EDUCATION AND DEHUMANIZATION IN DICKENS’ HARD TIMES AND GREAT EXPECTATIONS

Abstract

Referring to Charles Dickens’ Hard Times and Great Expectations, this research examines education as a tool for dehumanization during the Victorian Period. The rapid industrialization and rise of capitalism changed the lives of the English people forever as they got introduced to a new hegemony based upon materialistic and utilitarian aspirations. Science and technology replaced tradition and religious beliefs leading people into the new world based upon facts and capital, the world that does not recognize emotions, feelings, creativity, imagination nor any other human trait. Just like any other ruling hegemony, the new Victorian hegemony needed institutions to work in its favor in order to keep the discourse in power. It turns out that the education system of the Victorian era was one of the most effective mechanisms when it comes to guiding people and shaping their thoughts according to the rules and norms of the industrial and capitalistic power under which there was no place for humanity. Both Hard Times and Great Expectations offer a glimpse into the Victorian education system which turns out to be a well-constructed structure for dehumanization of students. Relying upon theories such as Max Weber’s rationalization, Marxism, and Louis Althusser’s Ideology and Ideological State Apparatuses, this research examines and blends the characters from Hard Times such as Gradgrind, both his children and his students Louisa and Tom with the character of Pip from Great Expectations in order to prove that their educational journey is just a ladder towards dehumanization. Referring to various articles, books, historical events and Charles Dicken’s life itself, this research argues that no matter the life circumstances nor the class status, every student is exploited by the education system that has for the aim to produce only submissive individuals as

they end up deprived of humanity for the benefits of the ruling hegemony.