scholarly journals Archetypal analysis of “Cinderella”

2021 ◽  
Vol 122 ◽  
pp. 06006
Author(s):  
Liudmila A. Mirskaya ◽  
Victor O. Pigulevskiy
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Archetypal Analysis ◽  
Brothers Grimm ◽  
Amplification Method ◽  
Individuation Process ◽  
Analytical Work ◽  
Life Path ◽  
And Behavior ◽  
Archetypal Images

Psychologists often use the name of the protagonist of the fairy tale “Cinderella”, which is famous thanks to the brothers Grimm and Charles Perrault, for a sacrificial girl prone to dissociation, illusions, and waiting for a prince. This is typical for psychoanalysis. However, such an idea of Cinderella’s character does not fully reflect the essence of the matter. Moreover, it is generally not true. From the perspective of C.G. Jung’s analytical psychology, Cinderella is not a victim or an infantile dreamer and is not a real girl at all. Any tale represents an archetypal process of individuation. This is a collective natural constant of the psyche that excludes individual problems. Cinderella cultivated in herself what the ancient Greeks called “paideia” – the integrity of the personality and inner strength, influence on others. The purpose of the article is to describe the process of Cinderella’s individualization from the position of C.G. Jung’s archetypal approach based on the amplification method. The most relevant sources of recent years on the archetypal analysis of fairy tales are the works by M.-L. von Franz, H. Dieckmann, and C.P. Estés. The novelty of the study consists in the description and analysis of the archetypal images of the collective unconscious, which underlie the process of Cinderella’s individuation and determine her life path. These archetypal images are Persona, Self, Shadow, Anima/Animus, and the symbolic levels of the individuation process can be represented by such alchemical terms as “separation”, “multiplication”, “calcination”, “initiation”, “transformation”, “conjunction”, “solidification”. The levels testify to the character’s inner transformation and, as a result, lead to a happy woman’s destiny. The result of understanding the deep essence of the tale is a psychologist’s analytical work with modern young women, which will lead to positive changes in thinking and behavior.

Grimm Legacies

2014 ◽  
Author(s):  
Jack Zipes
Keyword(s):  
Fairy Tales ◽  
Oral Tradition ◽  
Fairy Tale ◽  
Folk Tales ◽  
Brothers Grimm ◽  
Folk Tale ◽  
The World ◽  
History Of ◽  
High Standards ◽  
Wilhelm Grimm

This book explores the legacy of the Brothers Grimm in Europe and North America, from the nineteenth century to the present. The book reveals how the Grimms came to play a pivotal and unusual role in the evolution of Western folklore and in the history of the most significant cultural genre in the world—the fairy tale. Folklorists Jacob and Wilhelm Grimm sought to discover and preserve a rich abundance of stories emanating from an oral tradition, and encouraged friends, colleagues, and strangers to gather and share these tales. As a result, hundreds of thousands of wonderful folk and fairy tales poured into books throughout Europe and have kept coming. The book looks at the transformation of the Grimms' tales into children's literature, the Americanization of the tales, the “Grimm” aspects of contemporary tales, and the tales' utopian impulses. It shows that the Grimms were not the first scholars to turn their attention to folk tales, but were vital in expanding readership and setting the high standards for folk-tale collecting that continue through the current era. The book concludes with a look at contemporary adaptations of the tales and raises questions about authenticity, target audience, and consumerism. The book examines the lasting universal influence of two brothers and their collected tales on today's storytelling world.

scholarly journals A Group Interview about Publishing with Professor Jack Zipes

2016 ◽  
Vol 4 (1) ◽  
pp. 29-44
Author(s):  
Emma Louise Parfitt ◽  
Emine Erdoğan ◽  
Heidi Fritz ◽  
Peter M. Ward ◽  
Emma Parfitt ◽  
...  
Keyword(s):  
Social History ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Early Career ◽  
Group Interview ◽  
University Of Minnesota ◽  
Postgraduate Students ◽  
Brothers Grimm ◽  
History Of ◽  
Conversation Piece

