Stalker” (based on the novel “Roadside Picnic” by Arkady and Boris Strugatsky). In both cases, the literary concept has undergone a fundamental change: on the screen, fiction has become a means of comprehending reality. The main plot of “Solaris” (1972) is removed from earthly reality: the events take place in Space, at the scientific station of Solaris – the mysterious Ocean, the planet of the brain. However, in its own way, Tarkovsky’s science fiction plot reflects the time when the comprehension of the Unknown was already associated with real human spaceflight (Figure 7).

Figure 7: Film “ Solaris” (1972). Scene at the space station (Tarkovsky, 1972).

Tarkovsky sees the main goal of his screenplay in revealing the spiritual competence of an individual proving that the problem of moral firmness and responsibility pervades our entire existence manifesting itself not only on Earth but also in the mysterious Cosmos. Preserving the composition and storyline of Lem, the director created a film-reflection on the essence of the moral. Tarkovsky’s Solaris is a kind of universal mind, an alienated intellect, an alienated morality. In the encounter with the “alien”, in the comprehension of the “alien”, an individual is tested for their spiritual strength. The fantasy in the film comes into its own at the moment when the “solarist” heroes, scientists Gibarian, Sartorius, and Snaut, try to fight against the “guests” – the revived images from their past. The materialization of conscience in the guise of a person or event becomes the main moral line of the film. The “moment of truth” also comes for psychologist Kris Kelvin after his arrival on the space station where he encounters his past.

Hari, a woman he used to love and to whom he was guilty, appears in the flesh: a loving and suffering woman turns out to be a reanimated memory, a visitor from the world of the dead. But it is she who becomes a “flash” of light, illumination for the hero, and love is the main measure of the relationship between man and the Ocean. The hero is ready to sacrifice himself, his earthly life, his future for this “ghost”, a “phantom” of his ex-wife. But Kris is a researcher who is there to study human contact with “alien” intelligence, with the Cosmos. And Hari decides to leave him forever, voluntarily sacrificing herself to give creative freedom to the man she loves (Figure 8).

Figure 8: Film “ Solaris” (1972). Donatas Banionis as Chris Kelvin, Natalia Bondarchuk as Hari (Tarkovsky, 1972).

By taking his characters through the test of the ?osmos, the “alien” intelligence, Tarkovsky creates a nostalgic image of the Earth as a paternal home, as the epicenter of culture and civilization, proving that a human needs only a human.

In “Stalker” (1980) the author observes three people caught in an extreme situation. The characters and the situation are not merely connected by the plot but are allegorical, just like the characters in Tarkovsky’s previous films. In this “trinity”, the Stalker is the moral core of the film, and it is he who embodies spirituality, anti-pragmatism, he is the bearer of the very truth for the comprehension of which the Writer and the Scientist want to cross the “threshold of the room” where the cherished wish comes true (Figure 9).

Figure 9: Film “Stalker” (1980) (Tarkovsky, 1980).

The philosophical context of the film is evident in the landscape of “The Zone” which is dominated by biblical meanings. This can be seen both in the line of coastal bushes and in the fluidity of the waters, one moment cascading with the stream and the other mirroring the islands, on which people somehow fit. The heroes themselves, in accordance with the director’s philosophical allegories, embody the “eternal”: the Stalker reflects spirituality, faith, uncompromising devotion to an idea, the Writer represents skepticism and faithlessness, and the Scientist personifies worry for the fate of science and humanity. No miracle happens in the film: no one ever crosses the cherished “threshold” (Figure 10).

Figure 10: Film “Stalker” (1980). Starring Alexander Kaidanovsky (Tarkovsky, 1980).

Only in the finale do the heroes discover the same eternal truth. This revelation is a simple human feeling – the love of the tired, long-suffering Stalker’s wife who performs her imperceptible, sacrificial feat; the love of the Stalker himself, who has sacrificed a normal human life, his tenderness for his crippled daughter. Love, according to Tarkovsky, is the miracle that can combat cynicism, faithlessness, and empty theorizing about the hopelessness of the world (Figure 11).

Figure 11: Film “Stalker” (1980). Alisa Freindlich as the protagonist’s wife (Tarkovsky, 1980).

“Stalker” that became the last film of A. Tarkovsky filmed in his Motherland “captures a moment of some apocalyptic despair (“the time is out of joint”) of the artist himself…” (Turivskaia, 1991, p. 248) and ended up introducing him to the global issue of the “end of the world”. This is what Tarkovsky’s foreign films also tell about.

From confession to sacrifice

“Nostalgia” (1983) filmed in Italy based on a screenplay by Andrei Tarkovsky and Tonino Guerra was mainly pictured by the Italian press as a drama of a man longing for his home in a foreign land. However, the essence of the film goes deeper than that. The main character, writer Andrei Gorchakov, arrives in Tuscany in search of traces of a Russian serf musician who had once studied music there. This trip will be for Tarkovsky’s hero as much of a journey to himself as the flight to the planet Solaris or the journey to the Zone. Emphasizing that “the film is a sort of discussion about the nature of nostalgia that is much greater than simple longing” (Bachmann, n.d.). Tarkovsky raises the question of not only the drama of a creative individual but also of the drama of human civilization due to the spiritual separation of worlds and cultures.

“Nostalgia” is also a philosophical parable about humanity’s path to finding its spiritual wholeness, to harmony. The sentiments of Gorchakov trying to overcome his spiritual crisis are shared by a former mathematics teacher, Domenico, who the Tuscany villagers believe to be insane as he is constantly talking about the coming Apocalypse. Domenico travels to Rome to publicly burn himself at the statue of Marcus Aurelius… His sacrifice is a form of protest against the cynicism and soullessness of modern society (Figure 12).

Figure 12: Film “Nostalgia” (1983). Scene of Domenico’s self-immolation (Tarkovsky, 1983).

The final scene of the film is metaphorical: the hero with a burning candle is trying to walk across an ancient pool filled with water to understand where and when humanity stumbled and civilization ended up at a standstill. During his sacred act, the hero dies: his heart cannot withstand the strain (Figure 13). Not only the last shot but also the entire film is polysemous as new integrity emerges within it – the shots that unite the Russian countryside and the hills of Tuscany into something native and relative.

Figure 13: Film “Nostalgia” (1983). Oleg Yankovsky as Gorchakov (Tarkovsky, 1983).

His last film, “Sacrifice” (1986), set in Sweden, Andrei Tarkovsky devoted entirely to the problem that constitutes the “credo” of his work. “Sacrifice” is 24 hours in the life of Alexander, a former actor, now a teacher of aesthetics, his wife, daughter, and young son, two maids, the doctor who treats this mentally devastated family, and the letter carrier who recites Nietzsche and convinces Alexander to play a leading role in a tragifarce about a worldwide disaster. The protagonist is tormented by the agony of tragic loneliness intensified not so much by the rift with his wife as by the silence, the dumbness of the Little Man (Figure 14).

Figure 14: Film “Sacrifice” (1986). Erland Jozefson as Alexander (Tarkovsky, 1986).

A significant part of the film’s prologue is a reproduction of Leonardo da Vinci’s “Adoration of the Magi” in Alexander’s office. The camera zooms in on a fragment (mainly on the infant accepting his predicted future from the sorcerer) and then gives a general overview of the Gospel story. The baby Jesus, who is worshipped as a future martyr and redeemer, becomes a kind of “code” for the film “Sacrifice”. The growth of the messianic motif is a pattern in the evolution of Tarkovsky’s moral philosophy. In this film, which became his testament, the influence of personal circumstances – a terminal illness and worry for the fate of his son Andrei, to whom the director dedicated his last work “with hope and faith” – is evident.

“Sacrifice” begins with a scene in which Alexander and the Little Man are trying to revive a withered tree. The father tells his son the parable of the Japanese monk who watered the same dry tree for years until it blossomed. This parable is known to go back to the vow of penance. The very act of sacrifice runs through three story layers in the film. And three archetypes accompany it. The first one is the archetype of the Tree that reappears in the finale as the father’s will to his son. Here the Little Man finally speaks: “In the beginning was the Word. Why is it so, Daddy?” (Figure 15)

Figure 15: Film “Sacrifice” (1986). Parable of the tree (Tarkovsky, 1986).

While the Tree ties life and death together, what separates them is Water and Fire. Virtually in all of Tarkovsky’s films Water is an environment hostile to mankind; it is oblivion, the all-destroying time. In turn, Fire signifies a higher spiritual life. Fire is purification, it is memory, and it is immortality. The tree will not turn green and the son will not speak unless the father makes a sacrifice breaking the vicious circle of existence even at the cost of his own sanity. Alexander’s self-sacrifice is burning his own house and parting with his past. The hero’s spiritual awakening is in the realization of guilt both for his life and for the chaos of the collapse of the world (Figure 16).

