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By G. Benziman

Contextualizing the topos of the overlooked baby inside of a number of discourses, this ebook demanding situations the belief that the early 19th century witnessed a transparent transition from a Puritan to a releasing method of young ones and demonstrates that oppressive assumptions continue to exist in significant texts thought of a part of the Romantic cult of youth.

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Extra resources for Narratives of Child Neglect in Romantic and Victorian Culture

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This duality is reflected in his split concept of child neglect: the child may be represented as a middle-class self, or else she may be perceived as a lower-class other, whose equal human status is compromised because of socioeconomic difference. Dickens’s deep interest in the child’s subjectivity is thus sometimes abandoned, as the marginal figure of the working-class child implicitly threatens to devour the middle-class child protagonist’s distinct identity. By presenting itself as the protagonist’s shady double, the marginalized child is constructed as an other whose interiority and point of view cannot be represented.

Here we see greater complexity. As stated above, the objectifying mode ignores the distinctive and individual nature of the child’s perspective, whereas an empathetic mode attempts to understand this different perspective and identify with it. Locke is considered innovative, and justly so, in his offering to be more sensitive to the child’s emotional and developmental needs. e. that it is necessary to restrain children’s desires], as if Children were not to be indulged in any Thing; or that I expected they should … have the Reason and Conduct of Councellors.

In John Locke and the Problem of Depravity, William Spellman challenges the usual interpretation of the kind offered by Passmore, and argues that Locke did accept some version of original sin. He maintains that Locke saw sin as a threat to the adult efforts to mold the child into a moral human being. 21 Some Thoughts indeed reflects Locke’s pessimism about human nature. However, his assumptions about the child’s moral disposition, as expressed in sections 104, 105, and 116 of the book, show that the evil to which he refers is ethical, and operates on the level of human relations rather than on the impersonal metaphysical level.

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