Reinventing Literary History- Cregan Joselyn Wohl
Paradise Lost by John Milton 2/16/99
It is obvious to the reader that John Milton blames Eve entirely for initiating the original sin and thus losing Paradise. It is she who convinces her husband to allow them to work separately, and it is she who is coerced to eat the fruit that was expressly forbidden by God. John Milton’s view is patriarchal, but involves a contradictory description of Eve as logical, for men at that time did not view women as intelligent.
Milton’s demonstration of Eve’s ability to analyze God’s commands with reason and her own judgment emphasizes his opinion that in order to succeed one needs only to have faith in God, which supersedes all intellect, for God is the most knowledgeable being.
Adam has the undying faith necessary to remain in Paradise, but Eve obviously does not and is therefore responsible for her sins, and for their banishment.
In deciding how Adam and Eve will carry out their daily labors, Eve wants to work apart from Adam and to “divide [their] labours” because
While so near eachother thus all day
[Their] task [they] choose, what wonder if so near
Looks intervene and smiles, or object new
Casual discourse draw on, which intermits
[Their] day’s work brought to little, though begun
Early, and th’hour of Supper comes unearn’d (ix, 220-224).
Eve’s rationalization for working separately from Adam is that she thinks that they will be able to get more work done considering the fact that they will not be distracted by each other. Adam feels protective over Eve and is fearful that the “malicious Foe/ Envying
[their] happiness, and of his own/ Despairing, seeks to work [them] woe and shame/ By sly assault” (ix, 253-256). Adam is taking into careful considerat...
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...ton emphasizes a woman’s inability to think without her husband, because when Eve goes off on her own and tries to use “logic” she sins. The Serpent’s “words replete with guile/ Into her heart too easy entrance won... and in her ears the sound/ Yet rung of his persuasive words, impregn’d/
With Reason, to her seeming, and with Truth” (ix, 733-738|). Milton is insinuating here that the serpent’s malicious lies seemed like the truth to ignorant and naive Eve. Eating the fruit explicitly forbidden by her creator, she is guilty of the fall of Paradise, despite her obvious intelligence and reasoning. The irony of Milton’s argument is that Eve does have a well functioning brain, but he final judgment is wrong. Women may be intelligent but they are not wise because Eve has sinned against God, and there is no worse act that a
Protestant can commit. In order to be successful in life, one must possess wisdom, and it seems that Milton does not place it within Eve’s character, but in Adam’s character, the man. In conclusion, even though a woman can think analytically, she cannot make wise judgements on her own and is susceptible to mistakes and sins, usually brought about by foul temptation.
In this essay, the author
- Analyzes how eve was described as logical, for men at that time did not view women as intelligent.
- Explains that his own judgment emphasizes his opinion that in order to succeed one needs only to have a certain degree of success.
- Explains that adam has the undying faith necessary to remain in paradise, but eve doesn't.
- Analyzes how eve was described as logical, for men at that time did not view women as intelligent.
- Explains that his own judgment emphasizes his opinion that in order to succeed one needs only to have a certain degree of success.
- Explains that adam has the undying faith necessary to remain in paradise, but eve doesn't.
- Explains that eve wants to decide how adam and eve will carry out their daily labors.
- Opines that they will be able to get more work done since they won't be distracted by each other.
- Analyzes how despairing seeks to work [them] woe and shame.
- Opines that eve is not fearful because she isn't in a situation where satan can get to her.
- Analyzes how eve reminds adam of the fact that they still possess the free will to do what is right.
- Analyzes how his delight, and tortures him now more, the more he sees/ of pleasure not for him.
- Describes a general statement towards faith in god, saying that without undying faith, one is unfaithful.
- Opines that when people try to go off on their own and think for themselves, they fail miserably.
- Explains that she is susceptible to mistakes and sins, usually brought about by judgments on her own.
- Analyzes how john milton blames eve for initiating the original sin and thus losing paradise. she convinces her husband to allow them to work separately, and she is coerced to eat the fruit that was expressly forbidden.
- Analyzes how adam warns them about satan and wants to prevent a situation in which the serpent could attack an alone and vulnerable eve. adam pleads for her to "leave not the faithful side/ that gave thee being."
- Analyzes how eve is eager to go and even though she has provided good justifications for her leave, is foolishly confident that she will do the right thing.
- Analyzes how eve is portrayed by milton as guilty of luring the devil towards her with her beauty, making him love her and hate her because he cannot have her or be as beautiful as her.
- Analyzes how satan, in the form of a serpent, convinces eve that the fruit from the tree of knowledge made him speak and think like humans.
