Tragic Heroes in Arthur Miller's Death of a Salesman and Henrik Ibsen's A Doll's House
Dramatists such as Aristotle started to write a series of plays called tragedies. They were as follows: the play revolved around a great man such as a king or war hero, who possessed a tragic flaw. This flaw or discrepancy would eventually become his downfall. These types of plays are still written today, for example, Arthur Millers "Death of Salesman" and Henrik Ibsens "A Dolls House." "Death of Salesman" shows the downfall of the modern tragic hero, Willy Loman, a middle class working man. Nora, in "A Doll's House" displays that characteristics of a tragic hero, in that she shows potential for greatness, but is stifled by her society. Willy Loman in "Death of a Salesman" and Nora in "A Dolls House" are two perfect examples that illustrate a tragic hero.
In "Tragedy and the Common Man", Arthur Miller discusses different criteria and definitions for tragedy as they apply to the common man. Miller's ideal tragic hero is one who "is intent upon claiming his whole due as a personality," and when approached with a struggle, "demonstrating the indestructible will of man to achieve his humanity." A tragic hero is willing to takes on the role of what makes the audience accept him as a hero when by his own virtue is worthy of their attention and perhaps respect. Miller's common man, Willy, fought the battle of life, by trying to make the best of what he was given, and by living life the only way he knows how, being a traveling salesman. Being prideful, and at times stubborn man, he loses some opportunities to better his life along the way, partly because of his pride, and partly because of the American lifestyle, Willy is still attempting to support his family, even at age sixty. Though we think of Willy as a classic tragic hero, his life is more pathetic and saddening than inspiring. His name implies he is a "low man", an ordinary man, whose dreams and expectations have been shattered by the false values of society he has put his faith in. His problems stem from his own delusions which result of his failure to succeed in life. Willy's obsession and lack of insight thwart all his relationships and cause him to betray his own set of values. His loyal wife supports him in both his fantasies and failures and her life seems to be entirely absorbed into his. Unable to achie...
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...n his world" (Para 14, Miller). Finally in the end, she begins to realize that her whole life has been a lie. Nora's rebellion was deliberate and well planned. She knew what was expected of her and she still did what she thought was right in her own mind. These qualities lie at the heart of Nora's heroic character. For Nora's heroically brave personality shows her confidence in herself and her absolute refusal to live a life where she is not in control of her actions. She flouted society's laws, worked hard, and is now about to reap the success of the action by handing over the final payment.
In conclusion, Willy Loman and Nora are two ideal examples of tragic heros. Both Ibsen and Miller have showed how the common man such as Nora in 'A Dolls House' and Willy Loman in 'Death of Salesman' have emerged as a tragic heroes.
Works Cited:
Ibsen, Henrik. A Doll's House. In Four Major Plays. Trans. James McFarlane and Jens Arup. Oxford: Oxford University Press, 1981
Miller, Arthur. Death of a Salesman. Literature: An Introduction to Fiction, Poetry, and Drama. Seventh Edition. X.J. Kennedy, and Dana Gioia. New York: Addison Wesley Longman, Inc., 1999. 1636-1707
Miller, Arthur. "Death of a Salesman." The Compact Bedford Introduction to Drama. Ed. Lee A.
Here I sit, in this chronically divided school board meeting, listening to the heated debate about the busing in our troubled school district—particularly in regards to Rio Bueno High School (RBHS). Busing may seem like not such a big issue when you first hear its topic; however, it is much like a melting ice burg exposing its web of issues as its perpetual underbelly reaches the surface. As a guidance counselor here at RBHS, I can tell you that, this busing, desegregation bussing to be more specific, has been a way of integrating other races into school since the Supreme Court Decision in Brown v. Board of Education 40 years ago. Since the 1980’s, segregation levels have increased such that urban schools are now more racially imbalanced than they were prior to the Supreme Court’s 1971 Swann v. Charlotte-Meckelburg Board of Education decision, which legitimated the use of bussing to integrate city school districts with significant residential segregation. Moreover, the gap between Black and White achievement levels, which narrowed from the early 1970s until the late 1980s, has increased during the early 1990s (Douglas, 1996) So, with this evidence, it may seem that even with the implementation of the desegregation busing system, the achievement gap is still growing between races, particularly between Black and Whites and the financial situation and the performance of the schools in this district as a whole are declining.
Northrop Frye states in his book Anatomy of Criticism that the tragic hero is “on top of the wheel of fortune, halfway between human society on the ground and the something greater in the sky”. The book also declares that tragic heroes are “inevitable conductors of the power around them”, and conductors may be victims as well as instruments of destruction (website). Willy Loman, the epitome of a tragic hero, brings suffering upon not only himself, but others, including his wife and sons. Willy establishes Northrop Frye's definition of a tragic hero through the suffering of both himself and his friends and family, and this suffering contributes to the great tragic vision of the play as a whole.
In Arthur Miller’s essay about “Tragedy and the Common Man,” he argues that the common man is as appropriate a subject for tragedy as the very highly placed kings and noble men. Mankind keeps tragedy above all forms because they are given the same mental abilities as the nobles. In “Death of a Salesman”, Willy Loman is a common man and a middle class worker, enough saving to provide food for his family. So if the tragic hero can be a common man, does Willy fit in that category? Even though he is a common man he fails to live up to the standards of being a tragic hero because he never accepts nor admits to his own errors. He, therefore, loses his dignity. One of his biggest errors is his failure of be a good father.
