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Character analysis of oedipus the king
Analysis of OEDIPUS THE KING
Analysis of oedipus
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Revenge in Oedipus at Colonus
A prevailing concept throughout Sophocles' Oedipus at Colonus is that of revenge. Oedipus is given the opportunity to avenge many of the wrongs he has accumulated in his lifetime, and he takes the opportunity.
Oedipus suffered through the latter portion of his life. Although the gods should be credited with the majority of his pain, he was wronged by mere mortals during his life. Did he have the right to seek revenge in general? Yes, he did. There is more to Oedipus's vengeance than just to inflict pain upon others. Those who intentionally harm others must face the consequences, even if they themselves will not be changed by such consequences. If no person ever hated or sought revenge, the world might well become a paradise, especially for the thieves, liars, and other criminals. If no one seeks punishment for the actions of any other individual, the less moral will begin to take advantage of their unchecked acti...
During the time of Aristotle, revenge was seen as something of honor. It was considered noble to try to restore your honor after someone intentionally caused you shame or harm. You were looked at as a coward if you did not try to sneak and plot your revenge. Revenge can either be sought after for ones own internal satisfaction, but in this book, it is usually required because of what others might think as far as ones reputation is concerned. During Aristotle’s time, if you were seeking revenge one had strict guidelines to follow to ensure that the one seeking revenge was doing it out of honor and integrity. In this paper, we will view if the character Odysseus followed these guidelines on two occasions when he was seeking revenge. The two main events of revenge in the book were against the Cyclops and the suitors that were courting his wife.
The name “Oedipus” means “swollen feet” in Latinized Greek. His parents, Laius and Jocasta, gave him this name while piercing a metal rod through the ankles of his feet, in order to prevent the fulfilment of the oracle’s prophecy. Despite this heinous act, their efforts were in vain as Oedipus’ free will conquered the theme of fate. In the play Oedipus Rex by Sophocles, the tragic hero, Oedipus, demonstrates hamartia, a fatal error in judgement, which brings about his own downfall. It was Oedipus’ hubris that was responsible for the tragic ending of this play. Evidence of this statement occurs when Oedipus’ determination towards solving the mystery behind Laius’ death ironically lead to the truth behind the oracle’s prophecies. Additionally, Oedipus’ overweening pride and ego resulted in the murder of Laius, which was a major stepping-stone in the prophecy. He illustrates his error in judgment through his pride, blindness, and foolishness and therefore is at fault.
Throughout the play, there are many examples that support the argument that Oedipus is a tragic hero. By definition, a tragic hero is “a great or virtuous character in a dramatic tragedy who is destined for downfall, suffering, or defeat”. Oedipus is a concerned and loving king whose people trust him explicitly. However, throughout the play, he makes choices that put him in bad situations. The play tells the story of Oedipus' journey to try and uncover the mystery of Laius' murder, as told by the oracle. Throughout his journey, he commits horrible crimes, and destroys both himself and his life. Oedipus also drags innocent people down with him. Oedipus is a tragic hero because of his fatal flaws, he was born of noble birth, he showed excessive pride and he became more self aware.
The purpose of this essay is to demonstrate that the events in Oedipus the King, written by Sophocles, are the result of the hero’s self determination and restless attempt to escape a terrifying destiny predicted for him by the oracle of Apollo at Delphi. My intention is to prove that although the Fates play a crucial part in the story, it is Oedipus'choices and wrong doing that ultimately lead to his downfall.
“Fate is nothing, but the deeds committed in a prior state of existence”, Ralph Waldo Emerson.
interpretation of the quote is the choices in life are many and there will be situations
Even though the NCLB will work for other students, the NCLB is failing a large percentage of the students. One reason is not all children learn the same a group of researchers have found is “that some children may need to be taught on a different level then other children, they all cannot have the same approach to learning.” (Riddle BuIy and Valencia 2002; Moon, Callahan, and Tomlinson 2003; Hinde 2003; Mabry et al. 2003). No child left behind was put in place to help children get the best out of their education. So why is this happing, some of the reasons are, students attending a rural schools, students that have a learning disability that are not advancing, teacher to student ratio and funding.