The conversation piece is the product of a group interview with Professor Jack Zipes and provides useful insights about publishing for early career researchers across disciplines. Based on his wider experiences as academic and writer, Professor Zipes answered questions from PhD researchers about: writing books, monographs and edited collections; turning a PhD thesis into a monograph; choosing and approaching publishers; and the advantages of editing books and translations. It presents some general advice for writing and publishing aimed at postgraduate students. Professor Zipes is an Emeritus Professor at the University of Minnesota Twin Cities, United States, a world expert on fairy tales and storytelling highlighting the social and historical dimensions of them. Zipes has forty years of experience publishing academic and mass-market books, editing anthologies, and translating work from French, German and Italian. His best known books are Breaking the Magic Spell (1979), Fairy Tales and the Art of Subversion (1983), The Irresistible Fairy Tale: The Cultural and Social History of a Genre (2012), and The Original Folk and Fairy Tales of the Brothers Grimm (2014).

scholarly journals Traditional Fairy Tales and Shrek

2018 ◽  
Vol 14 (1-2 (18)) ◽  
pp. 116-125
Author(s):  
Vicky Tchaparian
Keyword(s):  
19Th Century ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Special Structure ◽  
Folk Tales ◽  
Brothers Grimm ◽  
European Culture ◽  
The 19Th Century

Although Brothers Grimm collection of fairy tales have somehow the same cliché of plot, setting, and characters, in the fairy tale of Shrek the protagonist doesn’t follow this cliché. Shrek the protagonist is not a classical fairy tale of the handsome prince in quest of a beautiful princess; instead, he is an ogre. Grimm brothers wrote on text that they collected from the words of mouth giving the traditional tales a special structure and characters. However, compared to Grimm Brothers’ tales, Shrek the film, has a completely different structure and characters. In this paper I try to disclose the fact that Grimm folk tales which reveal the mentality of the 19th century as well as that of the earlier ages that belong to specific cultures (especially to the European culture and their mentality) are completely different than that of Shrek the film.

scholarly journals PECULIARITIES OF A READING OUT-OF-SCHOOL HOURS LESSON OF «READER’S DIARY DEFENSE» IN THE PRIMARY SCHOOL /ON THE BASIS OF FAIRY-TALES

2021 ◽  
Vol 1 (194) ◽  
pp. 172-176
Author(s):  
Svitlana Fedotova ◽  
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Real Life ◽  
Creative Imagination ◽  
School Students ◽  
The Real ◽  
Brothers Grimm ◽  
Efficient Type ◽  
Out Of School

The peculiarities of a reading at out-of-school hours «defense of a reader’s diary» lesson in the primary school are being considered in the given article on the material of some folk and literary fairy-tales by Sh. Perrault, brothers Grimm, H. Ch. Andersen. A lesson-defense of a reader’s diary is a lesson, based on the work in small groups. It is constructed by means of a self-questioning method according to the material of the fairy-tales, which have been read, and by means of the assessment of other students’ work. A lesson-defense of the reader’s diary is an extremely interesting and efficient type of work, aimed at the development of critical thinking, children’s creative imagination, forming their independent and conscious reading. In advance (a month earlier) the students are given a task, for example, to read some Ukrainian folk fairy-tales of the fairy-tales by Sh. Perrault, brothers Grimm, H. Ch. Andersen and to fill in independently the following columns of a reader’s diary: 1) a column «Author»; 2) a column «Title of the work {a collection, a fairy-tale}; 3) a column «Characters of the fairy-tale»; 4) a column «Questions to the text»; 5) a column «Tricky» questions. The questions to the text presuppose three levels: The questions of the first level begin with the words: Who? What? Where? When? How? Which? These are the questions, aimed at giving some information about who the main character is, where the action is taking place, when the action is taking place. The questions of the second level are aimed at the causal relationships and that is why they begin with the word: Why? The questions of the third level are aimed at clarification of the meaning of the words and expressions, which are difficult for understanding. Forming «tricky questions» is a creative task for the primary school students. «Tricky» questions are the questions aimed at prognostication of the character’s further fate or the further possible development of the events of the fairy-tale’s plot. The readers can create some interesting and wise «tricky» questions, if they compare the logics of a fairy-tale and the logics of the real life. In the process of work at the reader’s diary and its defense the students can consciously and deeply comprehend the content of a tale, think over the fairy tale’s logics, compare it with the real life logics. That would form their attention and instill love to the magic world and word of a fairy-tale.

