Literature
Consider the treatment in one text of one or more of the Seven Deadly Sins
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As knowledge seekers, many people will strive harder or try appropriate means to achieve their goal for further knowledge to the extent that bridges onto excessiveness that reflects one of the Seven Deadly Sins. Doctor Faustus is this seeker of knowledge who wants to find out more than is suitable and appropriate for him to know. Faustus is a disdainer who gets a scorner’s comeuppance. He commits a mortal sin and goes to hell for it.
Dr Faustus deals with the ambition of the Renaissance to cultivate an ‘aspiring mind’. The Renaissance as a time of intense, all-encompassing infinite knowledge is embodied in Faustus. However, he shows little discrimination in his pursuits. He delights, for example, in the Seven Deadly Sins, ironically remarking ‘O thus feeds my soul’. Throughout the twenty-four years, he seeks experience of all kinds in the true Renaissance manner; however, instead of freedom, his knowledge brings him despair.
Nevertheless, Faustus, the Renaissance humanist has the desire to reach the highest peaks of life experience; there lies a quality possessed by this ambitious seeker. To enter the new world where distant shores could be talked about. This is manifested in Faustus, however, in his desire for none other than a God: ‘A sound magician is a demi-god’.
‘How am I glutted with conceit’ shows how his excessive pride is overtaking him. His almost unconcerned use of the words ‘I’ and ‘will’ (‘I’ll’) embodies a man of cupidity. He is a fearless taker of everything for his own greed. In an age of reason, Faustus tries to stand on his own two feet and work out his salvation. He is motivated largely, by his desire for pleasure. He is covetous in his thoughts of ‘flying to India for gold’, ‘ransacking the Orient for Orient pear’. He hedonistically rides on the crest of sin. So blind is the lust of gain.

Faustus’ desirous journey is the ‘Perils of the Pilgrim’: ‘For the wicked boasts of his heart’s desire and bless the covetous, of whom the LORD abhorred. The wicked, through the pride of his countenance, will not seek after God: God is not in all his thoughts. His ways are always grievous; their judgments are far above out of his sight: as for all his enemies, he puffs at them. He had said in his heart, I shall not be moved: for I shall never be in adversity. His mouth is full of cursing and deceit and fraud: under his tongue is mischief and vanity’ (Psalm 10, 3-7).
Aristotle stated that a tragic hero is predominately a good man, whose undoing is brought about by some error of human frailty, ‘the stamp of one defect’. The audience sees three such defects in Faustus that lead to his ultimate domination of Mephistopheles: his pride, his relentless intellect, and his desire to be more than man (to possess the power and the insight of a God). Any one of these three defects would have been sufficient to ensure his downfall in terms of the theory of tragedy. In his pride, he is guilty of hubris, a quality that the Greek tragedy was certain to arouse the wrath of the Gods. His desire to be equated with God is a sin in Christian terms as well. His restless intellect and deep dissatisfaction with the normal life inevitably lead to misfortune. Faustus falls to damnation
In some ways, Faustus’ aspirations are admirable. It was the glory and the ambition of the Renaissance man to have an ‘aspiring mind’. Faustus, on the one level, represents the new man emerging from the womb of the Middle Ages. The authority of the Church, which had limited the thought of the Middle Ages, was lessening. There was a movement of power from the Church to the state, which meant to a limited extent, the transfer of power to the individual man. The classical spirit was certainly a source of influence for Marlowe. The Greek attitude to their Gods was very different from that of the Medieval Church. The Greeks encouraged a spirit of inquiry in their thought that was quite foreign to the attitudes of the Medieval Church.
Above all, Marlowe’s story of Dr. Faustus is of a Renaissance figure, adventurously surveying a world whose horizons were widening every day as a result of voyages and explorations that results in a person to aspire to the greater, to hold knowledge over wisdom, to have a desire for material wealth or gain and ignore the authority of the spiritual world. One could well be blind to the ‘Seven Deadly Sins’ where one was on an ardent quest for knowledge and unsatisfied with being mortal.
