scholarly journals Mendialogkan Hakikat Hukum dan Keadilan Pada Berbagai Aliran Pemikiran Hukum dalam Novel Les Miserables

2021 ◽  
Vol 17 (4) ◽  
pp. 753
Author(s):  
Helmi Kasim

Keadilan seharusnya terefleksikan dalam rumsan kata-kata hukum tertulis sebab ianya akan menjadi dasar bagi penegak hukum untuk mengambil tindakan dan bgi hakim untuk mengambil putusan. Ruh keadilan yang terkandung dalam hukum tertulis itu sudah seharusnya menginspirasi bagaimana hukum ditegakkan dan bagaimana putusan diambil. Tulisan ini mencoba merefleksikan berbagai alur dan tokoh dalam novel Les Miserable karya Victor Hugo dengan memandangnya dari perspektif berbagai aliran pemikiran hukum. Refleksi yang dilakukan menunjukkan bahwa sebuh peristiwa hukum dapat dikaji dengan menggunakan berbagai sudut pandang berdasarkan aliran-aliran pemikiran dalam ilmu hukum. Dalam analisis digunakan aliran pemikiran hukum alam, positivisme dan feminist jurisprudence. Mendialogkan berbagai aliran pemikiran ini membawa pada cara pandang tentang bagaimana seharusnya hukum dan keadilan dipersepsikan untuk kemudian dituangkan secara normatif  sebelum diterapkan kepada masyarakat.   

Romantisme ◽  
2006 ◽  
Vol 36 (134) ◽  
pp. 95-105
Author(s):  
Mario Vargas Llosa
Keyword(s):  

2021 ◽  
Vol n° 55 (1) ◽  
pp. 69-99
Author(s):  
Stéphane Haber
Keyword(s):  

1972 ◽  
Vol 27 (2) ◽  
pp. 443-444
Author(s):  
Pierre Guiral
Keyword(s):  

Author(s):  
Kathryn M. Grossman ◽  
Bradley Stephens

One of Britain’s most profitable musical exports, Les Misérables has captivated audiences worldwide with its mix of stirring spectacle and high emotion. Critical response has, however, been deeply divided. Alain Boublil and Claude-Michel Schönberg’s ‘megamusical’ has often been accused of trivializing the mammoth nineteenth-century novel by Victor Hugo on which it is based, reducing Hugo’s epic of social injustice to populist sentimentalism. To challenge the cliché of the inferiority of adaptations and the bias towards ‘high art’ that such criticism generates, this essay specifies the relationship between Hugo’s global bestseller and the world’s longest-running musical. This connection has received much less scholarly attention than the fame of each work would suggest. By exploring their affiliation within the contexts of both Hugo’s Romanticism and the libretto’s collaborative development from Paris to London, a revealing likeness is identified that clearly underpins the success of the ‘show of shows’.


Author(s):  
Bertrand Bourgeois

Victor Hugo achète « Hauteville House » en 1856 grâce aux gains des Contemplations et c’est dans cette même demeure qu’il finit Les Misérables en 1862 : « Hauteville House » est donc intrinsèquement liée à sa création littéraire. C’est en outre la première maison dont il est propriétaire et dans laquelle il vivra pendant quinze ans. De 1857 à 1862, il façonne la décoration intérieure de la maison, pour laquelle il fabrique même certains meubles. Cet article démontre qu’Hugo transforme ce lieu de vie en « maison-musée » qui constitue une autre de ses œuvres d’art, la maison-livre de l’écrivain-architecte. Finalement, Hugo met en scène une véritable architecture du moi dans cette maison-miroir narcissique, car ses initiales et sa signature sont partout inscrites à « Hauteville House ».


2018 ◽  
Vol 6 (2) ◽  
pp. 210
Author(s):  
Amrita Titaranti ◽  
Siswantoro Siswantoro ◽  
Dewi Rochsantiningsih

<p>Novel has its own richness which is worth exploring. It has many kinds of subject discussions. The subject of frustration is chosen based on Fantine, the most influential woman character in this novel. From her life, frustration as a psychological effect appears. The discussion is not only in literary discussion, but it is also used as teaching material as the tool to complete the need of literary teaching among senior high school students. The data consist of every sentence or conversation which reveal Fantine’s thought, feeling, or behavior. They are collected by reading the novel empirically and analyzed by using flow model by Miles and Huberman (1994). The findings of the study show that (a) Fantine’s evidences of frustration are anxiety, anger and aggression, apathy and depression, cognitive trouble, health disruption, and physical appearance. (b) Fantine’s causes of frustration are unpredictable incident, uncontrolled incident, incident which challenges human limitation, and internal conflict. (c) Fantine’s defense mechanisms are suppression, formed reaction, displacement, and denial. (d) And then summarize of Fantine’s story is used as teaching reading material by putting it in lesson plan which uses curriculum 2013.</p>


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