Fairy Tales Shape People's Lives
Speaking the truth with folk and fairy tales: The power of the powerless
Zipes, J. (2019). Speaking the truth with folk and fairy tales: The power of the powerless. The Journal of American Folklore, 132(525), 243-259. Retrieved from www.jstor.org/stable/ 10.5406/jamerfolk.132.525.0243
Jack Zipes article “Speaking the Truth with Folk and Fairy Tales: The Power of the Powerless” give weight to what fairy tales can do as stories. Zipes’ speaks of the power that these stories give to anyone that reads them to fight corruption and wrong in their country. Zipes’ focused how people can use these stories to focus there energy on how to fix the wrongs that they face everyday. There is also the implications that fairy tales by always favoring truth above all else helps guide people especially children into the right direction of how to fight wrong doing. Zipes argues these stories can show a window into the past and help guide the future into doing what is ‘right’.
Kids, Fairy Tales and the uses of Enchantment: At the Intersections of Psychoanalysis and Children’s Literature
Kidd, K. (2011). Kids, fairy tales and the uses of enchantment: At the intersections of psychoanalysis and children’s literature. Freud in Oz. Minnesota: University of Minnesota Press.
“Kids, fairy tales, and the uses of enchantment” author Kenneth Kidd makes the argument of the helpfulness that fairy tale give to psychoanalysis. Freud had tried to use fairy tale and children literature to conduct psychoanalysis of children and how genre of literature can be a window into human psyche. Fairy tales not only show children how to be moral right but that children needed proper guidance to achieve this moral rightness. This article is an analysis of Freud, Jung and other psychology scientists to describe the need for fairy tales in children’s life to help show children how to properly behave morally in a society.
Fairy-tales in Psychotherapy
Dieckmann, H. (1997). Fairy-tales in psychotherapy. Journal of Analytical Psychology, 42(2), 253-268. doi:10.1111/j.1465-5922.1997.00253.x
Dieckmann “Fairy-tales in psychotherapy” is an analysis of the benefits of fairy tales to the psychology community. For starters fairy tales as many believe are the starters of the human psyche, the themes and motifs of fairy tales make up most children’s unconscious psyche. Not to mention fairy tales can be an tool used to help even adult patient work through issues. Fairy tales can be used as a way to guide through certain scenarios that patients experience. And that these can stories can be used as bibliotherapy so reading a certain tale that is associated with what the patient is experiencing to help them understand from an outside perceptive of what is happening. It is worth noting that this work is focused on one therapist and his outcomes with his own patients and the use of fairy tale literature it would be good to get more than one opinion on the matter when doing research.
The Uses of Enchantment: The Meaning and Importance of Fairy Tales
Beetelheim, B. (1976). The uses of enchantment: The meaning and importance of fairy tales. New York: Vintage Books.
The Uses of Enchantment: The Meaning and Importance of Fairy Tales by Bruno Bettelheim goes through fairy tales importance to people based on their meaning to the people that read them. Bettelheim argues in his novel that these stories help to guide people into better understandings of themselves and their lives, one section titled, “ (“Brother and Sister”): Unifying our Duel Natures” explains how fairy tales that center around siblings are showing the id, ego and superego and how all through are needed in balance to live a successful and happy life. The book continues on and even includes several classic fairy tales at the end for the reader’s reference. Bettelheim’s book is to explain ,much how Mr. Rogers and Clifford the Big Red Dog are short television that deliver moral help, fairy tales are used in the same context. Bettelheim is an authority in the psychology field which makes this work so compelling however the only thing to watch when using this work in research is that it was published in 1975. However it is still a source widely used as sources in current papers of research.
Freud in Oz: At the Intersections of Psychoanalysis and Children’s Literature
Kenneth B. Kidd
Copyright Date: 2011
Edition: NED - New edition
Published by: University of Minnesota Press
Pages: 328
https://www.jstor.org/stable/10.5749/j.ctttv88k
“The serious study of children’s literature,” writes Michael Egan in a 1982 essay onPeter Pan,“may be said to have begun with Freud” (37). Freud was interested in a genre now firmly associated with childhood, the fairy tale, and thanks to his encouragement, “almost every single major psychoanalyst wrote at least one paper applying psychoanalytic theory to folklore” (Dundes 1987, 21). But though the serious study of children’s literature began with Freud, we may also say that psychoanalysis developed in part through its engagement with children’s literature. Psychoanalysis used children’s literature to articulate and dramatize its themes and methods,...
