“What a tale we have been in”: Emplotment and the Exemplar Characters in The Lord of the Rings and the Harry Potter Series

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH EDUCATIONAL THEORY Pub Date : 2023-12-05 DOI:10.1111/edth.12601
Alison Milbank
{"title":"“What a tale we have been in”: Emplotment and the Exemplar Characters in The Lord of the Rings and the Harry Potter Series","authors":"Alison Milbank","doi":"10.1111/edth.12601","DOIUrl":null,"url":null,"abstract":"<p>Linda Zagzebski's theory of moral exemplarity emphasizes the importance of admiration in developing ethical behavior. This essay argues that admiration involves wonder and distance and is best evoked by mixed or flawed characters; it demonstrates this through discussion of the characters in J. R. R. Tolkien's <i>The Lord of the Rings</i> and J. K. Rowling's Harry Potter series. Using Paul Ricoeur's taxonomy of prefiguration, configuration, and refiguration in narrative work, it discerns a self-reflexivity in the protagonists of these fantasy novels, which is echoed by that of the readers, who are brought to realize their own emplotment in larger narratives. Features in Tolkien and Rowling that aid this exploratory reading include the length and depth of the novels, the decentering of the reader's own reality, and their open endings, which offer an invitational role to further interpretation. Virtue is viewed more teleologically than in Zagzebski, for moral realism is woven into the metaphysics of these novels, which allows mimesis of flawed characters to be ethically productive.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12601","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"EDUCATIONAL THEORY","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/edth.12601","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Linda Zagzebski's theory of moral exemplarity emphasizes the importance of admiration in developing ethical behavior. This essay argues that admiration involves wonder and distance and is best evoked by mixed or flawed characters; it demonstrates this through discussion of the characters in J. R. R. Tolkien's The Lord of the Rings and J. K. Rowling's Harry Potter series. Using Paul Ricoeur's taxonomy of prefiguration, configuration, and refiguration in narrative work, it discerns a self-reflexivity in the protagonists of these fantasy novels, which is echoed by that of the readers, who are brought to realize their own emplotment in larger narratives. Features in Tolkien and Rowling that aid this exploratory reading include the length and depth of the novels, the decentering of the reader's own reality, and their open endings, which offer an invitational role to further interpretation. Virtue is viewed more teleologically than in Zagzebski, for moral realism is woven into the metaphysics of these novels, which allows mimesis of flawed characters to be ethically productive.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
"我们经历了一个怎样的故事?魔戒》和《哈利-波特》系列中的情节设计和模范人物
琳达-扎格泽布斯基(Linda Zagzebski)的道德楷模理论强调了钦佩对于培养道德行为的重要性。这篇文章认为,钦佩包含惊奇和距离感,混杂或有缺陷的人物最能唤起钦佩;文章通过讨论 J. R. R. 托尔金的《魔戒》和 J. K. 罗琳的《哈利-波特》系列中的人物来证明这一点。该书采用保罗-呂科爾(Paul Ricoeur)关于叙事作品中的预构、构型和重构的分类法,分析了这些奇幻小说中主人公的自我反思性,读者的自我反思性也与之相呼应,他们在更大的叙事中意识到了自己的情节。托尔金和罗琳小说中有助于这种探索性阅读的特点包括:小说的篇幅和深度、读者自身现实的去中心化以及开放式的结尾,这些都为进一步的解读提供了一种邀请。与扎格泽布斯基相比,这些小说更多地从目的论的角度来看待美德,因为道德现实主义被编织进了这些小说的形而上学中,这使得对有缺陷的人物的模仿在伦理上具有生产力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
EDUCATIONAL THEORY
EDUCATIONAL THEORY EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
0.00%
发文量
19
期刊介绍: The general purposes of Educational Theory are to foster the continuing development of educational theory and to encourage wide and effective discussion of theoretical problems within the educational profession. In order to achieve these purposes, the journal is devoted to publishing scholarly articles and studies in the foundations of education, and in related disciplines outside the field of education, which contribute to the advancement of educational theory. It is the policy of the sponsoring organizations to maintain the journal as an open channel of communication and as an open forum for discussion.
期刊最新文献
Issue Information “Society is the present of teaching”: Teaching as a Phenomenon in Levinas's Unedited Lecture Notes The Consequences of Peirce's Theory of Agential Ideas for Qualitative Research Case-Based Reasoning in Educational Ethics: Phronēsis and Epistemic Blinders Education for Robust Self-Respect in an Unjust World†
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1