Reflection on The Tempest.

      I have known about Shakespeare for a long time. In world literature class, I had an opportunity to learn about him and his play The Tempest, one of the last plays Shakespeare wrote before he retired from the theatre.
      First of all, let me tell you about the roles of characters in The Tempest. There are three groups of characters in this play. Group 1, called The Deposed, including Prospero and Maranda, a daughter of Prospero. Group 2, named The Newly Shipwrecked, including Alonso (a king of Naples), Ferdinand (the son of king), Stephano (the drunk), and Trinculo (the king’s clown who also is a drunk). Group 3, called Supernatural Creatures, including Ariel (a magical shaped spirit in the air), and Caliban (son of Sycorax).
           Second, what are themes in The Tempest? There are several themes which Shakespeare wants to focus on in this play: appearance vs reality, colonization, cultural exchange, power, and magic. In this reflection, I want to explore the theme of magic.  What is magic? How does Shakespeare use magic in his play, and what is the purpose for that? The Webster Dictionary defines magic as “A possessing or using or characteristic appropriate to supernatural powers.” The Tempest begins with Prospero's magic, with the deafening noise of thunder and lightning “confused noise within.” The island is “full of noises” to create a storm. Prospero also has the ability to control the storm, and the splitting ship ensures that nobody gets hurt. Prospero, with the help of his book, is able to use to seek his revenge and to control Caliban and Ariel. Another type of magic used by Prospero with the aid of Ariel is the production and disappearance of the banquet, and the arrival and dance of the spirits. In addition, Prospero uses magic to create illusions and control situations. His magic and his control over the supernatural elements are to regain his Dukedom, punish those who are evil, and reconcile those capable of repentance. Prospero, at the end of the play, rejects his magic so he can return to society; he says, “I’ll break my staff, bury it certain fathoms in the earth, and deeper than did ever plummet sound I’ll drown my book” (The Tempest 5.1.54-57).
        The play also ends with Prospero's magic when he commands that Ariel send the ship safely back to Italy. Moreover, Prospero uses magic to create illusions and resolve conflicts.  The most important thing that I really liked in The Tempest was at the end; real magic happened in human heart. Instead of getting revenge on his brother, Prospero reconciles with him. Prospero also pardons and grants freedom to Caliban and Ariel.
       It is said that “knowledge is useful and good if you use it in the right ways;” at the end of the play, Prospero renounces his magic and, as a result, can return to a world where his knowledge is valued but where magic has no place.
      In conclusion, “all is well that ends well.” Prospero now uses his magic power only to do good. Prospero proves that the magic in itself is neither good nor bad. It is the use we make of it that determines which it will be.  

 

 Works Cited

Snider, D. J. Shakespeare's Tempest. The Journal of Speculative Philosophy. Vol. 8. 1 July. 1874. Shakespeare Online. 2 Aug. 2013. < http://www.shakespeare-online.com/plays/tempest/notetempest.html

http://www.shakespeare-online.com/plays/tempest/notetempest.html

Cultural Conflict and Exchange

           I  recognizes that LAS 201 and World Literature Class share a common theme which is cultural conflict and exchange.
           In LAS 201, I learned about cultural exchange. The material we used for this purpose is   Intercultural Development Inventory (IDI) written by Dr. Milton Bennett in which he points out the fundamental attitude of people towards different cultures. His theory is based on six stages of attitudes which include denial, which means there is no reason to know about other cultures; defense, the idea that there is nothing to learn from them; minimization, the idea that people are similar; acceptance, it is interesting to know different cultures; adaptation and integration, which  means people  from different cultures can live and work together.
          In World Literature Class, I also learned about cultural exchange in The Tempest by Shakespeare. A great example for this case is the relationship between Prospero and Caliban. Before Prospero and his daughter came to the Island, Caliban was the inhabitant of the Island. When Prospero came, Caliban showed friendship to Prospero; in return, Prospero taught his language to Caliban. After that, Prospero makes Caliban become his servant. From this point, we can see the result of cultural conflict and exchange. Exchange from relationship of “Friend” to relationship of “Superior and servant.” Because of that, Caliban wants to kill Prospero.