So, how does creative and continuous writing start?
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I am reading this great book called ‘Teacher’ written by Sylvia Ashton-Warner which highlights her teaching of Moari kids in New Zealand in the 1960s. The facts are, how do you teach kids who have different upbringings and only know one way of life? You teach them ‘organic teaching’. You bring their inner feelings and stories to the fore. I hope this passage below gives you an insight into how a teacher can get too attached to lesson plans and teaching books while forgetting the reality of the classroom with the students and their own history.
I hope this passage below gives you an insight into how a teacher can get too attached to lesson plans and teaching books while forgetting the reality of the classroom with the students and their own history. I feel this can be very inspirational to teachers.
The passage starts with Sylvia getting the students to write……Yet there are times when one cannot start. He’s just plain not in the mood. You can’t always say an important thing because it is the time to say it. Sometimes he will say candidly, “I don’t want to write,” and that’s just what you get him to write: “I don’t want to write”. From there you ask, “Why?” and here comes an account of some grievance or objection which, after all, just as well as any other idea, delivers his mind of what is on it, practices his composition, and wraps him up in what is of interest to himself. You never want to say that it’s good or bad. That’s got nothing to do with it. You’ve got no right at all to criticise the content of another’s mind. A child doesn’t make his own mind. It’s just there. Your job is to see what’s in it. Your allowable comment is one of natural interest in what he is writing. As in conversation. And I never mark their books in any way; never cross out anything beyond helping them to rub out a mistake, never put a tick or a stamp on it and never complain about bad writing. Do we complain about a friend’s writing in a story-felt letter?
The attention is on the content. What I feel about their work has nothing to do with it. The thing is for them to write what is on their minds and if they do or do not accomplish that, it is you who are good or bad. From the teacher’s end, it boils down to whether or not she is a good conversationalist; whether or not she has the gift or the wisdom to listen to another; the ability to draw out and preserve that other’s line of thought. Which refers to the nature of the teacher. The best juniors I had on this work were the modest, self-effacing kind, while the worst of them was a very clever girl who was an insatiable talker and who in her personal life talked everyone else to pieces on the subject of herself (Ashton-Warner, 1963: 58).
On what basis can or should we treat a text a canonical? Discuss with reference to two texts
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The treatment of a text considered canonical can take many individual forms, particularly when it is appraised as life-enhancing. A canonical text reaches thoughts and ideas that the reader might never have imagined. It should possess a value that makes it meaningful to our understanding of what it means to be human, while remaining accessible to the modern reader. For a contemporary reader, Dante’s Inferno and Milton’s Paradise Lost are two works of immense structural and narrative complexity that take the reader on a journey into another world. They rank as canonical texts and can be treated as such.
A canonical story must possess structure, contrasts, and literary devices that help to develop and inform its major themes and motifs. One of Dante’s major concerns was political conflict. He lived through the political turmoil of Italy, and the reader can see how he uses these circumstances in his epic poem to condemn political figures by placing them throughout the circles of Hell. He gives them what he considers to be their just retribution. The poem speaks for Dante, allowing him to transform contemporary political events into poetic subject matter. His belief that Church and state should exist as separate powers on Earth is expressed through a courageous and highly personal political vision. For good measure, he also incorporates ancient literary figures, referring to classical writers and poets such as Homer, Ovid, and Virgil.
Dante’s poem is an overarching allegory. It explores its themes through dozens, even hundreds, of symbols, with one of its most important ideas being the punishment of sinners. Inferno is canonical because of the quality and scope of the poem, which creates and explores something far more substantial than the particular characters and places it describes. We find in Dante a fundamental idea: the creation of an imaginative correspondence between a soul’s sin on Earth and the punishment it receives in the afterlife. Dante’s complexity creates an entire universe.
