How the Works of C.S. Lewis Foster Morale Development in Children - Research Paper Example

 How the Works of C.S. Lewis Foster Morale Development in Children On the Basis of the Lawrence Kohlberg’s Stages of Development The development of children in the different aspects of personality can be considered crucial in the stages of rapid growth which occurs in the early years of life. For that matter, it is important to give attention to the stimuli provided. The main focus of the study undertaken is related to the effects of the works of C.S. Lewis in the development of the morale of children. The evaluation is undertaken on the basis of the stages of development according to Lawrence Kohlberg. The Works of C.S. Lewis Clive Staples Lewis is a man of multitude literary talents. He is a known novelist, medievalist, literary critic, essayist, academic writer and lay theologian with the capability to explain different religious philosophies (Fitzgerald; Wilson, A. N. 299). One of the most influential works of C.S. Lewis is the Chronicles of Narnia which had been written from 1945 to 1951. The said works expressed different philosophical thoughts although targeted the young audience as judged on the plot which is mainly based on adventure (Wilson, A. N. 206). The Lion, the Witch and the Wardrobe One of the books in the series of Narnia is The Lion, the Witch and the Wardrobe. It is a story about four children, namely Peter, Susan, Edmund, and Lucy and their adventures after the discovery that a wardrobe can lead them to a magic land called Narnia. The said children learned to resolve problems concerning different issues in the said magic land when they had to make a decision concerning betrayal and choosing for some form of survival through the test given by the wicked ruling White Witch that had trapped the land in a period of winter. The treachery done between the children shall be forgotten according to the White Witch and Spring will return if the Aslan, the lion will die (Lewis, “The Lion…”). Based on the plot of the said work by Lewis, it can be considered that the main subject matter of the story is the dilemma with regards to betrayal. This can be considered as the main reason why the said work is related and studied under the issue of morale development specifically since it can influence the children reading the story. Prince Caspian In the succeeding adventure of the four English children, Prince Caspian: Return to Narnia, the story revolved in the battles being faced by Prince Caspian specifically with the Telmarines. They also helped in getting the Old Things along with the mouse Reepicheep (Lewis, “Prince Caspian…”). The story is about the different issues such as the war between good and evil, friendship, betrayal and courage in facing different trials. Another important issue is the capability to fight for one’s own dream and the need for taking responsibility in leadership. The said lessons can be considered conveyed by Lewis through the adventurous and creative presentation of a world that is exciting and interesting for the readers of different generations. The Voyage of the ‘Dawn Treader’ In the Narnia series, The Voyage of the ‘Dawn Treader’ is the third story that is about the adventures of the ship of the King Caspian. Along with Eustace Clarence Scrubb, their cousin, Edmund and Lucy, went back to Narnia and sailed with the King Caspian and Reepicheep with the mission to reach the World’s End and go to Aslan’s land respectively. The adventure concluded with the mouse disappearing to find Aslan and the children were taught to see Aslan in the real world (Lewis, “The Voyage…”). The voyage taught lessons that are related to greed in relation to different issues such as power, beauty, money and magic. This had been expressed through the different scenarios presented. For that matter, it can be considered as the most matured chronicle that explores a more mysterious sinister and threatening plot. It can be attributed to the fact that the readers of the previous chronicles can be considered to develop and mature through the two books to be able to reach the third published work in the series. Based on the study of the books in the Narnia series, it can be considered that C.S. Lewis is gifted in capturing the interest of readers belonging to different age groups by providing factors that makes them turn the pages. One factor is the presentation of a magical world that is enticing for the children. Another is capturing the readers that are young at heart while giving a hint of philosophical points which can be relate to religion or the way of life. Aside from the capability to develop the young readers through the presentation of the different issues and lessons in morality and realities of life, Lewis’ knowledge in a multitude of other fields make his writing capable of incorporating other issues that can make the readers prolific in terms of different issues. In the study conducted, the main target is the determination of the effects of the published works of C.S. Lewis specifically the Narnia series, on the morale development of children. On a personal note, the said case is inevitable since children are receptive on the different forms of learning stimuli during the early years of life. Due to the fact that stories of adventures such as The Chronicles of Narnia can capture the attention of children, affective process can be considered inevitable. To be able to determine the effects that can