Repression toward students at school in James Joyce's a portrait of the artist as a young man

REPRESSION TOWARD STUDENTS AT SCHOOL

IN JAMES JOYCE S

A PORTRAIT OF THE ARTIST AS A

YOUNG MAN

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree ofSarjana Sastra

in English Letters

By

MARIA PUSPITASARI MUNTHE Student Number: 094214004

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

YOGYAKARTA 2013

i

REPRESSION TOWARD STUDENTS AT SCHOOL

IN JAMES JOYCE S

A PORTRAIT OF THE ARTIST AS A

YOUNG MAN

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree ofSarjana Sastra

in English Letters

By

MARIA PUSPITASARI MUNTHE Student Number: 094214004

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

YOGYAKARTA 2013

v

Menulis adalah bekerja untuk keabadian.

Pramoedya Ananta Toer

cated to those who are going to read it.

viii

I ss t first grtitu to my rgr t tsis sor r. A. B.

Sri Mulyani, M.A., Ph.D for her time to advise and criticize this work. I also thank Ni Luh Putu Rosiandani, S.S., M.Hum. for being a supportive Co-Advisor and Paulus Sarwoto, S.S., M.A., Ph.D for being a challenging examiner.

The next person to thank is Alwi Atma Ardhana for his willingness to be an unofficial advisor. He is the one who arranged my first interaction with A Portrait of the Artist as a Young Man and maintains such patience in facing me having the obstacles in comprehending the subject. Thanks also go to Ibu Lany Wihardjo for sponsoring the first half of my study in the university.

I give my deepest gratitude to Bapak Parulian Munthe ( ) and Mama Patricia Setyowati for being a great eternal couple. Thanks to Abang Yohanes Sebastian Munthe and Adek Jonathan Christian Munthe for our time to grow together. I am deeply grateful to be the beloved of theirs.

I would like to thank friends of mine in UKPM Natas where my learning journey started. It shall also go to Media Sastra for impressive experiences through good and bad times. A big thank is addressed to the whole family of JAKSA (Jalinan Akrab Sastra) for the unspeakable thing that enables me to feel alive. I am grateful to Geng Bunga Matahari and Teater Kepik for the stories being performed on and behind the stages.

ix

Gratitude also goes to Fitri Handayanti Lubis and Siti Rahma, far-away friends who are never that far to support me in working on this undergraduate thesis through any ways. Thank you to Maria Anindita Pranoto and Jati Pradipta for accompanying me through an interesting transition phase of life. I also need to say thanks to my fellows during my study in English Letters Department: Vince, Refa, Pinka, Retha, Etri, Febi, Anik, Lolo, Dhika, Samuel, Dinda, Uchi, Richard, Adit, Wowok, Mov, Bea, Indra, Kezia, Aulia, Pucil, and many others.

Lovely thanks are addressed to Bonaventura Andhiko Aji Tresadi for a very great companionship through the times of falling and rising again to yell. I give a deep gratitude to Sakha Widhi Nirwa for being a friend, simply a friend to share every little thing with, no matter what.

At last, I thank Mother Mary for her examples of life to follow. Thanks to God for everything and everyone I have mentioned.

Maria Puspitasari Munthe.

!BLE OF CONTENT

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PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH""""""""$#

STATEMENT OF ORIGINALITY"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""$##

ACKNOWLEDGEMENTS"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""$## #

TABLE OF CONTENT""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" %

ABSTRACT""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""%# #

ABSTRAK""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""%# ##

CHAPTER I: INTRODUCTION"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""& '" ()*+ ,-./01.234563/17""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""& (" 8-.9:5;<.-;/:)3#.0"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""6