- Analyzes how god's command is loud and clear in stating that the forbidden fruit from the tree of knowledge is forbidden. eve is "credulous" because she is naive to the serpent’s temptation.
- Argues that eve's philosophy on the fact that "we live/ law to ourselves, our reason is our law" is not a valid reason.
- Analyzes how the serpent is committing the greatest sin of all by questioning god’s integrity in his commands.
- Analyzes how eve contemplates the reasons why she was forbidden the fruit. she cogitates that if she does not possess knowledge of good and evil, then she can have no understanding of what she should and shouldn’t do.
- Explains that eve finds herself in a difficult situation, but curious, and willing to experiment with free.
- Analyzes eve's inability to think without her husband, because when she goes off on her own and tries to use "logic" she sins. the serpent'
- Opines that eve is guilty of the fall of paradise, despite eating forbidden fruit. the serpent's malicious lies seemed like the truth to naive eve.
- Analyzes how milton doesn't place wisdom within eve's character, but in adam’s.
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- Adam And Eve's Role In Paradise Lostanalytical essayAdam and Eve are the parents of all. They started off perfect, but that all changed with the single bite of a forbidden fruit. That one bite changed the world forever. In Milton’s “Paradise Lost” he fills in the literary and theological gaps of Genesis chapter three. Milton’s job in Book IV is to separate Adam and Eve whenever Eve gets tempted. He does so by making them have a debate about splitting up to tend to the garden. Eve argues that she will be okay while Adam argues that she should stay with him so he can protect her.
In this essay, the author
- Analyzes how milton's "paradise lost" fills in the literary and theological gaps of genesis chapter three. milton separates adam and eve whenever eve gets tempted.
- Analyzes how eve and adam should split up in order to get more work done in the garden. it is tedious for two people to be working on the same thing simultaneously.
- Analyzes how adam is concerned about eve being tempted by the tempter and disobeying their only rule. he suggests that they should stay together in order for him to protect her.
- Analyzes how milton's "paradise lost" fills in the literary and theological gaps of genesis chapter three. milton separates adam and eve whenever eve gets tempted.
- Analyzes how eve and adam should split up in order to get more work done in the garden. it is tedious for two people to be working on the same thing simultaneously.
- Analyzes how adam is concerned about eve being tempted by the tempter and disobeying their only rule. he suggests that they should stay together in order for him to protect her.
- Analyzes how eve is persistent in wanting to work away from adam to get more done. she tries to tell adam that she can handle herself.
- Analyzes how adam explains that the tempter is very sly. he tells eve that pure will alone will not keep her from disobeying and that she won't know when she is being tempted.
- Analyzes how eve insists that their integrity is strong enough to withstand the tempter when she says, "tempting affronts us with his foul esteem of our integrity."
- Analyzes how adam counters eve and explains that the tempter is powerful and god gave them free will and right reason. he tells her that they will not know when they are being tempted and that she is overconfident.
- Analyzes how eve uses her free will to her full extent. she tells adam that she doesn't expect the tempter to tempt her first because she is the weaker between herself and adam.
- Analyzes how adam is correct in his argument. he points out that the tempter is sly and indicates that eve might be the first or only one between them to be tempted because she is the weaker.
- Analyzes how adam and eve have a debate where eve argues that she will be okay if the tempter comes to her while adam insists that they should stay together so that he can protect her.
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- Analyzes how milton argues that all women have some sort of desire to learn but in their own ways. eve rejects this saying that they have too much work to be done.
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- Analyzes how milton blames eve for the fall of mankind because of her flaws in paradise lost. he warns men and women that if they retain vanity, ignorance, and pride, they will always create problems for themselves and each other.
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In this essay, the author
- Analyzes how milton's eve in paradise lost is a feminist, rejecting the idea of feminine inferiority and proving her equality of character.
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- Argues that milton's depiction of eve teaches the story of woman’s secondness and otherness leading inexorably to her demonic anger, sin, and fall.
- States revard's belief that eve must be as free to give her love and obedience to adam, as man collectively submits to god. though she is submissive, she retains the ability to work within the hierarchical system of eden.
- Analyzes how satan narrates that adam is superior to eve because of his reason, but she is not inferior to him, nor is she more apt to sin. satan's view of adam and eve is tainted with his sinful nature.
- Analyzes how god assures adam that eve will be made in his likeness, fit help, and other self, exactly to his heart's desire.
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- Analyzes how eve's narcissism is evidence of her self-awareness and growth as she begins to understand who she is and the world in which she lives.
- Analyzes how the separation scene is often used to point to eve's weakness and inferiority to adam.
