Characteristics of a tragic hero Undergoes a morally significant struggle that ends disastrously Essentially a superior person who is treated sympathetically we like them in spite of what the hero might do ID: 718557
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Slide1
A Greek Tragedy
AntigoneSlide2
Characteristics of a tragic hero:
Undergoes a morally significant struggle that ends disastrously.
Essentially a superior person who is treated sympathetically (we like them in spite of what the hero might do)Not all good or all bad (very human)Has a high, respected position to disgrace or unhappiness or death.
Tragic HeroSlide3
Hamartia – some defect in the tragic character that helps cause his own ruin. For the Greeks this flaw is hubris (excessive pride). The flaw may seem to be jealousy, anger, ambition, etc., but it will always be because the character thinks himself too superior in some way. Because of this hubris, whatever happens to the tragic hero is not all undeserved.
Tragic flaw (Hamartia)Slide4
Reversal of situation (
peripety
) – good begins to slide or go badRecognition (a.k.a. epiphany) – discovery of the critical fact – the hero realizes his own flaw has brought him to this low point.Scene of suffering – destructive or painful action such as a death on the stage, bodily agony, wounds, etc. (the suffering and final submission of the hero)
Classic Moments in the tragic plot:Slide5
Aristotle defines tragedy as “the imitation of an action which is serious, complete, of a certain magnitude, couched in poetic language. It should be dramatic, with incidents arousing pity and fear, which bring about a purgation of these emotions.”
Pity is aroused in the audience for the character(s), and we fear lest the same misfortune happen to us. Purgation/
catharsis is a cleansing; a release of emotions.According to Aristotle, “comedy portrays men as worse than they are and tragedy as better than in actual life.”
He also notes that Sophocles “drew men as they ought to be.”
Aristotle’s definition of TragedySlide6
Time – 24 hours for the action of the play.
Place – no change of scenery
Action – no subplot (an action which happens elsewhere is told by another character)Dramatic UnitiesSlide7
Prologue
– introductory section that gives the background (usually expository rather than dramatic)
Parados – entrance of chorus; chorus chants more background to the story.
Episodes and
Stasimon
– Action begins with the first episode (usually 5 episodes) followed by a
parados
(chorus). The choral odes are called
stasima
.
Exodus
– the final action of the play. 2 features: messenger speech and the
deus ex machina, in which the deity is brought in to intervene in the action.Chorus – there is always a chorus in Greek tragedy. Chorus fulfills several functions:Members sang, danced and played instrumentsIdeal audience – responding to the action as the poet intended.Modulated the atmosphere and tone (representative of typical Athenian citizens – conservative but not submissive)Questions new characters as to origin or purposeChoral odes showed the passage of time.
Structure of TragedySlide8
Greek TheaterSlide9
Major conflict: Individual conscience at odds with established authority.
Questions for discussion:
When we know that those in power are morally wrong, do we break their laws, or do we collaborate with them by obeying?How important is doing the right thing? [What is “right” and what is “wrong”?]
Antigone
by SophoclesSlide10
Who is this Woman?Slide11
Did Kendrick Lamar find Lady Justice?Slide12
Kohlberg's Theory of Moral DevelopmentSlide13
Level
I.
Preconventional
Morality
Stage 1. Obedience and Punishment
People at this stage:
Do
not yet speak as members of society; they see morality as something external to themselves, as that which the “big people” say they must do
See
morality as a fixed set of rules
F
ear
punishment from authority figuresSlide14
Level
I.
Preconventional
Morality
Stage 2
Individualism and Exchange
People at this stage:
believe
in more than one right view handed
down
by authorities
understand
that different people
have different
viewpoints
view
punishment as a risk that one wants to
avoid
Sees and values personal rewards for good behavior
and this causes one to
have
some sense of right actionSlide15
Level II. Conventional Morality
Stage 3. Good Interpersonal Relationships
People at this stage:
believe that people should live up to the expectations of the family and community and behave in a “good” manner.
think that “good behavior” = having good motives and interpersonal feelings such as love, empathy, trust and concern for others.
exhibit a shift from unquestioning obedience to a relativistic outlook and a concern for good motives. Slide16
Level II. Conventional Morality
Stage 4. Maintaining the Social Order
People at this stage:
are more broadly concerned with society as a whole (rather than simply the individual)
emphasize obeying laws, respecting authority, and performing one’s duty so that social order is maintained.
believe that following laws (no matter what) is important, as without laws there would be chaos. Slide17
Level III. Postconventional Morality
Stage 5: Social Contract and Individual Rights
People at this stage:
ask the question, “What makes for a good society?”
begin to think about society in a theoretical way, stepping back from their individual concerns and society and considering the rights and values a society ought to uphold.
believe a good society is conceived as a social contract into which people freely enter to work toward the benefit of all.
believe basic rights, such as liberty and life should be protected.
believe we should use some democratic procedures for changing unfair laws, in order to improved society. Agree to uphold laws until we can change them. Slide18
Level III. Postconventional Morality
Stage 6: Universal Principles
People at this stage:
seek to define the principles by which we achieve justice
follow the philosophies of great moral leaders such as Ghandi and Martin Luther King;
treat the claims of all parties in an impartial manner, respecting the basic dignity of all people.
look at moral dilemmas through another’s eyes
practice civil disobedience; believe that individuals have the right and responsibility to change injustice. Slide19
Heinz Dilemma
Monkey Experiment
Kohlberg Theory in Practice