Shakespeare also focuses on discrimination. Prospero treats Caliban in a different way because Caliban is not of the same race as Prospero and Marian. Prospero considers Caliban an “Unhuman shape”

This knowledge makes me think about the history of America. There is a similarity between Prospero and Caliban and the Europeans and Indians. Before Europeans came to America, the Indians were there.  But when Europeans came, they took over the Indians’ land, language, and culture.

Besides that, the relationship between Prospero and Caliban also represents the relationship between white people and black people. The Whites treat Blacks in a different way because of their color of skin.

In conclusion, cultural conflict and exchange is the theme that both LAS 201 and World Literature want to deliver to students in different ways. Cultural conflict and exchange take place in world history. On one side, cultural conflict and exchange can bring benefit to people such as civilization, one the other side, it can bring conflict and destroy cultures.  

Connection Between LAS 201 and World Literature Class Regarding the Theme of Social Justice

         Coming to the end of semester, I recognize that there is a connection between the liberal arts class LAS 201 and the world literature class. The reason for this is that both classes focus on several themes such as creation, cultural exchange, and social justice. In this piece of wiring, I want to emphasize the theme of social justice.
      First of all, in liberal art class, I learned a lot about the concepts of prejudice and racial and ethnic discrimination. These issues began with the importation of African Slaves in the 17^th century.  The Civil War and 14th amendment ended American slavery, but the prejudice and discrimination it created still exist in the modern world. I also learned that these issues usually form in very early life; they are shaped by family, school, and society.
       In world literature class, I continue to learn about social justice, not in documents and articles, but in stories, plays, and poems. I have come to believe that literature has the ability to reflect the issues of society. The evidence for saying that is the novel The Icarus Girl by Helen Oyeyem. This is one of books we read in class. The author of the book talks about how the girl, Jess, was born in Nigeria in 1984 to a Nigerian mother and an English father. They lived in London since their daughter was a little girl.  In this novel, the author mentions Jess’s experience of discrimination in an educational environment. She was treated in a different way because of her color and race.
       I also learned about these sensitive issues in another book in class is called July’s People by Nadine Gordimer. This book was a rewarded Nobel Prize in 1991. In her book, the author talks about anti-apartheid struggle, racism, prejudice, gender, and domination of people in South Africa. To achieve this goal, the author uses the comparisons between white families and black families. The white family has very good living conditions. They have room for every different living function (Gordimer 19). On the other hand, the black family has a single room, and everyone must sleep together on the single floor and use the restroom outdoors.
      The author also gives some examples of the economic inequalities that come from racial differences. During apartheid, black people had very few opportunities for jobs. The black men had to leave families behind to go to the city to find jobs. White men and women had greater access education and jobs.
       There are inequalities that are noticed in July’s People, as well. The first relationship is between husband and wife in the white family. This is a type of patriarchal household (Gordimer 11). The second relationship is July and his wife. They are likely a more matriarchal family because the woman has to take care of the family while the man goes far from home for work. Even though there is an opportunity for equality between July and his wife, it seems like July is still very much in charge, and July is a person who makes made final decisions. (Gordimer 22)
        In conclusion, both classes give me an opportunity to learn and understand the concepts of prejudice, racial and ethnic discrimination, and social justice. I would like to borrow an idea from Henry David Thoreau; “it is never too late to give up prejudice, discrimination in any way.” These concepts have a “strong energy” to bring hurt, stress, and pain to people who are victims of discrimination and create “dark color” in a beautiful picture of our society. In contrast, to make this picture more attractive, we need to think and act not just by our minds but also by our hearts. To do that is not easy for many people, but this is a mission that the Creator gave to each person who is living and working as a human being.