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- Analyzes how satan begins by approaching eve while she sleeps, causing her to dream of eating the forbidden fruit. eve's reaction to the dream proves her prelapsarian innocence.
- Analyzes how eve's response to the dream proves her strength of character. she rejected the very idea of sin from the beginning.
- Analyzes how eve was not able to withstand the deception of satan but fell believing her decision to be right, unlike adam. satan had no reason to deceive adam because he willingly chose disobedience.
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- Analyzes how female gender roles are defined in modern society, from the stereotypical concept of women being the primary caretakers to the dominant sex. two iconic women represent personas of both social standings.
- Analyzes how eve was created by god, joined by adam and god's first creation of man, and united in holy matrimony by heavenly father. eve showed lack of self-discipline and grit.
- Analyzes how lysistrata is the primary ruler of a massive sex strike in the ancient greek mythology.
- Compares the roles of women in "genesis" and "lysistrata". both women are loyal to what they believe is correct.
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- Explains that god established a sinless, and holy relationship between himself and adam, but when adam fell, the relationship was ruined. adam's sin was deliberate and willful, which is more serious than being deceived and sinning with less conscious consen
- Explains that adam, being the first created human being, was extra special in the eyes of god. god obviously experienced pride in his first man.
- Explains that expert knowledge of god and adam's relationship can be learned from looking at scriptures, literature, the bible, documentaries about adam and eve, research on their genetic make-up and bloodlines, and teaching concerning god’s ultimate creation, mankind.
- Explains that eve failed to heed her husband and god's warning regarding the tree of knowledge. the temptation took root in her mind, grew and bore its corrupted fruit, and adam knew the importance of oneness.
- Explains that in the book, "the nature of god religious", we learned that there are different qualifiers to prove the relationship between god and adam. an alternative way of using religious writings to learn the stories of the bible is analyzing writing, language and symbols.
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- Analyzes how the idea of darkness and shadows comes back into play when eve encounters the tree of knowledge. milton describes in detail the temptation that eve undergoes.
- Analyzes how in book five of paradise lost, we get an obvious foreshadow of what is to come with adam and eve and their fall of temptation.
- Analyzes how milton makes note of adam's awakening and says comments like, "rosy steps in the eastern clime," "orient pearl," and "temperate vapors bland" to describe to the reader just how peaceful his rising was.
- Analyzes how the idea of darkness and shadows comes back into play when eve encounters the tree of knowledge. milton describes in detail the temptation that eve undergoes.
- Analyzes how eve is still seeking meaning in life and falls into temptation for this reason. satan calls her "fair angelic eve" and this suggests that she is eager at the possibility of becoming and angel and living in heaven.
- Analyzes how eve's dream predicts exactly what happens and how adam responds to her dream. eve gives in to satan’s inclination because she believes that it will help her find her identity and gain independence and power from adam.
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- Explains that cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence, then into adulthood.
- Describes the case study of elsa, a seven-year-old female entering the second grade.
- Describes how elsa was tested for conservation through three different tests. the first test consisted of two glasses with equal parts of water and a tall thin glass.
- Analyzes how elsa's body mass index (bmi) is important to check because it can indicate the possibility of future health problems.
- Explains erickson's 8 stages of psychosocial development: self-concept, self esteem, and inferiority.
2057 wordsRead More - What Is A High Incidence Disability?explanatory essayHigh Incidence disabilities are mild disabilities that affect most of the special education students in schools today. “Approximately 36 percent of all students with disabilities served under IDEA have specific learning disabilities.” (Turnbull, Turnbull, Wehmeyer & Shogren, 2016 p. 104)The three areas that fall under the title of a high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders. Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or another related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point they may be referred to for testing or an evaluation to see what might be going on with the student.
In this essay, the author
- Explains that high incidence disabilities are mild disabilities that affect most special education students in schools today. they are taught and spend most of their time in the general education classroom.
- Opines that it can be a tough task to correctly diagnose some students with high incidence disabilities. henley, roberta, and algozzine (2009) state that certain students are diagnosed accurately while others are misevaluated as false positives or false negatives.
- Explains that there is a "disproportionality or overrepresentation among black and hispanic students, and those who are not yet proficient in english."
- Explains that high incidence disabilities are mild disabilities that affect most special education students in schools today. they are taught and spend most of their time in the general education classroom.
- Opines that it can be a tough task to correctly diagnose some students with high incidence disabilities. henley, roberta, and algozzine (2009) state that certain students are diagnosed accurately while others are misevaluated as false positives or false negatives.