Figure 16: Film “Sacrifice” (1986). Scene of Alexander’s self-sacrifice (Tarkovsky, 1986).

Andrei Tarkovsky contributed to the spiritual salvation of humanity and the world, which has become much more open to dialogue in the 35 years since the great artist’s passing thanks to globalization and digitalization. But has it become morally better?

Conclusion

Summarizing the study, we can note that the most significant element in the philosophy of A. Tarkovsky’s work is the concept of self-sacrifice closely connected with other concepts of the spiritual sphere, such as Love, Truth, and All-forgiveness. At the core of Tarkovsky’s philosophy lies the idea of self-sacrifice in the name of love as particularly valuable and contrary to the cynicism, pragmatism, and soullessness of modern society. The paramount mission of an artist is to influence the spiritual development of a person and to improve the world as a whole. The creative heritage of Andrei Tarkovsky will continue to assist in the comprehension of these processes for a long time.

References

Afanasiev, A.N. (2014). Mify drevnikh slavian [Myths of the ancient Slavs]. Moscow: Ripol-Klassik, 288 p.

Aleksander, L. (1989). Tainy i tainstva Andreia Tarkovskogo [The secrets and sacraments of Andrei Tarkovsky]. Sovetskii film, 8, 32.

Anninskii, L. (2012). Apokalipsis po Andreiu [The apocalypse according to Andrei]. In: Ia.A. Iaropolov (Comp.), Neizvestnyi Tarkovskii: Stalker mirovogo kino. Moscow: Eksmo: Algoritm.

Bachmann, G. (n.d.). O prirode nostalgii. Interviu s Andreem Tarkovskim [On the nature of nostalgia. An interview with Andrei Tarkovsky]. tarkovskiy.su. Retrieved from http://www.tarkovskiy.su/texty/Tarkovskiy/Bachmann.html (accessed April 20, 2021).

Evlampiev, I.I. (n.d.). “Strasti po Andreiu”: filosofiia zhertvennosti [“The passion according to Andrei”: a philosophy of self-sacrifice]. anthropology.rchgi.spb.ru. Retrieved from http://anthropology.rchgi.spb.ru/dok24.htm (accessed April 14, 2021).

Freilikh, S. (2002). Teoriia kino: ot Eizenshteina do Tarkovskogo [Film theory: from Eisenstein to Tarkovsky]. Moscow: Akademicheskii proekt.

Gray, C. (2015, October). Where to begin with Andrei Tarkovsky. British Film Institute. Retrieved from https://www.bfi.org.uk/features/where-begin-with-andrei-tarkovsky

Iaropolov, Ia.A. (Comp.). (2012). Neizvestnyi Tarkovskii: Stalker mirovogo kino. Moscow: Eksmo: Algoritm.

Jung, C.G. (2014). Popytka psikhologicheskogo istolkovaniia dogmata o Troitse [A psychological approach to the doctrine of the Trinity]. In: A.A. Guseinii, Yu.V. Bozhko & A.L. Subbotin (Eds.), Otvet Iovu by K.G. Iung. Moscow: Kanon +.

Kirillova, N.B. (2016). Fenomen tvorchestva Andreia Tarkovskogo: dukhovnaia missiia khudozhnika [The phenomenon of Andrei Tarkovsky’s work: The spiritual mission of the artist]. Izvestia Ural Federal University Journal. Series 1. Issues in Education, Science and Culture, 156(22(4)), 138-149.

Kosinova, M.I., & Fomin, V.I. (2016). Kak sniat shedevr: Istoriia sozdaniia filmov Andreia Tarkovskogo, sniatykh v SSSR [How to film a masterpiece: The story of the creation of Andrei Tarkovsky’s films made in the USSR]. Moscow: KANON.

Moore, C. (2009). Tracing the Russian hermeneutic: reflections on Tarkovsky’s cinematic poetics and global politics. Alternatives: Global, Local, Political, 34(1), 59-82.

Roy, D. (2015, September). 16 Legendary filmmakers praised by other great directors. Taste of Cinema. Retrieved from http://www.tasteofcinema.com/2015/16-legendary-filmmakers-praised-by-other-great-directors/3/

Salynskii, D. (2010). Kinogermenevtika Andreia Tarkovskogo [Film hermeneutics of Andrei Tarkovsky]. Moscow: Kvadriga.

Tarkovskij, A. (1985). Die versiegelte zeit [Sculpting in time]. Berlin-Frankfurt am Main: Ullstein.

Tarkovskii, A. (2008). Martirolog. Dnevniki (1970-1986) [Martyrology. Diaries (1970-1986)]. Venice: Andrei Tarkovsky International Institute.

Tarkovsky, A. (1962). Ivanovo Detstvo [Ivan’s Childhood]. [Film]. Mosfilm, Tretie Tvotcheskoye Obiedineniye.

Tarkovsky, A. (1966). Andrei Rublev [Andrei Rublev]. [Film]. Mosfilm, Tvorcheskoe Obiedinienie Pisateley i Kinorabotnikov.

Tarkovsky, A. (1975). Zerkalo [The Mirror]. [Film]. Mosfilm.

Tarkovsky, A. (1972). Solyaris [Solyaris]. [Film]. Mosfilm, Chetvyortoe Tvorcheskoe Obiedinenie.

Tarkovsky, A. (1980). Stalker [Stalker]. [Film]. Mosfilm, Vtoroe Tvorcheskoe Obiedinenie.

Tarkovsky, A. (1983). Nostalgia [Nostalghia]. [Film]. Rai2, Sovinfilm, Mosfilm.

Tarkovsky, A. (1986). Sacrifice. [Film]. Svenska Filminstitutet (SFI), Argos Films, Film Four International.

Turivskaia, M.I. (1991). 7 ½ ili filmy Andreia Tarkovskogo [7 ½ or the films of Andrei Tarkovsky]. Moscow: Iskusstvo.

Volkova, P.D. (Comp.). (2002). Andrei Tarkovskii: arkhivy, dokumenty, vospominaniia [Andrei Tarkovsky: archives, documents, memoirs]. Moscow: Eksmo-Press.

Zorkaia, N.M. (2012). Nachalo. Rasstreliannoe detstvo [Beginning. A shot childhood]. In: Ia.A. Iaropolov (Comp.), Neizvestnyi Tarkovskii: Stalker mirovogo kino. Moscow: Eksmo: Algoritm.

From White Supremacism To Black Liberation: Harry S. Truman, Lynching and Racial Justice

//
815 views

Giovanni B. Corvino     
University of Turin. ORCID: 0000-0002-8191-3500. Email: giovanni.corvino@edu.unito.it

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages 1-16.  https://doi.org/10.21659/rupkatha.v14n2.06x

First published: June 19, 2022 | Area: Cultural Studies | License: CC BY-NC 4.0

(This article is published under Volume 14, Number2, 2022)
Full-Text HTML Full-Text PDF Cite
From White Supremacism To Black Liberation: Harry S. Truman, Lynching and Racial Justice

 Abstract

President Truman transitioned from an initially more conservative policy advocated by white supremacists to a more progressive one that promoted a fairer social justice in the United States society, hitherto seldom heard. Through constitutional articles and debates, editorials, institutional records, and speeches in response to some of World War II’s black veteran lynching cases, this paper aims to explore Truman’s civil-political commitment to ending the frequent episodes of racial violence.

Keywords: Harry S. Truman, lynching, Isaac Woodard, Isaiah Nixon, racial violence

Introduction

The presidential administrations of the civil rights era addressed the issue of racial equality through the necessity and political gain afforded by espousing, or fighting, the African American cause (Murphy, 1984). Internal factors such as continuous racial and mob violence, as well as the political influence of majority parties, undermined the promulgation of any civil rights laws that could safeguard the constitutional rights of citizens, regardless of their skin color. Indeed, despite being proposed over 100 times to Congress between 1882 and 1951, the anti-lynching law never won the support of the political majority as it would have impacted the racial status quo upon which the post-XIII Amendment U.S. society was based (Corvino, 2021; Waldrep, 2000).[1]

As evidential from the American presidential historiography, presidential choices regarding civil rights – albeit considered of moral importance – were mostly aimed at not shaking the political equilibrium on which the current administration was established. Even Franklin D. Roosevelt’s New Deal did not really help improve African Americans’ living conditions in the short term (Valocchi, 1994). While blacks did receive economic aid in a time of unprecedented crisis, Roosevelt was careful not to clash with prominent white politicians who did not look favorably on racial integration. Indeed, numerous requests from the NAACP addressed to him were never heeded, for example, the sponsoring of antilynching legislation and involvement in the prosecution of lynching crimes.
The effects of the Great Migration after the 1920s did, however, make the President understand that African Americans would soon become a significant ballot pool. Unquestionably, blacks now lived in more tolerant cities where resistance against their political involvement and ability to vote was becoming much less frequent. Nevertheless, African Americans were reluctant to politically support those who did not “speak out in favor of federal anti-lynching legislation and poll tax repeal bills” (McMahon 2010, p. 101). For this reason and in order to obtain black votes and greater control over the Democratic Party, Roosevelt proposed FBI intervention, regardless of southern conservatives’ support, to resolve all lynching cases, sometimes condemning – even publicly – the brutality of racial violence (McMahon, 2010).

