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Mary Tilford in Lillian Hellman’s The Children’s Hour (1934) and Eliza Doolittle in George Bernard Shaw’s Pygmalion (1912) share certain similarities. The two female characters from the two of the most famous modern dramas of the twentieth century are both teenagers who receive a certain period of residential education from two competent instructors, respectively. Their initial appearances in the plays are far from elegant. Yet, in a surprising twist during the course of the plays, low-class flower girl Eliza brings a miraculous success to her teachers, while Mary causes ruin and suicide in hers. The starkly different courses of change the two characters take are worth examining from a pedagogical perspective as their transformations occur while they are in a residential education environment under the heavy influence of their instructors. This essay thus focuses on the relationships the two girls have with their tutors and provides an analysis of how their behaviors are affected by such relationships. It also discusses the workings of self-fulfilling prophecies in both dramas by exploring the traces of teacher bias as well as differential treatment and stigmatization of students with an aim to highlight the works’ implications for today’s Korean educational field in today’s Korea.
목차
Ⅰ. Introduction
Ⅱ. Self-Fulfilling Prophecy
Ⅲ. Self-Fulfilling Prophecy in The Children’s Hour
Ⅳ. Self-Fulfilling Prophecy in Pygmalion
Ⅴ. Conclusion
Works Cited
참고문헌 (21)
참고문헌 신청
Armato, Phillip M. ““Good and Evil” in Lillian Hellman’s The Children’s Hour.” Educational Theater Journal 25.4 (1973): 443-47.
Badad, Elisha Y., Inbar, Jacinto, and Rosenthal, Robert. “Pygmalion, Galatea, and the Golem: Investigations of Biased and Unbiased Teachers.” Journal of Educational Psychology 74.4 (1982): 459-74.
Baek, Sun-Geun and Park, Kyung-In. “Analysis for the Causal Relationship among Teacher-Student Relationship, Academic Achievement, and Satisfaction for School Education in the Girl’s Highschool.” Journal of Educational Evaluation 23.2 (2010): 281-98.
Bong, Mimi, Hwang, Arum, and Song Juyeon. “Teachers’ Comments and Behaviors That Influence Students’ Self-Efficacy and Achievement Goal Formation.” The Korean Journal of Educational Methodology Studies 22.1 (2010): 167-93.
Chang, Shuei-may. “Mercy vs. Justice: A Reading beyond Good and Evil in Lillian Hellman’s The Children’s Hour.” Fiction and Drama 19.1 (2008): 1-24.
Badad, Elisha Y., Inbar, Jacinto, and Rosenthal, Robert. “Pygmalion, Galatea, and the Golem: Investigations of Biased and Unbiased Teachers.” Journal of Educational Psychology 74.4 (1982): 459-74.
Baek, Sun-Geun and Park, Kyung-In. “Analysis for the Causal Relationship among Teacher-Student Relationship, Academic Achievement, and Satisfaction for School Education in the Girl’s Highschool.” Journal of Educational Evaluation 23.2 (2010): 281-98.
Bong, Mimi, Hwang, Arum, and Song Juyeon. “Teachers’ Comments and Behaviors That Influence Students’ Self-Efficacy and Achievement Goal Formation.” The Korean Journal of Educational Methodology Studies 22.1 (2010): 167-93.
Chang, Shuei-may. “Mercy vs. Justice: A Reading beyond Good and Evil in Lillian Hellman’s The Children’s Hour.” Fiction and Drama 19.1 (2008): 1-24.
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UCI(KEPA) : I410-ECN-0101-2016-840-002497971