This new universe is a crucial characteristic of Dante’s imagery. Dante took some of his ideas from another epic, The Odyssey, and established a relationship with Homer’s famous travel narrative. To put the matter simply, Dante thrusts before us a worldview and a sense of cultural completeness. As we move through the work, we find the universe arranged from the presence of God down to Earth and then into increasingly confined circles, stage by stage, towards the depths of sin.
Dante makes us experience the exploration of complex questions about individual and social purpose. The poem concerns a system of belief, the relationship between past traditions and future prospects, and the major events that help define a culture and its path towards Christian understanding. Dante presents a remarkable complexity of ideas. The aesthetic unity and breadth of the epic bring before us a comprehensive picture of an entire culture in a way that an ordinary narrative, no matter how exciting, cannot.
Dante’s subject matter makes the reader recognise the moral implications of abandoning an understanding of the world and the heavens that is loaded with spiritual meaning. The enormous scale of the poem is coupled with the clarity and variety of its immediate details. The dramatic quality of human conversation is placed alongside sections of theological doctrine, while the emotional tone constantly shifts between humour, terror, disgust, anger, and fear. There is also a constant sense of movement, up and down and around, all coordinated by the developing awareness of the pilgrim narrator, who must make emotional and conceptual sense of everything he encounters. Inferno is therefore a truly canonical work.
Milton was a rebel because he identified with the revolutionary cause, and his masterpiece, also of epic proportions, is concerned with rebellion and its consequences. As a Puritan, Milton’s political and religious convictions were often opposed to royal authority. Paradise Lost explains an entire theology. It is concerned with the coming of sin into the world through the temptation of Adam and Eve by Satan after his defeat in Heaven. If Milton has attempted to “justify the ways of God to men,” then our questions about humanity’s relationship with God are addressed through the poem’s theological framework.
The success of Milton’s explanation, of course, depends on whether the reader accepts the Christian worldview, and even whether the reader accepts Milton’s particular form of Christian individualism. Like Dante, Milton creates his own universe. The world is not simply the Earth; it is the entire universe within Milton’s imagined cosmos.
Milton’s achievement and the poem’s canonical status must also be considered in relation to its subject matter and its position within the epic tradition. Milton introduces the central theme of the entire poem and presents us with Satan and the fallen angels. He also makes it clear that the reader is encountering an epic poem. In order to place himself within the canonical epic tradition of The Odyssey and The Aeneid, Milton employs devices such as the invocation, epic similes, and catalogues. These are used heavily in the first two books to establish the credentials of Paradise Lost as an epic.
Paradise Lost begins with Milton’s prose summary, “The Argument.” He uses the word “argument” in the sense of “subject matter” rather than the modern meaning of a verbal clash. The prose summary tells the reader the story and can therefore be used as a reference point. In the poem, the reader encounters one of its central characters, Satan. Milton encourages the reader to consider whether Satan is a hero or a villain.
It is obvious from the first book that Satan possesses qualities that many readers admire. He is a fearless leader, eloquent, inspiring, resourceful, and even sympathetic to the suffering of his followers. Is he portrayed with these virtues because Milton wants to demonstrate how easily we can be deceived by heroic qualities? Has the reader ever found themselves attracted to people who ultimately proved harmful to them? It is unfortunately easy to identify with Satan when the reader first encounters him in the imaginary landscape of Hell.
Milton makes this experience accessible to the modern reader. All readers have experienced anger, bitterness, and a desire for revenge after a confrontation with authority. These may be small-scale personal grievances, but the emotions can still be intense. Satan’s grievances, however, result from his conflict with God and therefore have universal consequences. He wants to strike back at God for casting him into a dark and desolate place, and he intends to do so by bringing others down with him.
Like Dante, Milton was trained within the strictest academic education that his age could provide. The sources of Paradise Lost reflect Milton’s enormous range of reading. The story of Adam and Eve and the temptation comes from the opening chapters of the Book of Genesis. The vast majority of the poem’s allusions and references are to the Bible and to Greek and Latin classics. There are also references to Arthurian legend, Italian epics, and earlier English literature, especially the work of Spenser, the author of the moral epic The Faerie Queene. This immense catalogue of literary, religious, and cultural references contributes to the depth and complexity expected of a canonical text.
