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首页> 外文学位 >How the child lost its tail: Evolutionary theory, Victorian pedagogy and the development of children's literature, 1860--1920 (Charles Kingsley, Rudyard Kipling).
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How the child lost its tail: Evolutionary theory, Victorian pedagogy and the development of children's literature, 1860--1920 (Charles Kingsley, Rudyard Kipling).

机译：儿童如何失去尾巴：进化论，维多利亚时代的教学法和儿童文学的发展，1860--1920年（查尔斯·金斯利，鲁德亚德·吉卜林）。

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摘要

This dissertation argues that Victorian anxieties about human evolution shaped an unlikely genre: children's literature. The extremely popular and influential theory that the development of the individual repeated the evolution of the species, "ontogeny recapitulates phylogeny," turned the child into a vestige of mankind's primitive ancestry, an animal just beginning a climb up the evolutionary ladder. Around this animal child, I contend, the "golden age" of children's literature (1860--1920) was forged as an experimental pedagogy for becoming human. Literary critics generally claim that this "golden age" reveled in Romantic fancies of eternal childhood. In response, I show that the newly reinvented genre explored a developmental narrative just as central to Victorian culture as the social progress represented by the Bildungsroman. This project offers a new way to read the "golden age" of children's literature that complicates how we understand nineteenth-century conceptions of development. It also reveals a fantastic encounter between Victorian literature and science that has been invisible in critical scholarship. Children's literature. I argue, adopted the theory of recapitulation as a narrative pattern and a pedagogical goal. Charles Kingsley's The Water-Babies and Lewis Carroll's Alice books exposed the tumult of human development left wholly to Darwinian nature and sought to cure the child of a bestiality figured as either original sin or paralyzing purposelessness. Part of a later generation more comfortable with Darwinism, Rudyard Kipling's The Jungle Books, Edgar Rice Burroughs' Tarzan of the Apes and Frances Hodgson Burnett's The Secret Garden located within evolutionary development a perfect stage, either purely savage or partly cultivated, that retained the richness of phylogenic and ontogenic youth. Though widely divergent in their uses of recapitulation, the texts studied here each advanced an implicit theory that human evolution and child development relied on imagination, and thus they found a pivotal place for literature within the scientific narrative of ascent. In looking to a genre too often ignored in scholarship, I uncover an ongoing literary and pedagogical conversation about what it meant to become human in the late nineteenth and early twentieth centuries.
机译：本文认为，维多利亚时代对人类进化的焦虑塑造了一种不太可能的类型：儿童文学。个体的发展重复了物种进化的极其流行和有影响的理论，“个体发育概括了系统发育”，使孩子变成了人类原始血统的遗迹，一种动物刚刚开始爬上进化阶梯。我认为，围绕着这个动物孩子，儿童文学的“黄金时代”（1860--1920年）被锻造为成为人类的实验教学法。文学评论家普遍认为，这个“黄金时代”体现在永恒的童年浪漫幻想中。作为回应，我表明，新近改头换面的流派探索了一种发展叙事，而这种发展叙事对于维多利亚时代文化的核心和以Bildungsroman代表的社会进步一样重要。该项目提供了一种阅读儿童文学“黄金时代”的新方法，使我们如何理解19世纪的发展观变得更加复杂。它还揭示了维多利亚时代的文学与科学之间的奇妙相遇，这在批判性学术中是无形的。儿童文学。我认为，采用重述理论是一种叙事模式和教学目标。查尔斯·金斯利（Charles Kingsley）的《水上宝贝》（The Water-Babies）和刘易斯·卡洛尔（Lewis Carroll）的爱丽丝（Alice）书揭示了人类发展的动荡完全留给了达尔文式的本性，并试图治愈儿童的兽性，这被视为原罪或使无目的麻痹。后代对达尔文主义更满意的一部分是鲁德亚德·吉卜林的《丛林书》，埃德加·莱斯·巴洛斯的《猿人的泰山》和弗朗西斯·霍奇森·伯内特的《秘密花园》，位于进化发展的完美阶段，无论是野蛮的还是部分种植的，都保留了丰富的知识。系统发育和个体发育的青年。尽管在重述的用法上存在很大分歧，但这里研究的文本均提出了一种隐性理论，即人类进化和儿童发展依赖于想象力，因此，它们在上升的科学叙事中为文学找到了举足轻重的地位。在寻找一种在学术界经常被忽视的体裁时，我发现了正在进行的文学和教学论论，涉及在19世纪末和20世纪初成为人类的意义。

著录项

  • 作者

    Straley, Jessica L.;

  • 作者单位

    Stanford University.;

  • 授予单位 Stanford University.;
  • 学科 Literature English.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 246 p.
  • 总页数 246
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 I561;
  • 关键词

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