It is in this socio-political context that Harry S. Truman was elected as Roosevelt’s vice president (January 20, 1945 – April 12, 1945). He was considered the best possible moderate choice while the President dealt with his health concerns and at a time when fear loomed over the country’s political future. It was as early as 1911 when Harry Truman wrote a letter to his future wife Bess, expressing his racial prejudices:

I think one man is just as good as another so long as he’s honest and decent and not a nigger or a Chinaman. […] the Lord made a white man from dust, a nigger from mud, then He threw up what was left and it came down a Chinaman […] I am strongly of the opinion Negroes ought to be in Africa, yellow men in Asia and white men in Europe and America (Hampson, 1991).

Despite this, he quickly realized that the voting power of African American communities would change the political landscape in subsequent elections. Almost one million African Americans had migrated to the North between 1941 and 1944, increasing the weight that cities like Chicago or Detroit potentially had in the 1944 presidential elections. Here, blacks could exercise their right to vote, contrary to what had been precluded in the southern states. For this reason and with the aim of confirming his victory in the 1948 presidential election against Republican candidate Thomas Edmund Dewey, Truman promised the NAACP a more concrete commitment to the defense and promotion of civil rights. This was to be accomplished whilst avoiding publicly any open clashes with the white supremacists and thus risking their votes (McCullough, 1992). After achieving his goal, he ultimately distanced himself from previous racial policies and kept his commitment to a fairer society.

Less than a month after his appointment, Truman met NAACP executive secretary Walter White. He assured him that he would support a permanent Fair Employment Practices Committee (FEPC) to fight racial discrimination in the workplace, a commitment he tried to maintain over the following years.

According to many scholars, the decisions taken in that period by President Truman on the advancement of civil rights had an impact on the promotion of social justice which heavily affected the constitutional principles of anti-discrimination, even after the end of the mandate (Juhnke, 1989; Garth, 1999; Sklaroff, 2009). Current historiography however has failed to explain why the lynching of black veterans played a significant role in Truman’s presidential decisions. There are two episodes particularly worthy of importance to understand in more detail how the fight against lynching in small towns became a national event that could undermine the credibility of the U.S. image abroad and consequently Truman’s presidential leadership. Furthermore, these two cases allow us to explore issues related to maintaining the post-abolitionist racial status quo. The extension of black voting eligibility can then be explored in a society where the citizenship rights of those considered racially inferior were not yet fully recognized.
Indeed, the lynchings of Isaac Woodard and Isaiah Nixon, which occurred in 1946 and 1948, are significant not only for the extreme racial violence itself, which expresses the modus operandi of mob violence conveyed by post-colonial racial resentment, but also for the fact that the victims were veterans of World War II with the right to vote. The War did, in fact, change the perception of the African American issue in the U.S. both domestically and internationally. Black soldiers were an essential part of the U.S. Army engaged in war across the world. As Walter White, NAACP executive secretary, clearly explained:

World War II has given to the Negro a sense of kinship with other colored – and also oppressed – peoples of the world [. . .] the struggle of the Negro in the United States is part and parcel of the struggle against imperialism and exploitation in India, China, Burma, Africa, the Philippines, Malaya, the West Indies, and South America (White, 1945, p. 144).

Therefore, the internal anti-racist campaign became intertwined with the anti-colonialist movement that followed the war during this period (Bloom, 2015). The five most prominent black organizations in the United States were now looking at the discrimination they fought for years from an international perspective.[2] As Walter White wrote in 1945: “Allied nations must choose without delay one of two courses […] to revolutionize their racial concepts and practices, to abolish imperialism and grant full equality to all of its people, or else prepare for World War III” (White, 1945, p. 154). Thanks also to the role played by the mass media, racial problems became a topic of international politics linked to decolonization. President Truman soon understood that his country’s international public image was in danger of being damaged by the internal diatribes of conservatives and progressives over civil rights advancement and the condemnation of racial violence. Thus, the international context of World War II and its legacy contributed significantly to Truman’s clear stance in supporting the NAACP’s demands since there was a risk that the black press would compromise U.S. image abroad.

In the light of the above considerations, Isaac Woodard’s and Isaiah Nixon’s cases prove to be of fundamental importance in understanding how the concepts of social justice, due process, and racial fairness changed following presidential intervention in the wide-ranging fight against racial discrimination, both in the courts and in everyday life. Woodard’s and Nixon’s lynching were two examples of extreme mob violence, but they also became representative of prejudice and stereotypes in the courtrooms. By analyzing the impact these cases had in governmental circles, this paper intends to contribute to that literature, which means reconsidering President Truman’s role in changing the political agenda toward African Americans’ civil rights. From 1946, the lynching of Isaac Woodard and the official institution of the President’s Committee on Civil Rights, a turning point took place in the recognition and expansion of citizenship rights for all Americans. The presidential struggle for a society free of racial discrimination was still in its infancy, but it allowed Truman to lay the foundations for a “second Reconstruction” (Goldzwig, 2005, p. 104). This is observable from the stories of cases in which the sheer level of violence had shocked public opinion, such as the little-known death of Isaiah Nixon, occurring in the years where African American lynching had decreased due to presidential intervention via Federal Government and FBI investigation.

Analysis of the two lynching cases cited above has never before been treated together in a paper, allowing us to contribute to filling the academic gap and transitional period between the interest of President Truman in supporting the advancement of civil rights and his desire to guarantee himself a second presidential term with the votes of African Americans, to whom he had promised greater social justice by condemning lynching and furthering prosecution.

Isaac Woodard’s and Isaiah Nixon’s lynching

Isaac Woodard’s and Isaiah Nixon’s cases present similarities and differences that allow us to explore in-depth the influence that the lynching of African Americans had on the political choices made by Truman after his first presidential election. Both Woodward and Nixon were former war veterans who had fought for the honor of the United States during World War II. While Woodard’s lynching occurred in South Carolina in 1946, that of Nixon took place in Georgia two years later. After the end of the nineteenth century, both states had approved laws to sentence lynching perpetrators to up to twenty years in prison if the victim had died during the process. Nevertheless, these laws often resulted in a lack of conviction due to the absence of witness testimony. The sense of solidarity in local communities also compromised the integrity and conduct of investigations by not serving due justice to the victims. From small counties like Montgomery County (Georgia) in the Nixon case to larger counties like Aiken County (South Carolina) in the Woodard case, promoters of lynching enjoyed the support of their fellow citizens. On the other hand, African Americans who knew about or were forced to witness this violence were so terrified of the repercussions their testimony could bring that they preferred to remain silent. As a result, many newspapers found themselves unable to draw satisfactory conclusions to their investigations and ended up rarely allocating any space to incidents of racial violence. The cases of Woodard and Nixon however, unlike many others, did gain wide press attention thanks to the NAACP’s decision to investigate the lynching of these two war veterans. The organization’s intervention led to the Federal Government and President Truman’s involvement and opened the door to resolving lynching-related issues, such as access to a fair trial and the opportunity to vote.

 The first case of the two to which the NAACP devoted itself and requested the FBI presence was that of Isaac Woodard. Originally from South Carolina, Isaac Woodard was a United States Army veteran who, at 23, was drafted to fight in the Pacific Ocean theater of World War II against the Empire of Japan. He received several medals for his service, guaranteeing him an honorable discharge. After his stay in Japan and about to board a bus back home to his family, he asked the bus driver if he could wait a few minutes while he visited the toilet. According to Woodard’s court testimony, this resulted in a small quarrel and some hostility from the driver. The bus eventually departed with no further incident as the driver put in a call to the local police, requesting intervention at the next city. Not long after, Woodard was forced to exit the bus as the driver (falsely) complained about the young war veteran’s behavior, which he said to the police was irascible. As Woodard was removed from the vehicle, the young African American was savagely beaten until he lost his sight.

As Woodward’s case clearly shows, not even African American war veterans were exempt from racial violence. Indeed, the very recognition of their military service had been a source of social tension, often resulting in acts of extreme physical violence just like this.