C. Objectives of the Study... 6

D. Definition of Terms... 7

CHAPTER II: THEORETICAL REVIEW_{... 9}

A. Review of Related Studies ... 9

B. Review of Related Theories... 11

1. Theory of Character and Characterization ... 11

2. Theory of Psychoanalysis ... 12

3. Theory of Subject by Lacan ... 13

a. The Three Order: The Real, The Imaginary, and The Symbolic ... 14

b. The other and the Other ... 16

4. Theory of Desire and Symptom... 17

c. Desire ... 17

d. Symptom ... 18

5. Theory of Repression... 20

6. The Relations between Literature and Psychoanalysis ... 22

C. Theoretical Framework ... 23

CHAPTER III: METHODOLOGY_{... 25}

A. Object of the Study... 25

B. Approach of the Study ... 27

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

xi

C. Method of the Study... 28

CHAPTER IV: ANALYSIS_{... 30}

A. Description of Characteristics... 30

1. Stephen Dedalus... 30

a. Characteristics of Stephen Dedalus during School Period ... 31

a.1. Clever ... 31

a.2. Quiet... 32

a.3. Critical... 34

a.4. Religious... 35

b. Characteristics of Stephen Dedalus in the University... 38

b.1. Brave ... 38

b.2. Critical... 41

2. Father Dolan... 44

a. Firm... 44

b. Rude ... 45

c. Authoritarian ... 47

3. Fleming ... 48

a. Caring... 48

b. Mischievous ... 49

c. Provocative... 51

4. Father Arnall ... 52

a. Tolerant ... 52

b. Fair ... 53

B. Revealing the Parts of the School System in which the Repression is Done ... 55

1. The Rule of the School... 56

2. The Relationship between Students and Teachers... 61

C. Revealing the Repression toward Students... 66

1. Stephen s Wrong Punishment... 67

2. Boys Doing Smugging... 69

3. Stephen s Meeting Prostitute and his Guilty Feeling... 73

4. Stephen s Doubt and Ignorance to Religion ... 82

5. Stephen s Being Active and More Sociable in University... 87

CHAPTER V: CONCLUSION_{... 93}

BIBLIOGRAPHY_{... 97}

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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ÎÏÐÑÒÓ ÔÕÖ Ô× ÕÖ Ø Õ Ù × Õ Ú Ø ÔÚÛÕ ÜÓ ÒÖÓ ÙÐÖ ÏÒ ÚØÖÓÒ Ý ÙÔ ØÝÏ× ÔÖ ×Õ ÑÔØÓ×y ÑÔÞÔ ÝÔzÒÓÔÕÖ ß àÓ Ô× Ð× ÐÒ ÝÝy ÔÖ ÑÝ ÐÏØÏ ÔÖ Ó áØ Ý Ô×Ó Õ Ù Õâ ÝÔãÒÓ Õ Üy ÓáÔÖ ã× Ó Õ Ò Ñá ÔØÞØß àÓ â ØÑÕ ÚØ×Ó áØ Ô ÚÛÕ ÜÓÒÖÓ ÙÐÖ ÏÒ Ú ØÖÓ Ò Ý ÓáÔÖ ãâ Ø ÑÒ Ð×ØØÞØÜy áÐÚÒÖ âØÔÖ ã ÑÕ Ö ÏÐÑÓ × Ò ÛÜÕ ÑØ× ×Õ Ù ÝØÒ ÜÖ ÔÖãÔÖ ÚÒÖy ÞÒÜÔÕ Ð× äÒy×ß å á Ø áÔ ×Ó Õ Üy ÕÙØÏÐÑÒÓÔÕÖ ÜØ ÑÕ Ü ÏØÏÓ áÒÓ áÐÚÒÖ áÒ Ï ×ÓÒ ÜÓ ØÏ Ó áØ ÛÜÕ ÑØ× × Õ Ù ØÏÐÑÒÓ ÔÕÖ × ÔÖ ÑØ Ó áØ ÞØÜy ÛÜÔÚ ÔÓÔÞØ ÝÔ ÙØß æÓ ÓáÒÓ Ó Ô ÚØç ØÏÐÑÒÓ ÔÕÖ äÒ × ÑÕÖÏÐÑÓØÏ ÔÖ Óä Õ ×Ó ØÛ× Õ Ù ÛÜÕ ÑØ× × ß The èirst is the training necessary to the satisfaction of the practical necessities of life (Monroe, 1957: 4). In this step, human usually learned how to survive by doing things like hunting, using weapons, and building a shelter. The second step is explained as the training in the elaborate procedures, or forms or worship, through which it is necessary that every member of the group shall go in his endeavor to placate the spirit world, or to cultivate its good will (Monroe, 1957: 4). The first step is considered as the practical education, while the second is the theoretical one.

As the time goes by, education exists in more sophisticated forms. People formed some kinds of system to make it more integrated and well-organized. As the result of this effort, in modern time we are familiar with some systems of education, such as formal system and the non-formal ones. These systems are the means which are used by the society to shape the people, culture, and many other

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êë ìíîïë ðñëðîò êó óòñ íôõöíy öê÷í øííù ö íó úñð û üêùy yí ê ûë êùú îð ùïûòø ýï íú üýîö òù öð þ ìíð ìó í ü êùêÿí ïöíòûóò÷íë ô úýîêïòð ùòë í ÷íù îð ùë ò úíûíú ðññíûò ù ÿ ï öí ø íë ï

üíêùë ñð û ë ð îòêó øíï ïí ûü íùï (ð ùûðí, ). íùîí, ò ï ø íîðü íë êù òùëíìêûêøóíìêûïðñë ð îò íïyëó òñ íô

ð ûüêó íúýî êïòð ù ëyëïíü òë ûíó êïíú ïð ëîöððó êùú ð ï öíû ò ùë ï òï ýï òð ùë þöò îö úíêó þ òï ö ï öí ø ýëòùíë ë ðñ íúýî êï òð ùô ù îð ùúýî ï òùÿ ï öòë ò ùú ðñ ëyë ïíü ë îöððó ø íîð üíë ïöí ìûòü êûy üí êù ë ïð ûíêîö ï öí ÿðêó ðñ íúýîêïòð ùô îöððó íòë ïë êë ïöí òùï íÿûêï íúñð ûüðñíúýî êï òð ùîð ùëòëï òùÿðñï öíîð ùîûíïíñð ûüëþöò îöê ûíú íë îíùúíú