scholarly journals On the Imperishable Reasons of Fairy-Tale Plots: The Case of “Tom Thumb”

2013 ◽  
Vol 24 (29) ◽  
pp. 194-202
Author(s):  
Eleonora Lassan
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Old French ◽  
Moral Values ◽  
The Other ◽  
Folk Tales ◽  
Brothers Grimm ◽  
Other Hand ◽  
Cultural Hero

This article focuses on one of the most popular plots in fairy tale culture (the plot involving the protagonist Tom Thumb), and tries to explain this popularity through the cultural archetypes that are expressed in the fairy tale. The author analyzes fairy tales of different nations involving this particular character and draws a boundary between the literary fairy tale, which is a transformation of old French fairy tales written by Charles Perrault, and different variations of literary fairy tale written by the brothers Grimm. The research shows that it is impossible to apply Propp’s method, which allows the plot to be analyzed in regard to functions and character types, to the analysis of this fairy tale. The author assumes that the fairy tale about Tom Thumb may not be regarded as magic for various reasons. On the other hand, it may be treated as an animal tale, which in Propp’s approach is assumed to have a different structure from a magic fairy tale. The researcher draws a conclusion about the different archetypes that serve as the basis for Perrault’s literary fairy tales, and the numerous variations of the plot which we may relatively denominate as “Grimms’ plot.” Furthermore, in folk tales having Grimms’ plot, Tom Thumb simultaneously performs the role of cultural hero and the role of a trickster. This is absent from Perrault’s fairy tale, because the propaganda of moral values and a distinct didactic character are traditional features of French fairy tales.

scholarly journals Sleeping Beauty

2019 ◽  
Vol 67 (2) ◽  
pp. 142-161
Author(s):  
Margreet Boomkamp
Keyword(s):  
Nineteenth Century ◽  
The Netherlands ◽  
Fairy Tales ◽  
Fairy Tale ◽  
High Standard ◽  
Sleeping Beauty ◽  
Brothers Grimm ◽  
Considerable Success ◽  
Precise Moment ◽  
Very High

The interest in fairy tales grew strongly over the course of the nineteenth century, particularly in Germany, the birthplace of Frans Stracké (1820-1898). Renowned artists made illustrations for popular publications of fairy tales and in the middleof the century characters from fairy tales also appeared in paintings and sculptures. The sculptor Frans Stracké was inspired by this development and in the eighteen-sixties created a Sleeping Beauty and a Snow White. He may have chosen these designs because the sleeping figure offers greater sculptural possibilities, for example in funeral art. He showed Sleeping Beauty at the precise moment she falls asleep, after she had pricked her finger on a spindle. Stracké followed the fairy tale by the Brothers Grimm from 1812, in which the ill-fated event was predicted during the celebration of Sleeping Beauty’s birth. Sleeping Beauty (also known as Briar Rose) was precisely the sort of subject Stracké preferred: he excelled in making genre-like sculpture of a very high standard. This was little appreciated in the Netherlands, whereas in France and Italy practitioners of this type of sculpture enjoyed considerable success. Stracké is credited with introducing contemporary developments in European sculpture into the Netherlands; Sleeping Beauty is a relatively early and typical example.

