Self-study
P1
Fairy tales address themselves to two communities, each with its own interests and each in periodic conflict with the other: parents and children. ███
Intro to Topic ·
Fairy tales
Seems like the relationship parents have to fairy tales are different from the one that children have... where is this going?
Study of Fairy Tales ·
Only viewed fairy tales through perspective of parent
Okay... so for example, in the "The Boy Who Cried Wolf" the moral of the story is that honesty is important. Don't lie. Or a wolf will eat you.
P2
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Example ·
Bettelheim's view of "Hansel and Gretel"
According the Bettelheim, the "universally valid tenets of moral instruction for children" is the following: be independent; don't be greedy; materially contribute to your family; be mature.
P3
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"Superficial" v. "Deeper" Reading ·
Adults drawn to "deeper" reading
Okay, so is the author trying to say that this "deeper" reading is not actually deeper than the "superficial" reading? That's probably why they're both in quotations...
Critique ·
Bettelheim's "deeper" reading is flawed
Author is critiquing Bettelheim's reading which casts children in a bad light because that's not actually a deeper reading. In fact, Bettelheim is just cherry picking fairy tales or rewriting them to fit his theory. In a different reading, there are no "tenets of moral instruction" in those fairy tales.
P4
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Critique ·
Bettelheim suppresses bad parental behavior and puts all blame on children
What a dick. Fortunately, this kind of reading has been discredited.
Explanation ·
of Bettelheim and other's flawed interpretation
Society wants to deny that adults are evil; hence posits children as evil; hence views fairy tales as instruments of moral instruction; hence denies that fairy tales can just be unproductive fun.
Passage Style
Critique or debate
16.
Which one of the following ██████████ ██ █████ ██████████ ████ ████████████ ██████ ██ █████ █████ ███ █████████ ██ ███ ████████
a
The imaginations of ████████ ██ ███ ████ █████ ████████████ ███████ █████████ ███████ ███ ██████ ███████
These distinctions in children’s imaginations are not discussed in the passage, so we can’t say that this statement is incompatible with Bettelheim’s views.
b
Children must learn ████ █████ ███ █████ ███ ████████ ███ ██ ██ ███████ ████ ████ █████ ██████ ████ █████ ██ █████ ████████
This is incompatible with Bettelheim’s view that children
c
As their minds ███████ ████████ ████ ██ ██████████ ███ █████ ██ █████ ██ ███ ████████ ██ ███ ██████ ████ █████ ████ ████ █████
The ways in which children experience the world (and how these are influenced by maturation and family dynamics) aren’t discussed in the passage, so we can’t say that this statement is incompatible with Bettelheim’s views.
d
The more secure ████ ████████ ████ ██████ ███ ██████ ███ ████ ████ ████ ██ ████ ████ █████████ ████████
The discussion of whether security allows children to outgrow infantile notions isn’t discussed in the passage, so we can’t say that this statement is incompatible with Bettelheim’s views.
e
Children's ability to ███████████ ███████ ███████ ███ ███████ ██ ███ █████ █████████ █████ ████████
Children’s ability to distinguish between fiction and reality (and when it develops) isn’t discussed in the passage, so we can’t say that this statement is incompatible with Bettelheim’s views.