The NCLB act is doing nothing for our school education in the United states. It affects children in grades k-6th in a negativity by assuming they all learn the same, which unfortuantly puts teachers in a predicament where they must teach these students regardless of their learning rate. This limits student education and does not allow them to learn in the classroom. Rather they learn how to learn strategically. In the book, Bell Curve: Intellegence and Class Structure, written by Charles Murray, the word intelligence describes something real and that it varies from person to person is as universal and ancient as any understanding about the state of a being human.
The “no child left behind policy” The “no child left behind policy” was implemented in 2001. Aiming at improving the performance of basic reading and maths skills of the students, the policy required elementary and secondary schools to take yearly tests, and the schools need to pass the tests in order to show their capability of teaching the students. The policy received positive results. For example, the scores of reading and maths had greatly improved after the implementation of the “no child left policy”. Many supporters of the policy claim that it could help to increase the accountability of the schools and teachers, and students and parents had the chance to choose the schools with better performance. However, the policy also
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.
Even though Oedipus may be the hero, he is also selfish and ruthless. One example of his ruthlessness is when he meets Laius at the place where the three roads meet. Instead of letting the older man pass, he makes a scene, why should he be the one to move? He is royalty. He believes that he should move for no man. He is also selfish in the fact that when Teresias enters and gives Oedipus the clues that tell him that he has killed Laius, he refuses to believe him, to the point of insulting him, and kicking him out.
Oedipus did not have a fair start in life. His father, Laius, heard prophecy that Oedipus would one day kill his father and sleep with his mother. In order to prevent this, Laius gave Oedipus to a shepherd to be killed. Fortunately, through a string of events, Oedipus's life was saved, and he even went on to become the honored king of Thebes. Despite this feat, Oedipus still managed to make several decisions that ultimately fulfilled the original prophecy told to Laius, and inevitably sealed Oedipus?s fate.
Sophocles is perhaps one of the greatest tragedians ever. Sophocles said that a man should never consider himself fortunate unless he can look back on his life and remember that life without pain. For Oedipus Rex, looking back is impossible to do without pain. This pain stems from his prideful life. Oedipus is aware that he alone is responsible for his actions. Oedipus freely chooses to pursue and accept his own life's destruction. Even though fate victimizes Oedipus, he is a tragic figure since his own heroic qualities, his loyalty to Thebes, and his fidelity to the truth ruin him.
The No Child Left Behind Act (NCLBA) deals with student achievement standards by holding schools accountable for the achievement of their students (Implementation 11). The NCLBA uses standardized tests to chart the success of students. If students are not meeting standards, the school is required to offer tutoring, which is funded by the state with Title I, the education mandate passed in which granted all public schools access to federal grants, money (No Subject 7). The Act itself is not the problem; the problem is that the Adequate Yearly Progress (AYP) standard which is a big part of the NCLBA is not being met. The AYP standard is not being met because schools are not changing their methods quickly enough. It was said in the NCLBA that schools nationwide were to have 100% proficiency of the AYP standard within 12 years (Implementation 9). Since the passing of the NCLBA in 2001, most public schools, nationwide have not improved at all.
As Rodney Paige, former Secretary of Education, said, “We have an educational emergency in the United States of America” (Hursh, 2007). The American ideal of egalitarianism essentially states that individuals should have an equal opportunity to pursue their dreams, and an important part of being able to achieve this is attaining a quality education. Students of differing racial, cultural, socioeconomic, and ability levels should all have the same opportunities in receiving a high-quality education. Unfortunately, this is not the case. The No Child Left Behind Act (NCLB) is seeking to change this. The NCLB is the current authorization of the Elementary and Secondary Education Act (ESEA) (Houston, 2007), which was passed during President Lyndon B. Johnson’s administration. Every five years the ESEA is renewed. It is currently due for renewal in 2014.