be brought about by children’s literary works such as the The Lion, the Witch and the Wardrobe, Prince Caspian: Return to Narnia, and The Voyage of the ‘Dawn Treader’ on the morale development of children, there are different principles that can be considered as the main bases. Morale Development The determination of morale development can be based on the determination and presentation of different concepts specifically the issues on morality. In the definition of morality, there are different factors and parameters that are given importance such as code of conduct, ethics and rationality. There are different ways of defining morality then. The behavior and conduct that a person believe in and apply in his or her daily existence can be considered as one of the aspect of morality. Another is the conduct that is established by a particular social, cultural or religious group that is applied on the basis of consensus of the members of the groups. Another aspect is based on the specified conditions for the application of certain actions. These factors can be related to either dogmas or laws that are applied (Gert 3). Based on the said premises then, morality can be considered as a fundamental component of the society and the human existence. This can be attributed to the fact that it can guide people on the manner of behavior and decision making although it does not mean that such application can limit one’s action in the matter of freewill. Thus, morality does not set the score in goodness or evil, due to cases wherein such consensus of behavior remain unaccepted. In the issue of moral development wherein morality is the main premise, there are three known dimensions namely affective, cognitive and behavioral (Puka viii). The main focus of the research is the cognitive aspect of morale development based on the principles of Lawrence Kohlberg Stages of Development by Kohlberg The main focus of Lawrence Kohlberg’s morale development theory is based on the cognitive and thinking aspect through the use of moral dilemmas in the exploration of the capability for moral reasoning. Stage 1: The Obedience and Punishment Orientation The first stage of morale development according to Kohlberg is under the preconventional morality. The said actions can be observed in children when judging right or wrong actions on the basis of the rules that are imposed to them which are mainly based on punishment system. In the said stage, children only accept these rules without question and moral judgment is based on the teaching of adults (Crain 118-136; Puka viii). Kohlberg applied such view through the Heinz dilemma wherein wrong way is undertaken to achieve a rightful end. According to his observation, no matter what choice children made, it had been based on the rules that are imposed to them. Their own judgment on morality is not yet developed. For that matter, children of this stage can just accept principles and teaching to be right on the mere basis that it was taught to them, thus, this makes them susceptible to delusion and being misled. In the published work of Lewis then, specifically the Chronicles of Narnia, the different behaviors of the characters and the different scenarios are needed to be explained to the children to be able to ensure that they can fully understand the dilemmas that they are undergoing. Basically, the book targeted an understanding of the different Christian dogmas as based on the analysis that the series reflected the teachings on the seven deadly sins (King 14-19). At the stage of the preconventional morality then, the fact that the book is teaching the building blocks of morality by presenting the negative effects, children are needed to be explained thoroughly to be able to understand the real lessons that are needed to be learned. Stage 2: Individualism and Exchange The second stage of moral development according to Kohlberg is another level of the preconventional morality. It is the stage wherein children will achieve the understanding that lessons in morality are subjective. It is based on the priority of a person on what is right or wrong action to undertaken in a certain situation. Due to the fact that rules can be considered relative, children start to create their own set of morals based on their own priorities (Crain 118-136; Puka viii). The said stage of morale development then can be considered as one of the most crucial since children can be at risk of choosing a wrong path to follow. For that matter, guidance of adults is very important specifically in the determination if their own set of priorities wherein decision making process can be based. The important lessons that are being taught by the Chronicles of Narnia can be related to the seven deadly sins. In the onset of the development of morale of the children, religious beliefs can be considered as one of the most important foundations. In the study undertaken by Dr. Dow W. King, C.S. Lewis definitely depicts the seven deadly sins the series due to his extensive knowledge in such subject matters (118-136). The seven deadly sins are the pride (Lat. Superbia), greed (Lat. avaritia), lust (Lat. luxuria), envy (Lat. invidia), gluttony (Lat. gula), anger (Lat. ira), and sloth (Lat. acedia). (King 118-136). Stage 3: Good Interpersonal Relationships The third level is the first stage under the second level of morale development referred to as the conventional morality. In the said level, the moral development can be considered to