The reader could argue that Milton and Dante emerged from similar intellectual traditions. Milton drew some ideas from Dante, but each poet created a powerful epic that responded to the political, religious, and cultural circumstances of his own time. Their poems remain relevant because they continue to raise questions about politics, morality, religion, rebellion, sin, human nature, and our relationship with the divine. Their continuing ability to challenge and engage readers helps to establish them as enduring canonical texts.
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Political and Philosophical theories place too heavy a burden upon a writer. The inevitable result seems to be texts that are didactic and polemical, rather than imaginative and creative. Discuss any one text, which you believe disproves this assertion.
(706 Words)
Dr. Faustus by Christopher Marlowe can be said to be a didactic text that details the death of the main character; the time leading up to that point and what becomes of his soul. It teaches us about his condemnation, not his salvation. However, contrary to this to disprove this assertion, Dr. Faustus is not just a didactic play. It is a play about Man pushing himself further, trying to have an intoxicating time and dream. He is a man that has been given three wishes and could be said to have found a genie in a bottle. What would the reader do with the wishes/genie? How would the reader strive for more than what they have got? Having the desire to have three wishes or to find a genie in a bottle is found in any person that allows not only them to be imaginative and creative but also the author.
Dr. Faustus wishes for many things and finds his genie in Mephistopheles. Dr. Faustus makes use of his newfound chances. He is a man who is a knowledge seeker. He wants to find out more than is good for him to know. This can not be wrong as a man who wants more than he has been offered. He does not want to plod along in life. He wants to eat, drink, and be merry. It is no accident that he compares himself to Colossus (IV, VII). Faustus is a scholar, books are his trade, philosophy his strength. Dr. Faustus begins by reading about the Greeks, Aristotle and ends up desiring Helen of Troy. His reading also contains maps that show Faustus exotic lands with their promise of new sensations. His study of classical authors has to be commendable as they are immense stories of biblical status.
The reader can, of course, decide to view Faustus through more modern eyes; he strives to better himself, his covetousness is soaring. This is particularly shown through the eyes of those who, in the eighteenth century, used him as an example of a positive thirst for knowledge, as a ‘striver’, as someone who anticipates the Age of Reason and tries to stand on his own two feet and work out his own salvation and try to better himself. He is motivated largely, but perhaps not entirely, by a desire for pleasure. The reader can assume that during most parts of the play, Faustus is a popular character, a great source of fun. Faustus hears renaissance voices who tell him to extend the boundaries of human knowledge, seek wealth and power, live this life because tomorrow you will be dead, such a popular theme is known as ‘carpe diem’ or ‘seize the day’.
In his superhuman aspirations, he mixes a desire for knowledge with no less strong desire for pleasure, power, and rape of overseas provinces, which were beginning to be colonized and exploited at the time. There is something of a rude soldier of fortune of him: ‘As Indian Moors obey their Spanish lords’ 1:121, draws a specific analogy between the quest for hidden knowledge and the brutal activities of their colonial powers. He acts as if he were king, he commands, dictates terms. He wants to be some sort of superhero and why not? Life for him is for living.
Faustus decides to live bravely for his time on earth, a strong man who challenges life, he goes and explores, he does not wait for life to come to him. The play mentions that he does grand things that are useful to his countrymen, but he only feels at peace when he is playing practical jokes. His last two words are ‘Ah Mephastophilis’, he dies in the arms of his deceitful friend with immense relief, also gratitude, surprise, love, forgiveness, and exhaustion. It is the happiest death in drama.
Christopher Marlowe‘s assertion to a modern reader can be very different from those at the time; this is where you can think of Faustus not only as an explorer but also as someone who wants to extend the boundaries of life. This could be a lesson for all which is relayed to the reader from Marlowe’s imaginative and creative text.
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