- Explains that there is a "disproportionality or overrepresentation among black and hispanic students, and those who are not yet proficient in english."
- Opines that treating all students equally and having the belief that all children can learn and succeed is important to solving this problem.
- Explains the three types of high incidence disabilities, their causes, how they impact special education, students, teachers, and the general education classroom.
- Explains that learning disability is a general category of special education composed of disability in any of the seven specific areas.
- Explains that students with learning disabilities have different strengths and weaknesses. it is important to know each student's specific learning disability and find the best accommodations and instructional strategies to best meet their needs.
- Explains that learning disabilities can come from any of the following categories: neurological problems, genetics, economic and environmental factors.
- Explains that economic factors can also be a cause of learning disability. researchers have documented the negative effects of low socioeconomic status/poverty, as well as ineffective teaching practices.
- Explains that students with learning disabilities often have problems with their metacognition. children without disabilities approach learning by asking themselves questions, organizing information, and using environmental cues.
- Explains processing skills, distractions, attention difficulties, memory trouble, and discrimination are additional cognitive skills where a student with learning disabilities may be lacking. deficits in all of these areas can affect their ability to succeed in school.
- Explains that social and emotional characteristics of students with learning disabilities can be low self-esteem, poor social skills, behavior problems, or depression.
- Opines that behavioral problems may be more prevalent with students with learning disabilities. motivation for learning in school can be affected due to their struggles in a certain academic area.
- Explains that teachers can keep students with learning disabilities by using strategies such as differentiated instruction, advance organizers, and learning strategies.
- Explains that students with learning disabilities may need extra help to get through certain aspects of life after they graduate high school. their personal lives may also be affected due to a learning disability.
1430 wordsRead More - Of The Equal Or Unequal Sin Of Adam And Eveanalytical essayIn the debate titled Of the Equal or Unequal Sin of Adam and Eve, two authors; Isotta Nogarola and Ludovico Foscarini, argue about the original sin committed by Adam and Eve. Nogarola first states that Eve lacked a sense and constancy and that she therefore sinned less than Adam did. In her case the serpent thought of Adam as invulnerable due to his constancy. God created Adam to have unchanged opinions and state of mind, in order to avoid falling into the serpent’s persuasion, however Eve’s vulnerability led her to a severe sin. God found Adam guilty for the sin because he esteemed man more highly than woman and led his command towards Adam to not eat the fruit from the tree. Weak and inclined to indulge on the fruit, Nogarola claims, Eve
In this essay, the author
- Analyzes how isotta nogarola and ludovico foscarini argue about the original sin committed by adam and eve.
- Analyzes how ludovico foscarini believes eve's sin should be condemned more than adam’s. he claims that eve sinned from ignorance and inconstancy.
- Explains that nogarola defended her original argument and won the debate against ludovico foscarini. she clarifies that divine justice dictates over temporal justice in punishing sin.
- Analyzes how isotta nogarola and ludovico foscarini argue about the original sin committed by adam and eve.
- Analyzes how ludovico foscarini believes eve's sin should be condemned more than adam’s. he claims that eve sinned from ignorance and inconstancy.
- Explains that nogarola defended her original argument and won the debate against ludovico foscarini. she clarifies that divine justice dictates over temporal justice in punishing sin.
- Compares masolino and masaccio's depictions of adam and eve in the brancacci chapel.
1004 wordsRead More - In Milton’s “Paradise Lost”, he doesn’t necessarily defend or blame Eve for the fall of mankind.
In this essay, the author
- Explains that the story of adam and eve is up to interpretation. speght and milton present arguments against eve's failure as a justification for the subjugation of women
- Analyzes how milton's "paradise lost" presents his own interpretation of the events that took place in the garden of eden so we can come to our own conclusion of what happened, why adam and eve did what they did, and whether or not the subjugation of woman is justified.
- Analyzes how adam knowingly ate the fruit and defied god's orders all on his own just so eve wouldn't face god alone.
- Explains that the story of adam and eve is up to interpretation. speght and milton present arguments against eve's failure as a justification for the subjugation of women
- Analyzes how milton's "paradise lost" presents his own interpretation of the events that took place in the garden of eden so we can come to our own conclusion of what happened, why adam and eve did what they did, and whether or not the subjugation of woman is justified.
- Analyzes how adam knowingly ate the fruit and defied god's orders all on his own just so eve wouldn't face god alone.
- Analyzes how speght's defense of eve is based on the fact that adam and eve were originally created equal in the eyes of god.
- Explains that the story of adam and eve is a common story, but there are various interpretations of what happened and whether or not it is eve's fault.
1284 wordsRead More