be one of the most important even in the children which are now developing into young adults. This can be attributed to the fact that the said moral values are continuously being applied to the different events and new experiences in life. At a glace, the development of morality can be considered as the development of positive traits. Morale which is considered to be the positive traits is evaluated on the good actions undertaken of the person performed on the basis of positive and good motives (Crain 118-136; Puka viii). In the Chronicles of Narnia there is also a comparative development of the story and the events. This can be attributed to the fact that the main characters are children who themselves are undertaking changes and developmental stages specifically that of their morale. In the first book which is The Lion, the Witch and the Wardrobe, the main characters can be considered to belong to the primary stages of morale development which is the preconventional morality. In the said stage, they had discovered the wonders of the magical world referred to as Narnia. Due to the fact that they are not yet developed and equipped with the capability to judge the different situations that are related to morality. One of the main examples that can be cited is the betrayal that occurred between siblings. This can be attributed to the fact that the values of the children were put to test. The guidance of the other characters such as the lion can be considered of importance (Lewis “The Lion…”). The story about Prince Caspian and the return to Narnia can be considered to belong to a higher stage of maturity in terms of the different aspect of a person’s personality. In the said chronicle the children embarked on a mission to helps Prince Caspian in restoring order in the kingdom that was swathed in chaos, it can be considered that they already learned the values that are needed to be given priority. The children contributed for a cause to achieve lessons in courage, leadership and chivalry. In the said scenario, they can be considered to have achieved the stage of deciding which values are most essential. In addition, the main characters of the story also expressed the importance of friendship and interpersonal relationships. Thus, it can be considered that such actions belong to the conventional level of morale development. Stage 4: Maintaining the Social Order Upon the determination of own priorities of a person or a child through the context of his needs and perceived environment, the concern increases. This is the fourth level of Kohlberg’s principles in moral development which refers to the person initial recognition of the importance of the social factors and components of his or her existence. For that matter, one of the basic priorities of the person at the said stage is the maintenance of the social order and status that he or she came to know because of the feeling of belongingness that had been developed through the process of knowing one’s self (Crain 118-136; Puka viii). Prior to the understanding of the need to partake in the priorities of the society as a whole, the interest of a person in the earlier stages of morale development is based only of his/her own perspective. Upon the recognition of his/her own role in the society, lessons of the importance of cooperation can be achieved. For that matter, not only his own views are given importance but also the needs of the whole society (Crain 118-136; Puka viii). In the Heinz dilemma, the theft had been considered to violate the human law that had been agreed upon and upheld. Being a member of the society, the said action is considered unacceptable, thus, although the ends and objectives are good, the means can cause harm to the members of the society (Crain 118-136; Puka viii). In the books by Lewis, specifically the Chronicles of Narnia, it can be considered that magic and adventure are the main topic. For that matter, criticisms had been targeted regarding the effects of such stories to children. It is important to realize that the stories depicts that the magical occurrences belong to a different world. In addition, at the end of every story, the children have to go home and continue their normal life. In the said view it can be considered that it stresses the responsibility of the children in their family and their society. Even the characters in Narnia such as Prince Capian, the Lion and the mouse have their own responsibilities and missions in life that are needed to be accomplished. Upon the achievement of such level of morale maturity, it can be considered to belong in the conventional morality. Stage 5: Social Contract and Individual Rights Upon the recognition of the need for social interaction and the acceptance of one’s social roles, the next step is the formalization of such role in the community. Based on the stages of morale development by Kohlberg, the level of development that is higher than the recognition of the need for a functioning society is taking action in achieving a better one. For that matter, upon reaching the fifth level of morale development, a person works to be able to contribute in the improvement of the society. The main focus is through the advocacy on the maintenance of social contract and individual rights. Through such factors, the optimum scenario wherein the individuals can live a life wherein his own values are almost approaching the priorities set by the community. In cases wherein, the values of the