Using specific examples from John Gillis (2009) “Transitions to Modernity” from the Palgrave Handbook of Childhood Studies, p. 114-126 and Steven Mintz’s “Inventing the Middle Class Child”, discuss the similarities and differences between these two accounts of “modern childhood”, what changes this represents, and the enduring global historical significance.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Comparative Analysis of Modern Childhood in John Gillis and Steven Mintz’s Works
John Gillis’ “Transitions to Modernity” and Steven Mintz’s “Inventing the Middle Class Child” offer valuable insights into the evolution of modern childhood and the societal transformations that shaped children’s experiences in different historical contexts. By comparing and contrasting these accounts, we can explore the similarities, differences, changes, and enduring global historical significance of modern childhood as depicted in these seminal works.
Similarities:
1. Shift from Labor to Education:
Both Gillis and Mintz highlight the transition of children from being primarily viewed as laborers in pre-modern societies to becoming recipients of formal education in modern times. This shift reflects the changing perceptions of childhood as a period of learning and development rather than solely a stage of economic contribution.
2. Emphasis on Childhood Innocence:
Both authors underscore the emergence of the concept of childhood innocence in modern society. Children were increasingly seen as vulnerable individuals deserving protection, care, and nurturing, contrasting with earlier views that perceived children as miniature adults expected to work and contribute to family economies.
3. Rise of Middle-Class Norms:
Gillis and Mintz discuss the influence of middle-class values and norms on shaping modern childhood experiences. The ideals of discipline, education, morality, and socialization promoted by the middle class defined the expectations and behaviors associated with raising children in the modern era.
Differences:
1. Focus on Time Periods:
Gillis’ work in “Transitions to Modernity” covers a broader historical scope, examining transitions from pre-modern to modern childhood across different cultures and time periods. In contrast, Mintz’s “Inventing the Middle Class Child” focuses specifically on the emergence of the middle-class child in America during the 19th and early 20th centuries.
2. Geographical Context:
While both authors discuss the evolution of childhood within Western societies, Gillis provides a more global perspective by considering diverse cultural contexts and historical transitions worldwide. Mintz’s analysis is centered on the American experience, detailing how industrialization, urbanization, and social reforms shaped children’s lives in the United States.
Changes Represented:
1. Social Construction of Childhood:
The accounts by Gillis and Mintz illuminate how modernity redefined childhood as a distinct life stage with unique needs, rights, and expectations. The transition to modern childhood marked a shift towards viewing children as individuals with inherent worth, agency, and entitlements to care, education, and protection.
2. Educational Expansion:
The emphasis on formal education in modern childhood represented a significant change from earlier periods where children’s learning was often informal, vocational, or limited to basic skills. The expansion of educational opportunities for children reflected broader societal investments in human capital development and social progress.
Enduring Global Historical Significance:
The exploration of modern childhood in Gillis and Mintz’s works highlights enduring themes with global historical significance. The transformation of childhood from labor to education, the recognition of childhood innocence, the influence of middle-class values, and the social construction of childhood as a distinct life stage continue to shape contemporary debates on children’s rights, welfare, and well-being worldwide.
In conclusion, the comparative analysis of modern childhood in John Gillis and Steven Mintz’s works underscores the multifaceted changes, continuities, and enduring significance of childhood experiences in modern societies. By examining these accounts through a historical lens, we gain valuable insights into the evolving perceptions, practices, and representations of childhood that have shaped social norms, policies, and cultural frameworks across different time periods and geographical contexts.