The tradition of the tragedy, the renowned form of drama based on human suffering that invokes an accompanying catharsis, has principally become a discontinued art. Plays that evoke the sense of tragedy-the creations of Sophocles, Euripides, and William Shakespeare-have not been recreated often, nor recently due to its complex nature. The complexity of the tragedy is due to the plot being the soul of the play, while the character is only secondary. While the soul of the play is the plot, according to Aristotle, the tragic hero is still immensely important because of the need to have a medium of suffering, who tries to reverse his situation once he discovers an important fact, and the sudden downturn in the hero’s fortunes. Arthur Miller’s Death of a Salesman is the modern tragedy of a common man named Willy Loman, who, like Oedipus from Oedipus Rex by Sophocles, exhibits some qualities of a tragic hero. However, the character Willy Loman should not be considered a full-on tragic hero because, he although bears a comparable tragic flaw in his willingness to sacrifice everything to maintain his own personal dignity, he is unlike a true tragic hero, like Oedipus, because he was in full control of his fate where Oedipus was not.
Miller, Arthur. “Death of a Salesman”. Literature: An Introduction to Fiction, Poetry, Drama, and Writing. Ed. Dana Gioia and X.J. Kennedy.10th Ed. New York: Pearson, 2007.
As a native of Miami, Florida, I have witnessed the many cultural changes that have taken place over the years. As an educator teaching within the nation’s fifth largest public school district for the past 25 years, I have had a great amount of exposure to the cultural diversity that makes up the public school, and I have become very familiar with challenges, family issues, and cultural differences that can influence the educational performance of my students. I have developed an understanding that in order to provide the most successful learning environment for culturally diverse student’s, teachers must be able to provide classroom instruction that is free of personal bias and which addresses the diversified cultural learning needs of every student. Too many schools are not set up to give students an education that teaches them to love learning and takes their individual needs into account (Castleman & Littky, 2007).
The legalization of assisted suicide has been a controversial topic that has created a divide within the medical community, as well as the general public, for many years. Assisted suicide occurs when a patient decides to take their own life, with help from their doctor. The doctor can end the patient’s life without causing any additional pain or suffering. While some believe that assisted suicide should be legal for patients who are suffering from a terminal and painful condition, others argue that it is unethical and going against the doctor’s oath to help and not harm their patients. As the average life expectancy age increases, people are living longer while also having to live with more serious illnesses. As a result, lives are ending with a great amount of suffering and pain, rather then dying peacefully. Since death is ultimately inevitable, I will therefore argue in favor of the proposition that assisted suicide should be legal for those capable of making a rationale end of life decision.
Solomon, Andrew. "A Reading of the Tempest." In Shakespeare's Late Plays. Ed. Richard C. Tobias and Paul G. Zolbrod. Athens: Ohio UP, 1974. 232.
Manning, L. & Baruth. L. (2009). Multicultural education of children and adolescents (5th Ed.). Needham Heights, MA: Allyn and Bacon.
Arthur Miller states in his essay, "Tragedy and the Common Man," " . . . we are often held to be below tragedy--or tragedy below us . . . (tragedy is) fit only for the highly placed . . . and where this admission is not made in so many words it is most often implied." However, Miller believes " . . . the common man is as apt a subject for tragedy in its highest sense as kings were" (1021). It is this belief that causes Miller to use a common man, Willie Loman, as the subject of his tragedy, Death of a Salesman. Miller redefines the tragic hero to fit a more modern age, and the product of this redefinition is Willie.
Many dilemmas throughout the recent decades are repercussions of an individual's foibles. Arthur Miller represents this problem in society within the actions of Willy Loman in his modern play Death of a Salesman. In this controversial play, Willy is a despicable hero who imposes his false value system upon his family and himself because of his own rueful nature, which is akin to an everyman. This personality was described by Arthur Miller himself who "Believe[s] that the common man is as apt a subject for a tragedy in its highest sense as kings were" (Tragedy 1).
The tragic hero is defined by Aristotle as "a great man who is neither a paragon of virtue and justice nor undergoes the change to misfortune through any real badness or wickedness but because of some mistake” (Aristotle n. pag.). There are a few principles that Aristotle believes to form a tragic hero: the protagonist should be a person of power and nobility, who makes a major error in judgment and eventually comes to realization of his or her actions (Aristotle n. pag.). In Arthur Millers’ play, Death of a Salesman, he has twisted Aristotle’s belief of a tragic hero, and has created his own. Although Miller has twisted Aristotle’s belief, Sophocles’ play, Oedipus Rex, has a tragic hero (Oedipus) that follows the flaws, dignity, and acknowledgment of the truth that Aristotle believes in to make a tragic hero. It is essential for them to recognize their position and role in the play. Due to the fact that Willy Loman and Oedipus experience tragic flaws throughout their respected plays, they both have nobility, and they both realize the fact (anagnorisis) that they made an error in their life (hamartia). Through their fatal mis-steps, their pride and ego, predominately affect their familial lives, which in turn causes them to realize the truth that they are tragic heroes.
Shakespeare, William. The Tempest. Second Revised Ed. United States of America: First Signet Classics Print, 1998. 1-87. Print.
A Doll House was a great play that showed women’s struggles. Nora dealt with the struggle of money and having to comply with the men in her life. Anne Marie had to deal with the struggles of making a mistake and sacrificing the most important thing to her for a better life and Ms. Linde spent most of her life sacrificing everything she deserved for the people she loved. These were models of the women for many centuries around the world. All of them showed great courage and selflessness for the one’s they loved. Ibsen made a great impact to women’s liberation by writing this play and allowing women to see that it was okay to fight for their rights. This play will be a great model for history for many years to come.