Knowledge & Violence The Connection Essay

PAGES
5
WORDS
1664
Cite

Thus, Hemingway suggests that the link between secondhand knowledge and violence is that the violence becomes muted when passed on secondhand, making it nearly impossible for others to understand the violence, and so, therefore, rendering the violence useless. Like Krebs, Mrs. Mallard's sister and husband's friend both have secondhand knowledge of violence in "The Story of an Hour," despite the fact that that knowledge is misinformation, for when they reveal that knowledge to Mrs. Mallard, the knowledge is real to them. Because both Josephine and Richards have only secondhand knowledge of Mr. Mallard's tragic and violent death, the violence of such a death is muted when passed onto Mrs. Mallard, allowing her to misconstrue the pain that her husband, whom she had "sometimes" loved into a joyous occasion. That she did, indeed, misconstrue his pain is emphasized by the fact that Mrs. Mallard "knew that she would weep again when she saw the kind, tender hands folded in death" (Chopin para. 20). Certainly, if there had been a gruesome train accident, Mr. Mallard's hands would not appear gentle, as they...

...

Thus, through "The Story of an Hour," Chopin, too, shows that violence becomes muted through secondhand knowledge. In this case, Mrs. Mallard's musings about her husband's hands and face, and her obvious misunderstanding of his violent death, allow this story to be read with a positive feminist reading, suggesting the cage in which all women lived. Without this sentence, it would be easy to read Mrs. Mallard as a monster.
Thus, the old saying that violence is caused by ignorance is no less true, but as these stories both show, there is a connection between knowledge and violence. Interestingly, misinformation -- or incorrect knowledge -- and secondhand knowledge are paired with specific kinds of violence -- internal violence and muted violence.

Works Cited

Chopin, Kate. "The Story of an Hour." Reading About the World. 1998. Department of English, Washington State University. 2 September 2009.

Hemingway, Ernest. "Soldier's Home." Ernest Hemingway: The Collected Stories. Ed.

James Fenton. New York: Everyman's Library,…

Sources Used in Documents:

Works Cited

Chopin, Kate. "The Story of an Hour." Reading About the World. 1998. Department of English, Washington State University. 2 September 2009.

Hemingway, Ernest. "Soldier's Home." Ernest Hemingway: The Collected Stories. Ed.

James Fenton. New York: Everyman's Library, 1995. 87-93.


Cite this Document:

"Knowledge & Violence The Connection" (2009, September 02) Retrieved April 19, 2024, from
https://www.paperdue.com/essay/knowledge-amp-violence-the-connection-19668

"Knowledge & Violence The Connection" 02 September 2009. Web.19 April. 2024. <
https://www.paperdue.com/essay/knowledge-amp-violence-the-connection-19668>

"Knowledge & Violence The Connection", 02 September 2009, Accessed.19 April. 2024,
https://www.paperdue.com/essay/knowledge-amp-violence-the-connection-19668

Related Documents

Knowledge Management Titan Industries' Knowledge Management Titan Industries' Best Practices in Knowledge Management The ability of Titan Industries to attain best practices so rapidly in their Knowledge Management (KM) implementation illustrates how effective this strategic initiative can be in unifying business managers and Information Technology processors to a common objective. Global outsourcing leader Tata Information Systems is the subsidiary that owns Titan, so it is understandable how a very high priority was

Knowledge Management: Intellectual Capital Development The research identifies that information and technology economy is increasing competition in the business environment, as businesses strive to maintain knowledge. The business world is driven towards focusing on globalization and liberalization, expansion and protection of business assets including corporate knowledge with the intention of increasing competitive advantage. This research identifies knowledge management as a key ingredient in the management of intellectual capital and gaining a competitive

Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop

Branding in Service Markets Amp Aim And Objectives Themes for AMP Characteristics Composing Branding Concept Branding Evolution S-D Logic and Service Markets Branding Challenges in Service Markets Considerations for Effective Service Branding Categories and Themes Branding Theory Evolution S-D Logic and Service Markets Branding Challenges in Service Markets Considerations for Effective Service Branding Branding Concept Characteristics Characteristics Composing Branding Concept Sampling of Studies Reviewed Evolution of Branding Theory Evolution of Marketing Service-Brand-Relationship-Value Triangle Brand Identity, Position & Image Just as marketing increasingly influences most aspects of the consumer's lives, brands

Violence in Public Schools The recent violence on school grounds (including elementary, middle school and high school violence) has created a climate of fear in American public schools, and the literature presented in this review relates to that fear and to the difficulty schools face in determining what students might be capable of mass killings on campus. Television coverage of school shootings leave the impression that there is more violence on

Violence in Titus Andronicus and Macbeth One of the remarkable characteristics of Shakespeare's plays, particularly his tragedies, is that they are frequently incredibly violent. In many of his plays, this violence is seen abhorrent, with characters not only suffering societal consequences for their violent actions, but also experiencing deep regret and remorse for their violent actions. In fact, in many of his plays, Shakespeare's violent characters are impacted more by their