Therapeutic fairy tale as a tool supporting educational work of the teacher

2019 ◽  
Vol 577 (2) ◽  
pp. 14-26
Author(s):  
Anna Witkowska-Tomaszewska
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Therapeutic Tool ◽  
Educational Work ◽  
Social Competencies ◽  
The World ◽  
Adult World ◽  
Ancient Times ◽  
And Behavior ◽  
Attitudes And Behavior

Use of fairy tales as a therapeutic tool dates back to ancient times because Greeks already used fairy tales as a tool to impact human emotions, attitudes and behavior. By fairy tales, children make a parallel between themselves and the protagonists and through the protagonists’ experiences they develop their own cognitive, emotional or social competencies necessary to deal with specifi c situations in their own lives. Interestingly – as stressed by B. Bettelheim – children select from fairy tales things they are ready for, what they can handle at a given moment, at the level they need. Fairy tales are therefore an important tool for children to learn about the world and I would even say that they are “tools for social and cultural decoding” which help children to get to know and understand the adult world. On the other hand, they are tools that enables adults to discover what is happening in the children’s minds of. Thus, a question arises, what kinds of therapeutic fairy tales exist. How to prepare a fairy tale? How can they be used in everyday educational work? This article presents a method of preparing a therapeutic fairy tale and examples of using fairy tales in educational work with children.

scholarly journals Reluctant Romantics – On the fairy tale poetics of the Brothers Grimm and their relationship to German Romanticism

Literator ◽  
2014 ◽  
Vol 35 (1) ◽  
Author(s):  
Isabel Dos Santos
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Careful Study ◽  
German Romanticism ◽  
Folk Tales ◽  
Brothers Grimm ◽  
Folk Traditions ◽  
The Many ◽  
The Cost ◽  
Life Work

The legacy of the Brothers Grimm continues to fascinate readers and researchers alike. The 200-year anniversary of the first publication of their fairy tales sparked a renewed interest in the life, work and times of the brothers. Fascinated by the past, by the political present and by the literary future of Romanticism, the Brothers Grimm stayed together in an unusual working union. They established what was to become German philology and published many invaluable works on language and history, myths and folk tales. This article will focus on the brothers’ place in German Romanticism through their contribution of fairy tales. The period was marked by political and philosophical thought that emphasised authentic experienced and the spiritual unity of art, science and philosophy. There was a strong call for national emancipation. Literature was required to embody this unity through an established national literature founded on German folk traditions. The Grimms seemed to have heeded that call. But a careful study reveals that their intentions were motivated less by the literary movement than by their own strong convictions which they upheld even at the cost of compromising the authenticity they claimed to uphold in their poetics. The many controversies regarding the origins, collection and editing of the fairy tales is inextricably linked to the brothers’ difficult relationship with the Romantic Movement. Two hundred years later, this article seeks to give an appraisal of the Brothers’ motivation for their poetics and of the research conducted thus far.

scholarly journals Beauty and the Beast: The Value of Teaching Fairy Tales to University Students in the 21st Century

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Jane Beal
Keyword(s):  
21St Century ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Human Person ◽  
Lessons Learned ◽  
Brothers Grimm ◽  
Beauty And The Beast ◽  
Reader Responses ◽  
Madame D'aulnoy ◽  
Bruno Bettelheim

In this essay, I suggest that fairy tales have particular value for students studying at the university level. Assigning fairy tales allows students to read familiar stories from their childhood and reconsider them from critical perspectives. When teaching a college course on fairy tales, my students and I utilize three essential frameworks for understanding fairy tales, focusing on the psycho-social development and sexual maturation of the human person, feminist critique and the need for gender equality in a patriarchal world, and audience reception and reader responses leading to emotional progress and even spiritual enlightenment. Students primarily familiar with Disney film versions of fairy tales enlarge their understanding of multiple versions of tales, both early modern and contemporary. They become familiar with classic fairy tale writers and collectors, such as Charles Perrault, Madame d’Aulnoy, the Brothers Grimm, Hans Christian Anderson, Oscar Wilde, Andrew Lang, J.R.R. Tolkien, C.S. Lewis, Anne Sexton, Angela Carter, and J.K. Rowling as well as fairy tale scholars like Bruno Bettelheim, Maria Tartar, and Jack Zipes. Their study not only results in a firm grasp of the key aspects of story in general, but in the ability to see connections between the real-world problems of the 21st century – such as poverty, starvation, disease, inequality, child abuse, human trafficking, and abuses of political power, among others – and lessons learned from fairy tales. This essay analyzes “Beauty and the Beast” as a key example of the genre and identifies pedagogical strategies for teaching it.

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