Since the end of Reconstruction, African American participation in military service had been considered a threat to maintaining the racial status quo. White supremacists wanted to keep blacks in a position of subordination to preserve the antecedent hierarchical dominance of the slavery period but giving such a veteran an honorable discharge would make him a holder of honor equal to that of a white fellow citizen. Many incidents of racial violence, including lynching, served to affirm white superiority and eliminate black social prestige and self-respect.

It took months before Woodward’s case became widely known and thanks to popular black newspapers, The Lighthouse and Informer of South Carolina, the news found its way to well-known radio broadcaster and actor Orson Welles. The case then reached President Truman’s ears after being discussed in all major newspapers and thanks in no small part to NAACP’s nationwide tour with Woodard, publicly exposing the effects of racial violence. According to Frederickson: “Because Woodard was a veteran, because he was maimed, because his attacker was an officer of the law, and because he survived, he became an emblem of what was terribly wrong with the South” (Frederickson, 1997, p. 184).
The National Emergency Committee Against Mob Violence was created in August 1946 on the orders of President Truman in response to the event, in an attempt to shed light on lynching cases in southern states, but it was not enough. Truman requested the intervention of the Justice Department to investigate the Woodard case, following the reluctance of local law enforcement and pressure from the NAACP to find the culprits. However, it did not take many days to find Woodard’s assaulters. Because the violence had taken place at a bus stop and the land was federally owned, not to mention the victim being clothed in military uniform, the case was heard at the U.S. District Court in Columbia.

The trial, much like many others at the time, turned out to be bogus, and the bus driver was the only one to be heard by the judge and jury. No other witnesses were contacted. Sheriff Lynwood Shull was the main accused. He admitted to repeatedly hitting Woodard in the eyes, but only in self-defense, because the African American – according to him – had become short-tempered and disrespectful. According to The Canberra Times: «Shull struck him with a blackjack for answering “Yes” instead of “Yes sir.”» (The Canberra Times, November 7, 1946, p. 1). Despite his confession, the violence inflicted was considered proper by the jury. As a result, Shull was acquitted entirely by the all-white jury after only 15 minutes of confrontation (The Canberra Times, November 7, 1946, p. 1). Still, loud applause ensued in the courtroom following the verdict (Kluger, 2004, p. 298).
Apparently, the resolution of this case was not significantly different from that of other previous ones, so much so that it ended without a conviction. Its great importance was that it took place at a time linking substantial social changes to the consequences of world conflict. The awareness of African American veterans (now conscious of their national importance), the NAACP’s consolidated strength, and the presence of a new president eager to win the next elections made Isaac Woodard – who survived the lynching – the symbolic figure of the black resistance and struggle against racial injustice in those years.

Despite the importance of Woodard’s case in presidential decisions supporting African American civil rights advancement, the incidents of lynching did not cease. Even President Truman’s speeches failed to curb racial violence. Another Afro-American, Isaiah Nixon, was then lynched in Georgia on September 8, 1948. He had voted in the Democratic primary on that very same day (Bernd, 1982; Campney, 2011).

Given the participation of black war veterans in major civil rights advancement organizations, such as the NAACP, the end of World War II led to a rethinking of voting rights. Specifically, the decision made by the Supreme Court in Smith v. Allright (1321 U.S. 649, 1944) was considered unconstitutional as it violated the XIV and XV Amendments. The court ruled that it was unlawful for any state to dispute its authority over elections or allow discrimination to be practiced by parties. Despite this ruling, many southern states did not follow the federal directive, continuing to violate the voting rights of African Americans. In this regard, the 1946 primaries in Georgia were invalidated by the U.S. Court of Appeals for the Fifth Circuit (Chapman v. King, 2154 F. 2d 340, 1946), as they violated the Fifteenth Amendment, which condemned the exclusion of voters for reasons related to race or color. Subsequently, African Americans had a better chance of voting in the political elections that followed. However, there were frequent episodes of violent intimidation to curb, if not outright exclude, black political participation, as Isaiah Nixon’s lynching clearly showed.

This was not an isolated case, as the Ku Klux Klan regained strength and support in the South following its peak popularity in the 1920s, when its affiliates numbered about six million. Even though their size had reduced, the clan adopted a new strategy and began perpetrating racial terrorism, especially in rural towns, where white supremacism was stronger. In these places, the network of organizations for the advancement of civil rights could not fully engage in protest and social awareness actions as efficiently as it could in large urban centers where any violence would immediately attract press and law enforcement attention. Thus, the Ku Klux Klan managed to commit lynching in these small towns of few inhabitants, where community silence guaranteed impunity. The death of Elbert Williams, secretary of the NAACP in Tennessee, was one example. The murder was carried out after Williams’ attempt to register black residents of Brownsville (Tennessee) in the electoral roll. The KKK lynched him in June 1940. The lynching of Isaiah Nixon had also taken place in a small town like this (Campney, 2020; Horwitz & Anderson, 2009; Pierce, 2016; Schaefer, 1971; Wood, 1906).

The clan and the white supremacists feared that the hierarchies of racial dominance in the southern states would fall by giving African Americans the opportunity to vote. Racial terrorism relied on politicians’ willingness to stop the African American political rise, and black voting risked undermining the continuation of the racial status quo. For example, during these years, Georgia governor candidate Herman Talmadge was in favor of the use of violence and never hesitated to express it publicly. During an open meeting, Samuel W. Roper, a KKK member, asked him what he thought was the best strategy to adopt in not to allowing blacks to vote. In response, Talmadge, who later became governor of Georgia and then U.S. Senator, wrote unequivocally on a piece of paper one word: “pistols” (as quoted in Quarles, 1999, p. 87).

Despite President Truman’s socio-civil commitment to Woodard’s case, nothing changed. The racial brutality, investigation, and the perpetrator’s confession did not find justice, contrary to what the Constitution supposedly guaranteed. As a result, a presidential policy followed; a clear directive aimed at improving the living conditions of all African Americans on U.S. soil. This led to harsh internal clashes with white supremacists who had voted in favor of Truman during his first election. In December 1946, he established the President’s Committee on Civil Rights “PCCR” with the aim of prosecuting all those “who take the law into their own hands and inflict summary punishment and wreak personal vengeance” (Executive Order 9808, December 5, 1946), violating constitutional laws.

Regarding the lynching of Woodard and others of that period, Truman stated: “I can’t approve of such goings on and I shall never approve it, as long as I am here. […] I am going to try to remedy it and if that ends up in my failure to be reelected, that failure will be for a good cause” (Truman, 1948). A few days after this mission statement, Nixon’s lynching occurred.

U.S. racial violence certainly caught the President’s attention as one of his country’s most serious problems and as something “[…] close to my heart” (David K. Niles Papers, 1945-47) but what strategies did he adopt to face the new political scenarios that threatened to undermine the success of his presidential re-election? Furthermore, how could he reduce lynching cases and at the same time allow African Americans to safely vote and get their official support as a promoter of racial equality?

Truman’s commitment against lynching and in support of black’s rights

The brutal episodes of racial violence involving the two army veterans shook Truman to the point that he cited the cases on many occasions as an example of aggression against members of minority groups. Following these and other reports, he understood that it was necessary to “determine whether and in what respect current law-enforcement measures and the authority and means possessed by federal state and local governments may be strengthened and improved to safeguard the civil rights of the people,” regardless of skin color (Executive Order 9808, December 5, 1946). Consequently, the President required all executive agencies to actively engage in working in conjunction with the PCCR with the aim of enforcing the laws and condemning “the action of individuals who take the law into their own hands and inflict summary punishment and wreak personal vengeance” as had happened for decades in the cases of lynching.
Notwithstanding this significant achievement for African Americans, not all the black press agreed with Truman’s commitment to prosecuting racial violence by establishing a presidential committee. There were many prejudices about his genuine interest in condemning mob violence which also involved white politicians as perpetrators. The Chicago Defender wrote with a hint of irony: “If the committee is not hampered in its inquiry and if its recommendations are not circumvented by a welter of administrative procedures, the results should be far more consequential to us than anything that has happened in the United States since the abolition of slavery” (as quoted in McCoy & Ruetten, 1973, p. 31); this thought was also supported by other major black newspapers such as the Afro-American and the Call – Kansas City.