people varies from the values of the society, democratic resolution is undertaken (Crain 118-136; Puka viii). One of the examples that can be given related to the said level of morale development is the resolution of issues in different points in the story. One is during the voyage wherein King Caspian wants to insist in continuing the journey despite of his need to comeback to his people. At the particular moment, due to the need of the whole group and his people, King Caspian did not continue the quest (Lewis “Prince Caspian…”). Stage 6: Universal Principles Due to the complexity of human interaction, the establishment of a definite goal for morale development can be considered as a challenge that cannot be resolved. For that matter, the goal to aspire for justice and impartiality through the consideration of different views of a particular scenario is one of the main goals of the sixth stage of morale development (Crain 118-136; Puka viii). A person then can be considered to achieve the said level when there is a culmination of the different values that can be important for himself or his own social group. In the Chronicles of Narnia, the characters are depicted to mature through the series, thus, in the end, specifically in terms of understanding and decision-making, they were apple to take into consideration the needs of themselves, their society and other groups that can be affected. Effects of C.S. Lewis Literary Works C.S. Lewis is known of imparting important lessons in morality that can promote positive moral development in children. This can be based on different points. One of the main points is teaching children by capturing their interest. This can be related to the precursors for healthy morale development. Through a combination of authoritative manner and adventurous scenarios, Lewis can teach the children to achieve basic lessons on morality. Due to the expertise of Lewis in writing and explaining different religious philosophies, he was considered as one of the important authorities in the said issue. Thus, it can be considered that he is capable in teaching lesson related to morality and morale development (Higgens 1; Loconte). The effects of Lewis works on the development of children can be related to empirical data gathered through different research. Based on a study on the differentiation of fantasy and reality in novel entities, it had been concluded that the context plays the fundamental role to the capability of the children to judge the variation (Woolley and Van Reet 1778-1793). In this premise, the stories of the author have the said capabilities. Another importance of literary works such as the Chronicles of Narnia is in relation to the improvement of interpersonal conflict resolution skills of children with learning deficiency (Kalyva and Agaliotis 192-202). For that matter, aside from the promotion of morale development, literary works such as that of Lewis can help children that are challenged in the capability to learn by capturing their attention and improving their understanding. Conclusion Based on the study undertaken, the Chronicles of Narnia can contribute to the morale development of children by capturing and keeping their interest to the point of making them understand the importance of the establishment of their own values as well as the morality of the whole society. Works Cited: Arnold, William. “'Narnia' is a visually captivating child's fantasy -- but no more.” Seattlepi.com. 9 December 2005. Seattlepi Website. 17 May 2009 Bassham, Gregory and Jerry L. Walls. The chronicles of Narnia and philosophy: the lion, the witch, and the worldview. Open Court Publishing, 2005. Crain, W.C. Theories of Development. Prentice-Hall, 1985, pp. 118-136. Fitzgerald, Penelope. “The man from Narnia.” The New York Times 18 February 1990: http://www.nytimes.com/1990/02/18/books/the-man-from-narnia.html?sec=&spon=&pagewanted=print Gert, Bernard. Morality: Its Nature and Justification. Revised Edition. New York: Oxford University Press, 2005. Higgens, Deborah. Allegory in C.S. Lewis: The Lion, The Witch and The Wardrobe: A Window to the Gospel of John. Institute for Christian Teaching, 1994. Lewis, C.K. Prince Caspian: The Return to Narnia. London: Geoffrey Bles, 1951. Lewis, C.K. The Lion, The Witch and the Wardrobe. London: Geoffrey Bles, 1950. Lewis, C.K. The Voyage of the ‘Dawn Treader.’ London: Geoffrey Bles, 1952. Loconte, Joseph. “A Mind That Grasped Both Heaven and Hell.” The New York Times Opinion 22 November, 2003: http://www.nytimes.com/2003/11/22/opinion/22LOCO.html Kalyva, Efrosini and Ioannis Agaliotis. “Can social stories enhance the interpersonal conflict resolution skills of children with LD?” Res Dev Disabil. 30.1 (2009 Jan-Feb): 192-202. King, Don W. “Narnia and the Seven Deadly Sins.” Mythlore 10 (Spring 1984): 14-19. Puka, Bill. Moral Development: Defining perspectives in moral development. Taylor & Francis, 1994. Schneider Phyllis and Rita Vis Dubé. “Story presentation effects on children's retell content.” Am J Speech Lang Pathol. 14.1 (2005 Feb):52-60. Wilson, A. N. C.S. Lewis: a biography. Norton, 2002. Wilson, John. “Why There Are Seven Chronicles of Narnia.” Christianity Today 47 (2003 April): http://www.christianitytoday.com/ct/2003/aprilweb-only/4-21-52.0.html Woolley, Jacqueline D. and Jennifer Van Reet. “Effects of context on judgments concerning the reality status of novel entities.” Child Development 77.6 (2006 November/December): 1778-1793. Read More