Analysis Of Marjane Satrapi s Book Persepolis - 1239 Words

Imagine sending your child off to an unforgiving battlefield where they lose their individual identity and assume the role of combatant. Imagine having an officer knock on your door, knowing that they bear news that will change your life forever. Imagine being enlisted from the moment you come of age, counting down the days until you are sent to war. In today’s society, ideas of violent loss and trading life for country seem like issues in an army’s world. During the Iranian revolution, loss and suffering were woven into the fabric of all Iranian lives. In Marjane Satrapi’s graphic memoir Persepolis, she argues that Marji’s developing views on death and martyrdom serve to personalize our perspective of war. From the beginning of her story, Marji is suspended in limbo between two clashing ideological worlds. Akin to many elementary aged children, she is highly impressionable by the people around her, â€Å"a child who repeats what she hears† (62). In harmonious spheres of influence regarding death and war leave her in a state of ideological confusion. She is educated in a government-controlled school rooted in nationalism and respect. Being a school age child in a government controlled school made her more susceptible to the pro-Reza Shah ideology. In her elementary years, she was taught to believe through textbook and tradition that the king was â€Å"chosen by God† and that â€Å"God himself† told her that he was the rightful ruler of Iran (19). The school system capitalized on theShow MoreRelatedEssay about Persepolis1136 Words   |  5 PagesToward the end of the novel, Marjane says about people’s fear of the Islamic Commission, â€Å"It’s only natural! When we’re afraid, we lose all sense of analysis and reflection. Our fear paralyzes us. Besides fear has always been the driving force behind all dictators’ repression.† How do Marjane and her compatriots deal with fear and th eir daily lives? To what extent do you see fear as a controlling factor in your own country’s public life? The new Islamic republic regime was beginning to spread inRead MoreMemories And The Formation Of Reality1666 Words   |  7 Pagesfilms based on memory, thus arguing that imagination does not distort memory in animation, but create a role as a form of embellishment for the film to help memory. Fredrick Bartlett is a British psychologist from Cambridge University, based on his book, Remembering (1932) that focused on how people comprehend what was being remembered. The concept of schema or schemata (plural) is to understand the key factors that affect the thinking process. (Wagoner) Other words, someone’s ability to solve problemsRead MoreMemories And The Formation Of Reality1688 Words   |  7 Pagestheme of memory, thus arguing that imagination does not distorted memory in animation, but create a role as a form of embellishment for the film to help memory. Fredrick Bartlett is a British psychologist from Cambridge University, based on his book Remembering (1932) that focused on how people made sense of what was being remembered. The concept of schema or schemata (plural) is to understand the key factors that affect the thinking process. (Wagoner) Other words, someone’s ability to solve problemsRead MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pagesnovel is sometimes used interchangeably with Bildungsroman, but its use is usually wider and less technical. The birth of the Bildungsroman is normally dated to the publication of Wilhelm Meister s Apprenticeship by Johann Wolfgang Goethe in 1795–96,[8] or, sometimes, to Christoph Martin Wieland s Geschichte des Agathon of 1767.[9] Although the Bildungsroman arose in Germany, it has had extensive influence first in Europe and later throughout the world. Thomas Carlyle translated Goethe’s novel