In the meantime, it is to be considered that the NAACP reached a high level of social influence in most of the United States during those same years. Hundreds of cases, mainly from the South, were reviewed and defended by the NAACP Legal Department, which paid particular attention to the violations of the right to a fair trial, the discrimination against African Americans during jury selection, and the role of law enforcement in attempted lynching cases. The organization mainly worked on cases where blatant violations of constitutional rights occurred, such as Sections 51 and 52 of Title XVIII of the Federal Criminal Code. According to Section 51, conspiracy acts aimed at intimidating or injuring any citizen must be prosecuted, as they are considered crimes. Isaiah Nixon’s lynching incident occurred to intimidate the black community from voting, but above all, the murder of an American citizen took place. As a result, this section was clearly violated. Instead, Section 52 had a double meaning. First of all, it condemned the deprivation of rights guaranteed at the federal level, such as due process, which often did not occur when a court case concerned an African American, as in the case of Isaac Woodard’s appeal. Black citizens were normally excluded from the jury, allowing an all-white jury to decree a verdict that could have been different if there had not been only people in favor of white supremacism and protection of racial hierarchies. By leveraging the violation of these two Sections and, when possible, the Amendments’ violation, the NAACP fought in the courtrooms for an equal society (Niedermeier, 2019; Watson, 1993). [3]

The NAACP also gave more consideration to the media image of the violence, describing lynching as brutally barbaric and far from the civilized modern ideal that the American Nation wanted to show (Wood, 2009). This helped attract international attention as they became renowned for openly denouncing incidents of racial violence (Blaque, 2012; Feimster, 2009).[4] Consequently, the presidential administration could no longer ignore or limit the presence of such racism toward African Americans in the national political space. Furthermore, Isaac Woodard’s lynching was used by the NAACP to nationally denounce the atrocities of racial violence and the federal failure to guarantee constitutional rights for all its citizens, black or white. As a result, action by the presidential administration that was not limited to federal investigations, which often resulted in the acquittal of the accused, was therefore needed.

The President of the United States had to personally express his endorsement in the struggle for the advancement of civil rights if he did not want to lose black votes in the coming elections. Giving a speech to Congress on February 2, 1948, Truman became the first president to turn to the NAACP and strongly support African American civil rights (Sylvia, 1995; Sitkoff, 1971). His President’s Committee on Civil Rights (PCCR) published the first government report in which the oppression of blacks was widely documented, and a civil rights reform was recommended in order to avoid other tragedies like Woodard’s lynching. Indeed, Nixon’s lynching occurred only seven months after the report, corroborating the President’s concerns and suggestions. The latter also submitted statements to the Supreme Court to support desegregation, thus attempting to end lynching (Fagelson, 2018). In addition, he issued executive orders aimed at creating racial equality in the hiring of federal personnel to affirm equal rights for whites and blacks. As quoted by the Chicago Defender, President Truman requested the intervention of the Federal Government in respect of all-American citizens, without any distinction:   

We can no longer afford the luxury of a leisurely attack upon prejudice and discrimination. […] We cannot, any longer, await the growth of a will to action in the slowest state or the most backward community. […] Recent events in the United States and abroad have made us all realize that is more important today than even before to ensure that all Americans enjoy these rights (The Chicago Defender July 05, 1947, p. 1).

With a promise to remove all barriers and difficulties confronting citizens, he asserted that «there is no justifiable reason for discrimination because of ancestry, or religion, or race, or color» (Truman, 1948). Although, contrary to his words, Jim Crow laws were still in force, his contribution to a more inclusive society had been considerable.
Early on, on June 29, 1947, in his speech at the Lincoln Memorial in Washington, D.C., he argued that racial discrimination was unjustifiable and without valid grounds. The wife of former President Roosevelt and other prominent personalities also attended the event. On that occasion, Truman stated:

Mr. Chairman, Mrs. Roosevelt, Senator Morse, distinguished guests, ladies and gentlemen: I am happy to be present at the closing session of the 38th Annual Conference of the National Association for the Advancement of Colored People. […] But we cannot be content with a civil liberties program which emphasizes only the need of protection against the possibility of tyranny by the Government. We cannot stop there. We must keep moving forward, with new concepts of civil rights to safeguard our heritage. The extension of civil rights today means, not protection of the people against the Government, but protection of the people by the Government. […] There is no justifiable reason for discrimination because of ancestry, or religion, or race, or color (Truman, 1947).

With these words, the President condemned incidents of racial violence, school segregation, the lack of work according to skin color, low political participation of African Americans beyond their control, as well as embraced the need for fair trials and black participation in juries. Furthermore, he gave his word that he would do everything possible to ensure these would be upheld under his presidency:

Many of our people still suffer the indignity of insult, the narrowing fear of intimidation, and, I regret to say, the threat of physical injury and mob violence. Prejudice and intolerance in which these evils are rooted still exist. The conscience of our Nation, and the legal machinery which enforces it, have not yet secured each citizen’s full freedom from fear (Truman, 1947).

This was the first time a president had ever attended the NAACP conference, and the civil rights event gained immense publicity. Truman’s speech attracted over 10,000 viewers, coverage on the big four national radio networks, as well as many independent stations and overseas media outlets. The President’s words did not end that day either. The speech was recorded and re-transmitted throughout cinemas for anyone who wanted a second opportunity to listen (Garth, 1999).
Despite these efforts, the discussion did find general agreement in the white population. According to Pauley, the leading international newspapers such as the New York Times and the Washington Post, did not pay particular attention to the event. A complete transcript of the speech was seldom provided, or even commented on (Garth, 1999 p. 233). These newspapers, headed by whites, were sure not to devote any importance to Truman’s words or adversely influence the opinions of its pro-white readers. On the contrary, newspapers headed by African Americans did not hesitate to celebrate such an important event in recognition of civil rights. One of the black historical newspapers, The Kansas City Call, wrote:

Truman so strongly denounced race prejudice and discrimination based upon race, creed, color, and national origin that even his enemies were convinced that the Missourian in the White House had left behind him Missouri’s tradition of second-class citizenship for Negroes (as quoted in O’Reilly, 1995, p. 145).    

In the wake of Truman’s re-election and general Afro-American approval, black anti-colonialists pressed the President to adopt a civil rights defense, exploiting the tension between him and the white supremacists. They relied on the votes that he would receive if there were full socio-political support on his part.
On January 7, 1948, Truman decided to send a special message to Congress, showing the African American population that he would be committed to achieving a more inclusive society if he was re-elected. His committee would request legislation against lynching since other similar cases had occurred after Woodard, which unfortunately had not resulted in justice. Furthermore, it would allow all blacks, including those who lived in the South, to vote without risk of consequences. The President declared:

I recommend that the Congress amend and strengthen the existing provisions of Federal law which safeguard the right to vote and the right to safety and security of person and property. These provisions are the basis for our present civil rights enforcement program. […] A specific Federal measure is needed to deal with the crime of lynching—against which I cannot speak too strongly. It is a principle of our democracy, written into our Constitution, that every person accused of an offense against the law shall have a fair, orderly trial in an impartial court. We have made great progress toward this end, but I regret to say that lynching has not yet finally disappeared from our land. So long as one person walks in fear of lynching, we shall not have achieved equal justice under law. I call upon the Congress to take decisive action against this crime (Truman, 1948).

Truman’s recommendation was based on Title XVIII of the Constitution, which offered protection to all American citizens, regardless of skin color. According to him, this right should also be extended to everyone who lived in the United States, even non-citizens. Furthermore, Title XVIII had a major limitation. It only applied if there was a conspiracy of two or more people to harm the life of another individual. Hence, it had to be extended to incorporate racial violence in which one acted individually, for example, in the event of personal revenge. It followed that section 52 of Title XV also had to change, as it was too general in its form. This section offered protection to people according to their federal rights. Unfortunately, it was often the case that violation of these rights originated from those who were serving to protect, essentially police officers who failed to intervene or intervened in an improper way, standing by the belief that they were doing their job correctly. The lynching cases involving law enforcement were examples of Woodard’s blindness and Nixon’s murder. Hence, the President proposed to establish several principal rights to be protected by this section, explicitly condemning violations and including appeals. Truman publicly denounced the restriction of citizens to vote, even though it was their right, something which had resulted in Isaiah Nixon’s lynching. He expressly referred to acts of intimidation like assault or similar acts of violence, which prevented many African American citizens from being able to vote. Poll taxes were also a subject of debate. At the time, as many as seven states required economic contribution, and many blacks could not afford to spend the little money they had on voting. The President proposed that Congress make the right to vote free from any tax constraint so that the exercise of one’s rights was not subjected to economic power, affirming:

Under the Constitution, the right of all properly qualified citizens to vote is beyond question. […] We need stronger statutory protection of the right to vote. I urge the Congress to enact legislation forbidding interference by public officers or private persons with the right of qualified citizens to participate in primary, special and general elections in which Federal officers are to be chosen. This legislation should extend to elections for state as well as Federal officers insofar as interference with the right to vote results from discriminatory action by public officers based on race, color, or other unreasonable classification (Truman, 1948).

