Lord of the Flies Introduction

1. Lord of the FliesIntroduction English II Pre-AP

2. Focus Questions Are people innately good or innately evil? What does it mean to be “civilized”? Can a “good” person do bad things? What might cause this? What rules would you NOT follow if no punishment existed? Without enforcement, how long would it take for the trappings of society to fall away?

3. I. William Golding • Born: September 19, 1911 in Cornwall, England • Education: • Oxford (Brasenose College), beginning in 1930 • Originally studied natural sciences but changed his field to English Literature • Teaching Career: • Taught English and philosophy at grammar school • Was able to see how young children interacted with one another

4. I. William Golding • World War II • Joined the Royal Navy • Present at D-Day Invasion and sinking of the Bismarck • Results of War • War gave him a view to what happened when men operated outside the normal limits of society • Ceased to believe in the inherent goodness of man

5. I. William Golding • Literary Career • Lord of the Flies • Published in 1954 • Originally Titled Strangers from Within • Turned down by over 20 publishers • Inspired by The Coral Island • Nobel Prize for Literature – awarded 1983 • “for his novels which, with the perspicuity of realistic narrative and the diversity and universality of myth, illuminate the human condition in the world of today.”

6. II. What Are We Doing with This Book? • Literary Analysis • AP Lit. Correlation • Lit. Element Refresher • Don’t forget allegory: a narrative that serves as an extended metaphor • We’ll be analyzing Lord of the Fliesas an allegory! • Analyzing Literature from Multiple Perspectives • Psychological Perspective • Sociological Perspective • Mythological/Religious Perspective

7. III. Maslow’s Hierarchy of Needs • Abraham Maslow: • American psychologist who studied human behavior and placed a good deal of emphasis on both the highs and lows of humanity • Believed that people are basically trustworthy, self-protecting, and self-governing • KEY IDEA: Human beings are motivated by unsatisfied needs

8. III. Maslow’s Hierarchy of Needs

9. III. Maslow’s Hierarchy of Needs • Basic Needs • Physiological Needs: • Food, Water, Warmth, Rest • All Biological Needs • Strongest Needs • Safety Needs: Security, Safety • Security, Safety • Mostly Psychological

10. III. Maslow’s Hierarchy of Needs • Psychological Needs • Needs for Love, Affection, and Belongingness • Intimate Relationships, Friends • Seeking to Overcome Loneliness and Isolation • Needs for Esteem • Prestige, Feeling of Accomplishment, Self-Esteem, Esteem from Others

11. III. Maslow’s Hierarchy of Needs • Self-fulfillment Needs • Needs for Self-Actualization

12. IV. Moral Development – Piaget • Jean Piaget – a theorist of developmental psychology • Two Stages of Moral Judgment • Children Younger than 10 or 11 • Regard rules as fixed and absolute • Older Children • Rules are not sacred or absolute; they are devices which humans use to get along • Issue with Theory: Intellectual Development after the age of 12

13. IV. Moral Development - Kohlberg • Lawrence Kohlberg – agreed with Piaget’s ideas in principle, but developed them further • best known for his Six Stages of Moral Development • The Heinz Dilemma

14. The Heinz Dilemma In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife. Should the husband have done that? (Kohlberg, 1963, p. 19)

15. IV. Moral Development – Kohlberg’s Six Stages • Level 1: Preconventional Morality • Stage 1: Obedience and Punishment Orientation • Assumes that rules are fixed by powerful authorities and must be unquestioningly obeyed • Concern is with what authorities permit and punish • Punishment is tied up in the child’s mind with wrongness • Stage 2: Individualism and Exchange • Recognize there is not just one right view handed down by authorities • Each person is free to pursue his/her individual interests, so everything is relative • “Right” = what meets one’s own self-interests • Punishment is a risk that one wants to avoid

16. IV. Moral Development – Kohlberg’s Six Stages • Level 2: Conventional Morality • Stage 3: Good Interpersonal Relationships • People should live up to the expectations of family/community • People should behave in “good” ways • Good ways = good motives, intentions, and feelings • Stage 4: Maintaining the Social Order • More concerned with society as a whole • Emphasis on obeying laws, respecting authority, and performing one’s duties so that the social order is maintained; desire is to keep society functioning • Thinking is from a full-fledged, member-of-society perspective

17. IV. Moral Development – Kohlberg’s Six Stages • Level 3: Postconventional Morality • Stage 5: Social Contract and Individual Rights • Independently considers what morals and values a society OUGHT to uphold • Believe that a good society is based on a social contract where people freely work for the benefit of all • Believe that despite different values, all rational people agree on protection of basic rights and democratic procedures for changing unfair laws and improving society • Stage 6: Universal Principles • Defines the principles by which we achieve justice • Looks through the eyes of others to determine justice

18. V. Freud and Id, Ego, and Superego • Sigmund Freud: the “father of psychoanalysis” • Argued that the human mind contains three psychic zones, which dictate mental function and motivation • Id = source of drive for pleasure • Ego = source of reality • Superego = source of ethics

19. V. Freud and Id, Ego, and Superego • Id: • Fulfills “the pleasure principle” • Totally subconscious • Amoral and lawless– no ethics or values, no knowledge of good or evil • Demands pleasurable gratification at any cost • No impulse for self-preservation

20. V. Freud and Id, Ego, and Superego • Ego: • The “reality principle” • Governs the id and channels the id’s desires into socially acceptable outlets • Superego: • The “morality principle” • Home of conscience and pride • Represses things from the id that the ego cannot divert