6Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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PROBLEMS OF CHILDHOOD AND EDUCATION IN CHARLES DICKENS' WORKS (OLIVER TWIST, DAVID COPPERFIELD AND GREAT
EXPECTATIONS)
Gulshoda In'am qizi Abduhamidova
A Student of Chirchik state pedagogical university
abduhamidovagulshoda601 @gmail.com Scientific adviser: Eldor Erkinovich Khamitov
ABSRACT
This article delves into the portrayal of childhood and education in the literary works of Charles Dickens, one of the most celebrated Victorian novelists. Dickens' novels are renowned for their vivid depiction of social issues, and the treatment of childhood and education is a recurrent theme throughout his oeuvre. This study examines the multifaceted problems faced by children in Dickens' fictional world, including poverty, exploitation, neglect, and inadequate schooling. Through a close analysis of selected works such as "Oliver Twist," "David Copperfield," and "Great Expectations," this article explores how Dickens illuminates the harsh realities of Victorian society and critiques the failings of the education system. Moreover, it investigates the ways in which Dickens advocates for social reform and highlights the importance of compassion, empathy, and moral education in shaping the lives of young individuals. By delving into the complexities of childhood and education in Dickensian literature, this article offers valuable insights into the enduring relevance of his social critiques and humanistic vision.
Keywords: Charles Dickens, Oliver Twist, childhood, Calvinist theology.
INTRODUCTION
In the realm of Victorian literature, Charles Dickens stands as a towering figure whose works continue to resonate with readers worldwide. Among the myriad themes that populate his narratives, the depiction of childhood and education emerges as a poignant and recurring motif. Dickens, often hailed as a champion of social reform, utilized his storytelling prowess to illuminate the harsh realities faced by children and critique the deficiencies of the education system in nineteenth-century England. Through a lens that blended realism with compassion, Dickens painted a vivid picture of the trials and tribulations endured by young protagonists in his novels. From the destitution of orphans like Oliver Twist to the tumultuous upbringing of characters such as David Copperfield, Dickens' portrayal of childhood was characterized by its
April 23-24, 2024
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hjrchiqdavlat^edagGgika^niversiteti^^^^^^^Za
stark portrayal of poverty, exploitation, and neglect. Moreover, his exploration of the educational landscape revealed a system rife with inequities, inadequacies, and injustices, where access to learning was often determined by social class rather than merit.
This introduction sets the stage for a deeper examination of the problems inherent in childhood and education within Dickens' literary universe. By delving into the nuanced complexities of his narratives, we gain insight into the broader socio-cultural context of Victorian England and the enduring relevance of Dickens' social critiques. Through this exploration, we come to appreciate the enduring legacy of his work and its continued resonance in contemporary discourse on childhood, education, and social justice.
FINDINGS
Childhood has been viewed in different ways over time, and childhood has also been recognized and received in different ways. Childhood should not be viewed as a natural (or biological) phenomenon, but rather as a social phenomenon (or cultural product), according to contemporary approaches to the study of childhood. According to Jenks' research, there is no single physical difference that determines the social metamorphosis of a kid into an adult. Rather, the identification of children by adults and vice versa does not stem directly from physical maturation (Jenks 7). The relationship between a child and an adult should always be considered while examining childhood and its changes since attitudes toward children have evolved in line with how adults have come to view them. As Stone notes, in the seventeenth century, sentiments regarding newborn children varied widely. According to the orthodox Christian perspective, children are sinful beings. Stone describes the manner in which these kids were handled in light of this viewpoint: The first, and most prevalent, was the conventional Christian belief—strongly supported by Calvinist theology—that a child is born with Original Sin and that the only way to keep it in check is to completely subjugate him to his parents, teachers, and other authority figures and ruthlessly suppress his will. (Pierce 255) According to the environmentalist perspective, children are neither good nor bad. The idea was that the infant was a blank slate, to be shaped by experiences in the future. "The environmental theory tended to overtake the Calvinist in middle-class and upper-class circles in eighteenth-century England before being overwhelmed again in the nineteenth century." (Phase 256).
The childhood theme was also present in English literature. It was initially used in literature by William Wordsworth and William Blake, two poets. Throughout the whole seventeenth and eighteenth centuries, philosophers wrote on
April 23-24, 2024
403
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
the subject of child care and education. John Locke was among the philosophers who had an interest in this subject. In 1693, he released his book Some Thoughts Upon Education. Stone notes that in addition to other matters, he voiced his views on physical punishment, saying that it should be used sparingly and early on, before a child's reasoning abilities were fully formed. After that, though, he became adamant about using the psychological rewards of rivalry and emulation as well as the psychological penalties of humiliation for failing virtually exclusively. CONCLUSION
In conclusion, Charles Dickens' works vividly portray the societal problems of childhood and education prevalent during his time, highlighting issues such as poverty, exploitation, and lack of access to quality education. Through his powerful storytelling and memorable characters, Dickens calls attention to the urgent need for social reform and the importance of addressing these issues to ensure a better future for children. His enduring themes continue to resonate today, serving as a reminder of the ongoing struggle for equity and justice in education systems worldwide.
REFERENCES
1. Childhood in Novels by Charles Dickens Daniela Nemcova
2. Eldorbek, K. (2023). ERRORS IN TRANSLATION OCCURRING DUE TO ASYMMETRIES IN THE TARGET AND SOURCE LANGUAGES. Finland International Scientific Journal of Education, Social Science & Humanities, 11(2), 289-292.
3. https://slideplayer.com/slide/18184348/
4. https://www.twinkl.com/teaching-wiki/charles-dickens
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