Being governed and controlled by the white majority for centuries, acts of racial discrimination would continue to perpetuate themselves until there was a change in the political sphere. The most effective way to bring about the change desired by blacks and civil rights advocates was the greater political participation of African Americans through voting. Only in this way the social equilibrium could be changed.
The President’s speech aroused a consensus among African Americans. He harshly criticized the lynchings, suggesting increased federal protection, condemning the inability of many to vote, and proposed a series of legislative maneuvers to improve the social conditions of blacks and minorities living in the U.S. With such important promises, Truman secured victory. The NAACP did not hesitate to congratulate him in November 1948, recalling the promises he had made to achieve this victory:

Your triumph, achieved over both the extreme right and extreme left, is a mandate under which you and the new Congress can proceed to carry out the program you outlined so clearly and courageously to the people, including housing, labor legislation, civil liberties inflation, all of which were cavalierly rejected by the 80th Congress. We especially urge you to continue to maintain your forthright position, by giving your full and complete support to your legislative and administrative program for civil rights (Atlanta Daily, 1948, p. 1).  

A few months after this NAACP statement – in July 1948 – Truman desegregated the U.S. armed services by executive order (Lautier, 1948, p. 2). He also created the President’s Committee of Equality of Treatment and Opportunities in the Armed Services to defend all cases of discrimination related to race, color, religion, or national identity reported by black American citizens serving in the army. In the same year, the President asked Congress to create a permanent Fair Employment Practice Committee[5] – FEPC (Collins, 2001; Henderson, 1976; Reed, 1980), initiated by his predecessor Roosevelt, to continue helping African Americans enter industries, companies, and jobs that they otherwise could not get. The House of Representatives approved a permanent Fair Employment Practice Committee two years later, but as expected, the Senate opposed it and won this time too. Regarding racial violence, Southern Democrats still had a strong influence over Congress, so much so that they rejected the request for an anti-lynching law without difficulty.
Overall, these measures had positive results, as in the 1950s, civil rights movements reached a broad social consensus (Aldon, 1999; Blumberg, 1990; Shattuck, 1995), thanks also to the media’s role (McElroy, 2013; Lott, 2017). Connecticut, Massachusetts, New Jersey, New York, and Ohio established their own state-level FEPC laws to counter the Senate’s decision (Kersten, 1994).

Conclusions

With proper political support, new economic opportunities, and a more significant Federal Government presence across the territory, lynchings became less frequent during the second half of the twentieth century. On the other hand, death sentences increased in the courts and were rarely successfully appealed. This saw a move from “rough justice” (Pfeifer, 2006) to a false due process, often supported by forced confessions and no respect for FBI investigation (Niedermeier, 2019).
The efforts expressed by Truman simultaneously constituted a political opportunity for a new action movement, which was evident in the Federal Government’s support of the Brown vs. Board of Education case (September 1952 – May 1954) up until the beginning of Eisenhower’s presidential term in 1953 (Dadisma, 1994; Lester, 2004; Ward, 2004). Accordingly, it is undisputed that President Truman contributed significantly to a fairer, equal social justice. He is credited with desegregating the armed forces thanks to the prohibition of discrimination in the civil service that not only allowed blacks to feel part and parcel of the United States by serving in the military, but also provided many of them access to financial gains which would have been hard to come by in states where racial dogmas remained dominant. Truman supported African Americans socially through public speech, political proposals, and new legislative actions, fighting for the abolition of poll taxes, economically desegregating public administration places, and allowing equal employment. Above all, he did everything possible to keep the election promises that led him to victory over the Republicans in 1948.

Unquestionably, the historical period of his presidential term did not play entirely in his favor. After the end of World War II, he had to make crucial decisions whilst trying not to upset the balance of his greatly divided party, where conflicting ideas bounced between progressives and conservatives from the South. He had to do everything in his power to maintain the consensus of the southern conservatives on which his first election was based whilst also satisfying the demands of the progressives, securing their votes for future elections. Truman was initially cautious in seeking a meeting point between the two opposing political thoughts – like Roosevelt towards the end of his term – listening to the demands of African Americans and avoiding clashes with white supremacists. Despite this, his role in advancing civil rights was more significant than his twentieth-century predecessors, especially his support for allowing all citizens to vote, regardless of skin color, while simultaneously fighting to end lynching.
The relationship between lynching and voting access is still being studied and analyzed today and requires further investigation. According to Williams: “Using county-level voter registration data […] southern counties that experienced a higher number of historical lynching have lower voter registration rates of blacks today,” (Williams, 2017, p. 1), but the lynching did not impact political participation of other minority groups or among white Americans. As proof of this criticality, the 2019 Voting Rights Advancement Act aims to provide a broad in-depth review of all voting changes that have occurred nationally in the various jurisdictions to understand whether electoral discrimination measures have historically occurred as denounced by African American historiography.
Already the 2015 version of the Act highlighted blacks’ under-representation in political participation in important government decisions, such as new human rights laws like the federal anti-lynching law. Specifically, the Act denounced the effects that nineteenth- and twentieth-century racial violence still have today in dissuading blacks’ political participation through voting. Cases of lynching such as those of Nixon and Woodard have shaken the black community so much that even today, many African Americans living in those states where there has been a high rate of lynching in the previous two centuries do not participate in voting – and political life in general – for fear of experiencing painful racist experiences. Consequently, the interests and needs of African Americans are not carefully considered today, as the decisions that the current Government makes are based on registered voters, i.e., a white majority.
Therefore, further investigations into the effect that lynching had on black political participation choices are necessary. It can help promote new inclusive policies aimed toward a greater expression of African American thinking and help implement the measures needed to attain a truly equal society. This is what President Truman was aiming for over his two presidential terms.

Notes

[1] This essay defines «lynching» as an act of group or mob racial violence perpetrated by at least two or more people against a single person, often resulting in a murder.

[2] They were the National Association for the Advancement of Colored People, the National Urban League, the National Negro Congress, the National Council of Negro Women, and the March on Washington Movement.

[3] Unfortunately, although the organization increased social consensus, it was not ready to assist all the South African American defendants who asked for its help as victims of racial bias or forced confessions following torture. As a result, a greater selection of cases was needed, so much so that the NAACP would only support cases where the accused was a victim of racial prejudice, and on these bases, there was reason to believe that he/she was actually innocent. Moreover, it seems that the organization opted for the decision of not defending those who were potentially guilty of rape, attempted murder, or other crimes by fearing damage to the public image of the NAACP. Aiming at greater political feedback, they could not afford a negative antecedent.

[4] Many newspapers, especially black and southern ones, began reporting lynching cases in great detail and trying not to convey any thought, remaining as loyal as possible to the objective account of what happened. In this regard, the work done by the black journalist Ida B. Wells was fundamental. She used her newspaper “Free Speech” to provide another version of the lynchings stories that were being told. Indeed, she shed light on dozens of cases based on false accusations and racial prejudices. In this way, she raised awareness in the black community in the U.S. and abroad in standing against racial violence.

[5] It was established by President F.D. Roosevelt in 1941 to ban discriminatory employment practices.     

Primary Sources

“Draft of statement by president with reference to the President’s Committee on Civil Rights,” Jan. 7,1947, Box 26, Civil Rights/Negro Affairs File, 1945 – June 1947, David K. Niles Papers.

Harry S. Truman to E. W. [Ernie] Roberts, Aug. 18, 1948, Folder C, Box 306, President’s Secretary’s Files, White House Central Files, HSTL.

Executive Order 9808, “Establishing the President’s Committee on Civil Rights,” Box 26, Civil Rights/Negro Affairs File, 1945-June 1947, David K. Niles Papers.

References

Aldon D. M. (1999). A Retrospective on the Civil Rights Movement: Political and Intellectual Landmarks. Annual Review of Sociology, 25, 517–539.

Bernd, J. L. (1982). White Supremacy and the Disfranchisement of Blacks in Georgia, 1946. The Georgia Historical Quarterly, 66(4), 492–513.

Blaque, E. (2012). Black Ink: Writing Black Power with the Words of David Walker, Ida B. Wells, and Malcolm X. Counterpoints, 406, 5-18.

Bloom, J. (2015). The Dynamics of Opportunity and Insurgent Practice: How Black Anti-colonialists Compelled Truman to Advocate Civil Rights. American Sociological Review, 80(2), 391-415.

Blumberg, R. L. (1990). Women in the Civil Rights Movement: Reform or Revolution? Dialectical Anthropology, 15(2), 133–139.

Campney, B. M. S. (2011). ‘A State of Violent Contrasts’: Lynching and the Competing Visions of White Supremacy in Georgia, 1949. The Georgia Historical Quarterly, 95(2), 232–262.