1. Kids, Fairy Tales, and the Uses of Enchantment(pp. 1-34)
https://www.jstor.org/stable/10.5749/j.ctttv88k.4
The idea that the fairy tale is an appropriate narrative genre for children predates psychoanalysis, but psychoanalysis nurtured that idea, building upon existing associations of childhood and primitive/folk culture. Psychoanalytic advocacy for the fairy tale began long before Bruno Bettelheim made the case inThe Uses of Enchantment(1976). Bettelheim mobilizes familiar psychoanalytic arguments about the fairy tale, while addressing the issue of children’s literature directly. Bettelheim disparages modern children’s books and insists that the fairy tale is therealchildren’s literature, exactly because it is so psychologically useful. Fairy tales, he thought, encourage children to work through various unconscious...
2. Child Analysis, Play, and the Golden Age of Pooh(pp. 35-64)
https://www.jstor.org/stable/10.5749/j.ctttv88k.5
In a provocative essay about theory and psychoanalysis, Michael Payne likens scenes of child sexual curiosity in Freud’s 1908The Sexual Theories of Children(1963d) to chapter 7 of A.A. Milne’s 1926Winnie-the-Pooh,about the alarming arrival of Kanga and Baby Roo in the 100 Aker Wood. “The subsequent, charming conversation among Pooh, Piglet, and Rabbit,” writes Payne, is a wonderfully zany exercise in theory construction arising out of such concerns as these: Who are these strange animals with their odd ways who have just intruded into our forest, especially having as they do a pocket in the mother’s body...
3. Three Case Histories(pp. 65-102)
https://www.jstor.org/stable/10.5749/j.ctttv88k.6
Jacqueline Rose’s The Case of Peter Pan(1984) is not only the best-known theoretical statement on children’s literature; it is also the best-known example of what we might call literary-critical case writing: the building of an argument or analysis around a single text, usually literary, and in this instance a text for children. Rose was not the first to practice such case writing. We recall Crews’sThe Pooh Perplex,addressed in chapter 2, which satirizes not only schools of literary analysis but also the freshman pedagogical casebook on a literary text. To very different ends, Crews and Rose capitalize on...
4. Maurice Sendak and Picturebook Psychology(pp. 103-138)
https://www.jstor.org/stable/10.5749/j.ctttv88k.7
In 1963, humorist Louise Armstrong and illustrator Whitney Darrow Jr. published a picturebook entitledA Child’s Guide to Freud.Dedicated to “Sigmund F., A Really Mature Person,”A Child’s Guide to Freudis a send-up of Freudian ideas, pitched to adults and specifically to upper-middle-class New Yorkers. Armstrong was a confirmed Manhattanite and Darrow a longtimeNew Yorkercartoonist and children’s book illustrator. “This is Mommy,” the book begins, showing a woman chasing a naughty little boy.
When she won’t let you play doctor with Susie, call her OVERPROTECTIVE. This is Daddy. He sleeps in the same room as Mommy....
https://www.jstor.org/stable/10.5749/j.ctttv88k.8
Like the adolescent, the adolescent novel has long been understood as a psychological form. This chapter historicizes the psychologization of adolescence and its literature, beginning not with the so-called problem novel for teenagers in the 1960s and 1970s,¹ a familiar starting place, but rather much earlier, with the foundational work of G. Stanley Hall. I identify three major stages in the psychologization of the genre: first, the articulation of adolescence in psychological as well as literary terms, beginning with Hall; second, the literary-psychological-ethnographic framing of a problem interior in and around the notion of “identity” and by way of explorations...
Since the late 1980s and early 1990s, children’s texts about trauma, and especially the traumas of the Holocaust, have proliferated. Despite the difficulties of representing the Holocaust, or perhaps because of them, there seems to be consensus now that children’s literature is the most rather than the least appropriate forum for trauma work. Thus in “A New Algorithm in Evil: Children’s Literature in a Post-Holocaust World,” Elizabeth R. Baer emphasizes the urgency of “a children’s literature of atrocity,” recommending “confrontational” texts and proposing “a set of [four] criteria by which to measure the usefulness and effectiveness of children’s texts in...