Campney, V. E. (2020). Disordered Households: Reconstruction, Klan Terror, and the Law. In L. T. F. and L. W. (Eds.), Household War: How Americans Lived and Fought the Civil War (pp. 221–247). University of Georgia Press.

Collins, W. J. (2001). Race, Roosevelt, and Wartime Production: Fair Employment in World War II Labor Markets. The American Economic Review, 91(1), 272–286.

Corvino, G. B. (2021). The Meanings of Lynching, A Word that Crossed the World. Elementary Education Online, 20(5), 3292-3297.

Dadisman, M. A. (1994). Still Segregated: The Legacy of ‘Brown.’ Human Rights, 21(2), 12–30.

Fagelson, I. B. (2018). President Truman’s Justice Department and the Fight for Racial Justice in the Supreme Court. Journal of Supreme Court History, 43, 69-82.

Feimster, C. (2009). Southern Horrors: Women and the Politics of Rape and Lynching. Harvard University Press.

Frederickson, K. (1997). “The Slowest State” and “Most Backward Community”: Racial Violence in South Carolina and Federal Civil-Rights Legislation, 1946-1948. The South Carolina Historical Magazine, 98-102.

Garth, P. E. (1999). Harry Truman and the NAACP: A Case Study in Presidential Persuasion on Civil Rights. Rhetoric and Public Affairs, 2(2), 211–41.

Goldzwig, S. R. (2005). Inaugurating the Second Reconstruction: President Truman’s Committee on Civil Rights. In Civil Rights Rhetoric and the American Presidency, James Arnt Aune and Enrique D. Rigsby (Eds.), TexasA&M University Press.

Hampson, R. (October 24, 1991). Truman Revisted: Historian Says Harry Gave ’Em Racism. AP News. Available at https://apnews.com/article/ab0d537a112c3554373a97dff54c0e60

Henderson, A. B. (1976). FEPC and the Southern Railway Case: An Investigation into the Discriminatory Practices of Railroads During World War II. The Journal of Negro History, 61(2), 173–187.

Horwitz, J., and Casey A. (2009). The Civil War And Reconstruction. In J.H. and C.A. (Eds.), Guns, Democracy, and the Insurrectionist Idea (pp. 118–136). University of Michigan Press.

Juhnke, W. E. (1989). President Truman’s Committee on Civil Rights: The Interaction of Politics, Protest, and Presidential Advisory Commission. Presidential Studies Quarterly, 19(3), 593–610.

Kersten, A. E. (1994). Publicly Exposing Discrimination: The 1945 FEPC Hearings in Cincinnati, Ohio. Queen City Heritage, 52(3).

Kluger, R. (2004). Simple Justice: The History of Brown v. Board of Education and Black America’s Struggle for Equality. Knopf Press.

Lautier, L. (Jul. 31, 1948). Truman Attacks Bias in Army and U.S. Jobs: President’s Action Hits Discrimination by Executive Order Truman Stands by Civil Rights Program in Ordering “Fair Employment Board” Fnr Federal Civil Service Positions. New Journal and Guide (1916-2003).

Lester, A. (2004). Brown v. Board of Education Overseas. Proceedings of the American Philosophical Society, 148(4), 455–463.

Lott, M. (2017). The Relationship Between the ‘Invisibility’ of African American Women in the American Civil Rights Movement of the 1950s and 1960s and Their Portrayal in Modern Film. Journal of Black Studies, 48(4), 331–354.

McCullough, D. (1992). Truman. Simon and Schuster.

McElroy, K. (2013). You Must Remember This: Obituaries and the Civil Rights Movement. Journal of Black Studies, 44(4), 335–355.

McMahon, K. J. (2010). Reconsidering Roosevelt on Race: How the Presidency Paved the Road to Brown. University of Chicago Press.

McCoy D. R. and R. T. Ruetten (1973). “Tension And Strife.” Quest and Response: Minority Rights and the Truman Administration. University Press of Kansas.

Murphy, A. B. (1984). Evaluating the Presidents of the United States. Presidential Studies Quarterly, 14(1), 117–126.

Niedermeier, S. (2019). The Color of the Third Degree: Racism, Police Torture, and Civil Rights in the American South, 1930–1955. University of North Carolina Press.

O’Reilly, K. (1995). Nixon’s Piano: Presidents and Racial Politics from Washington to Clinton. Free Press.

Pierce, J. E. (2016). Making the White Man’s West: Whiteness and the Creation of the American West. University Press of Colorado.

Pfeifer, M. J. (2006). Rough Justice, Lynching and American Society, 1874-94. University of Illinois Press.

Quarles C. L. (1999). The Ku Klux Klan and Related American Racialist and Anti-Semitic Organizations: A History and Analysis. McFarland Press.

Reed, M. E. (1980). FEPC and the Federal Agencies in the South. The Journal of Negro History, 65(1), 43–56.

Schaefer, R. T. (1971). The Ku Klux Klan: Continuity and Change. Phylon (1960-), 32(2), 143–157.

Shattuck, G. H. (1995). Serving God in the World: Theology and Civil Rights Activism in the Episcopal Church, 1958-1973. Anglican and Episcopal History, 64(3), 326–351.

Sitkoff, H. (1971). Harry Truman and the Election of 1948: The Coming of Age of Civil Rights in American Politics. The Journal of Southern History, 37(4), 597–616.

Sklaroff, L. R. (2009). Black Culture and the New Deal: The Quest for Civil Rights in the Roosevelt Era. University of North Carolina Press

Sylvia, R. D. (1995). Presidential Decision Making and Leadership in the Civil Rights Era. Presidential Studies Quarterly, 25(3), 391–411.

Truman, H. S. (1964). Special Message to the Congress on Civil Rights – February 2, 1948; Public Papers of the Presidents of the United States. United States Government Printing Office.

Truman, H. S. (1947). June 29, 1947: Address before the NAACP. Available at https://millercenter.org/the-presidency/presidential-speeches/june-29-1947-address-naacp 

Unknown (November 7, 1946). U.S. Police Chief Acquitted of Assault on Negro. The Canberra Times.

Unknown (Jul. 05, 1947). Truman asks action ‘now’ on racism: calls on U.S. government to lead the way NAACP conference told country must drop slow attack. The Chicago Defender.

Unknown (Nov. 07, 1948). Press Rights Program, Naacp Urges Truman. Atlanta Daily World.

Valocchi, S. (1994). The Racial Basis of Capitalism and the State, and the Impact of the New Deal on African Americans. Social Problems, 41(3), 347–62.

Waldrep, C. (2000). War of Words: The Controversy over the Definition of Lynching, 1899-1940. The Journal of Southern History, 66(1), 75-100.

Ward, L. (2004). A Critical Social Equity Component of Public Affairs Education: The Role of the Civil Rights Movement. Journal of Public Affairs Education, 10(2), 158–160.

White, W. (1945).  A Rising Wind, Doubleday Press.

Williams, J. (2017). Historical Lynchings and Contemporary Voting Behavior of Blacks. Louisiana State University Press.    

Wood W. D. (1906). The Ku Klux Klan. The Quarterly of the Texas State Historical Association, 9(4), 262–268.

Computer Artist Manuel Felguerez: A Brief Interview on the Pioneering Origins of Geometry Painting

///
456 views

Reynaldo Thompson & Manuel Felguerez

Reynaldo Thompson (professor researcher) Universidad de Guanajuato. Department of Art and Enterprise. Email: thompson@ugto.mx

Manuel Felguerez (artist) email: museomf@hotmail.com

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.05

First published: June 18, 2022 | Area: Aesthetic Studies | License: CC BY-NC 4.0

(This article is published under Volume 14, Number2, 2022)
Full-Text HTML Full-Text PDF Cite
Computer Artist Manuel Felguerez: A Brief Interview on the Pioneering Origins of Geometry Painting

Abstract

This interview cum memoir of Manuel Felguerez, by the author, describes the development of two projects in the words of the Mexican artist Manuel Felguerez himself. Felguerez speaks of his experience as a Latin American artist, his encounter with digital technology in the united states and the trajectory of art that his work takes during an intense and experimental period of creativity in the seventies. Felguerez’s explorations were embodied in two books, El espacio multiple (Paz 1988) and “The Aesthetic Machine” La máquina estética (Felguerez y Sasson 1983).   The project involved the use of computers for the composition of incipient new media paintings, sculptures and engravings.  After the project was concluded, the author avoided the use of computers again, and for different reasons. The value of this interview of a pioneering artist in contemporary America lies in the insider’s view of the situation in the art world, the artist’s first-person revealings and confessions and the deep personal life of the artist as an individual.

Keywords: algorithm, computer, geometry painting, sculpture

This interview was taken in 2020, at Felguerez home in Mexico City. Felguerez is always kind enough to respond to your questions and reflect on his artwork. Felguerez started talking as he was asked about the beginnings and well-springs of his first inspiration for creating a work with computers:

“The origin of my artistic work in relation to technology is a bit casual. When I was a teacher at the School of Plastic Arts at the National Autonomous University of Mexico (UNAM), I was assigned the task of teaching thirty hours of class every week.  You could call it a handful, or a plethora. I almost wasted the day at school. One day along with two other teachers I decided to ask the Technical Council for permission to give us ten hours each week, to dedicate just to research.  The Technical Council first said they agreed; however, the next day when we arrived at the school, and despite the Technical Council’s approval, we saw that other professors of the University cooked a scandal, and started demonstrating with banners and signs against this decision of the council. Someone said: “Teacher investigator, teacher aviator”.

The protesting teachers were afraid that this permission for independent research meant that it afforded an escape from teaching activity.  Because of the scale of the protest, the Technical Council retracted and finally cancelled the permit.  But the higher authorities of the University called the Coordination of Humanities and found out about the developments.  The. Committee then called us back and said: “…. look, a University organ that refuses to allow time for research is not worthy of being an organ of the University”.   Since then any teacher who joined the University with an appointment of a full-time position could do research as well.  That was like winning the lottery.

So, we had to make a formal request for the research hours. But then we were questioned, as to what we were going to investigate? I thought about a topic that was in the air; namely, one about the possibility of using the computer as a working instrument, one that is based on the layman’s grand idea that the computer is a device that calculates with a great speed.  Since I was interested in geometry, and mathematics, I set out to apply the possibility of the computer to produce or devise a project on art. I didn’t know what to call it at that time – an abstract artwork? But that was the origin. The project was based on two texts, one was called El espacio multiple (The Multiple Space) written by Octavio Paz in 1988. Following El espacio multiple, I proposed that the real plane does not exist, so that each geometric space could generate itself from a flat square or a relief to ultimately form a sculpture. This meant that if I made a half-circle and lifted it then I made a cone. This way I’m already creating a visual relief but if I grab it at the back and repeat the same or change the direction of accumulation, I could transform the whole geometrical base into other shapes and form a sculpture.

So I started working with the idea.  The first thing that I did was to analyze pictures.  I started a project with an architect friend and tried to solve a simple problem by asking ourselves the basic question of whether an abstract picture naturally has a prevenient top and bottom. We wonder how we know if it is “up” or “down”, and we started to analyze such pictures.  I do not remember if it was Rudolph Arnheim who forwarded a theory that says that in a painting there is a balance and that equilibrium implies a point at the center of the painting and hence each form that is made has a distance from the center and at the same time a relative specific weight. Turning an object into a zone of rays, and putting all the shapes in a box means that you could calculate its speed – the speed of rotation of an object.  If I let the painting move around its supposed gravitational center, it would start by turning in one direction.  As it stops it would tend to weigh more on one side than on the other. In order to find equilibrium, the painting would again start to rotate at a certain speed, oscillating between ends until it reached a kind of rest. That speed could act as a fingerprint. It could indicate my sense of a personal composition (since I initiated the balancing for a certain object in space).  I resolved this question of the speed of rotation in my paintings, and therefore, when I started doing the first experiments with a computer, I did more research to know about the visual trajectories of my personal ways of composing art.  Everything that fell off from a predictive pattern I erased; and everything that coincided I kept.  These patterns were not traces of what I had invented: only a kind of (template) form existed in my previous painting. So already, as if by chance, any random elements that the computer-generated from my interventions were then repeated in my new compositions, and hence it was not totally random.  As I kept searching, I kind of failed in my anticipations – the pre-existing patterns did not necessarily materialize into an aesthetically satisfactory shape but they gave me an idea, of new unknown compositions.  I remember for instance that drawing a circle on the computer was a very odd thing because it was like a collection of hundred lines that had a little peak on each intersection.

When I was doing all those experiments, I also decided to continue to write a book to justify three years of my work.  In the book titled The Aesthetic Machine (1983), on which I worked with Mayer Sasson who was studying distribution grids of electricity for New York City, working as an expert in the American Electric Power company.  He was a director and an expert in programming. And he was the one who gave me the idea of trying to see what happened while applying systems identification, for predictions. Systems analysis consists mostly of reiterations – like if I tried explaining with the example of a comet which approaches earth. Astronomers may observe it for 15 or 20 days, as it could be possible to identify what its behavior will be like in space in the next three hundred years or three thousand years, or even three million years. By extrapolating predictive analysis to my work, I wondered if I could discover what the fate of my artwork would be after 25 years from a given moment. The analysis would allow guessing what would happen to it in the future.  It’s like science fiction.  If I continued designing along that path, I could guess how my paintings would look like in the future. Well, we started to apply the computer’s results. I sent all my proposals from my Harvard computer to Mayer, who received them in New York and processed them and returned the results. One day he finally told me he had already completed writing the program. With my wife, I ??went to number one Broadway, where the offices had a large window of about 30 meters, and was a space full of machines with some people dressed in sky blue. These guys in blue operated the computers: they connected the results of the computer analysis on a plotter, and I began to see drawings like my own, though not exactly as if what I would consciously draw. The images flitted across at a speed of one per second. It produced a brutal emotion that showed that the experiment had somehow been successful. We continued working on that project for a while but we thought that the program had to be optimized. I mean that aesthetically my sensitivity led me to evaluate a drawing each time I ran the computer.  I had the drawings and every day I also corrected, I watched them and graded them for the best options.  I gave the highest grade of ten, then nine, eight and so to break down to zero. The next day I did the same with the options produced by the computer.

Well, since I had all that stuff, I asked myself, now what do I do with this? There I have them, I’m not sure what they meant: more than 4000 possibilities of my paintings in an imaginary parallel universe. If I were a merchant I would have set up something like an original cigar factory. But I was an artist. Well first I said, I have to pass this on as something that genuinely looks like art. As they were geometric drawings I called them ideograms but they were really ideas, but they were ideas for painting or sculpture.  I had to make paintings or sculptures with them.  Right there in Boston I made a ball of squares already with colors and everything, that along with some sculptures and models were going to end up in an exhibition at the Carpenter Center for the Visual Arts, in a building designed by Le Corbusier in Harvard. It seemed like the cycle was closed and I had already exhausted a mechanism that was like a puzzle: it was a mechanism with which I could change a square or a circle, or what could also produce infinite possibilities of harmonic color according to my creative prototype of colors.  All I did was use that kind of color that was already mechanized; once the first one was done, it needed nothing more than moving it so the computer could have done it too. But I didn’t get into that anymore. I said, if I grab and throw a 100-meter line by hand and make that the guiding line of my drawing, what will come out of the computer is something with lines like when you make a signature that is only yours, a personal line. Then embracing the options of color, and forms of the compositions produced with lines, I started thinking about musicalizing it. So, I wrote the book and took a decision, I do not know if it was good or bad at the time. I closed the computer and never opened it again. I have not opened it again, because it absorbed me – it was very exciting, it was everything I could hope for, but the beauty of the painting was in the accident. I said to myself that I either go down a path of subjectivity or I stay with the computer. If I keep the computer, then I may become a very famous technician in the field of artistic management of the computer, but life is going to fall away.

To recap, I received the Guggenheim Scholarship for Harvard in 1975. In Mexico I already began the exploration for El Espacio Multiple three years before, in 1971, 1972. I remember that computers were like wardrobes. There was IBM. They had black robes with a little slit to pass punched cards. At that time I learned Fortran 4. It was my language. All that was what I started with. During the seventies, my work was totally geometric. The computer was very much present in that period but from the eighties, I went in another direction. The drawings of that period are in my drawers now. Some of the paintings in my studio are from the seventies, some were converted to sculpture, and some other artworks were exhibited elsewhere in the world, in museums and private collections. I made paintings based on the compositions predicted by the computer, but they were, in a sense, also real paintings. The drawings came out of the computer, but after that, the full modificatory process the computer-generated compositions and artworks emerged like any normal painting.  But this was an era of my works in which little by little I also started changing. It began very simply but I was filling my works with pictorial elements until they no longer knew where they came from.

So here I recount my days in Boston with Mayer Sasson. I gave several interviews in American magazines and my work became very popular at that time.  Here in Mexico, in the Centro Multimedia there is a room that bears my name for this research.  Sometimes some researchers come from other places and countries to ask me about the project. This might mean something was left out, but from my side, it seems that going back to such work meant it was like being resigned to the computer once again. Yet I think of moving forward.

References

Felguérez, M., & Sasson, M. (1983). La máquina estética (Vol. 4). Universidad Nacional Autonoma de Mexico.

Paz, O. (1998). El espacio múltiple.

1 29 30 31 32 33 160