ñ ûð ü ï öí êøë ï ûê îï íë ëíùî í ðñ íúýî êïòð ùô ï òë îðùëï ûýîïíú øy ïö í ëë ï íüy þ òï öòù òùîóýúòùÿ ï öí îýûûòîýó ýü ïöí üíïöð úë ðñ ïíêîöòùÿ-êùú-óíê ûùò ùÿ êîïò ÷òï òíë ïöí ûýó íëï öíü êùêÿíü íùïðñò ùë ï òï ýïòð ùêùúïöíöýüêùûíë ð ýûîíë(ï íêîöíûëë ïýúíùïë êùúðññ òî íûë).

õöí ìû êîï òîí ðñ íúýî êïòð ù òë úíûò÷íú ñ ûð ü ïöí íë ëíùîí ð ñ íúýîêïòð ùô õöòë

ïíûüòëêówêëyêùúë ï òó óú íø êï êøó í, ï öð ý ÿöô ò ñ ñ íû í ùïÿûð ýìëðñìíð ìóíü êy ìûíë íùï úòññ íûíùï ÷ò íëw êùú ðìò ùòð ùë êøð ýï ï öòë ï öòùÿ. õöðëí úòññíûíùï ï öð ýÿöïë îð ùë íquently, influence how a system of education be it school or other non-formal forms is held for the sake of reaching the essence of education. These thoughts are the ones which should be the basic to manage the allowances, restrictions, and tolerances that a school will have.

The aims of education in the theory of pedagogy constitute a certain ideological program, a binding element of the entire school system (Salecl, 1994: 170). In the condition of being debatable, every school tries to hold one from

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Such position of teacher and student obviously shows the power relation between them. The leftist criticism of the education system usually gives the teacher the role of a Master who structures the field of the school discourse with his authority, (Salecl, 1994: 163). This kind of situation might cause the action of repression toward the lower position party done by the higher position one. Since the system gives more power to the teacher, student tends to occupy the lower position in the hierarchy.

Teacher might not be the only one who does the repression, though. Salecl also mentioned in her article that,

The teacher, constituted by the institution (school) and made responsible through it to the ruling class and to the class-determined relations of power, is in the role of an intermediary who transfers this outer order to the pupils through his teaching, thus victimizing them with symbolic violence (Salecl, 1994: 165).

Therefore, school as an institution also occupies the powerful position. In this situation, students face the risk of being the only part of the school that is always repressed by the rest of the school.

Such situation occurred in some schools. Therefore, it is also reflected in some works of literature. It becomes possible since literature can be considered as the mirror of reality in the society according to the mimetic concept. According to

Plato sABCtic s, the work of art is constructed according to prior models in the

nature of things (in Abrams, 1971: 9). Many works of literature talk about

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3. How is the repression toward students revealed?

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This research aims to look and pay more attention to how a school continuously does repression toward its students in the condition where the people are usually not aware of it. Specifically, there are three objectives presented. The first objective is to see the characteristics of the characters in the novel. The second one is to find out how the institution of school with its system represses the students through some ways. The last objective is to prove whether such actions are truly repressions by considering the criteria and impacts of a repression.

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›œ  žŸ  ¡¢  ¢ £ ¡¤ž¥  ž¢ ¡¢£ ¡¢   ¦§¢ ¢ ¡§  ¨ žŸ¤ž£¡¢ ©¡¢quently used. In order to understand them as close as possible to the meaning, the definition of those terms are presented here. These descriptions also aim to give restriction to the terms various meaning so that the discussion is able to run well and focused.

1. Repression

In An Introductory Dictionary to Lacanian Psychoanalysis,

repression is defined as:

the process by which certain thoughts or memories are expelled from consciousness and confined to the unconscious. Since repression does not destroy the ideas or memories that are its target, but merely confines them to the unconscious, the repressed material is always liable to return in a distorted form, in symptoms, dreams, slip of the tongue, etc. (the return of the repressed). (Evans, 1996: 168)

2. School

According to theDictionary of Education, school is defined as:

an organized group of pupils pursuing defined studies at defined levels and receiving instruction from one or more teachers, frequently with the addition of other employees and officers, and a staff of maintenance workers; usually housed in

a single building or group of buildings. (Dictionary of

Education Third Edition, 1973: 512)

3. School system

School system is defined as:

The aggregate of educational institutions organized under the constitution and laws of the state, administered under the

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à ØmÎs àoyá Î stØrtÎÍtÒÎ prÑ âÎát ÑÖ A ãäå æå çèt ä é têë Artèst ç ìçí äîïð ñçï Óy wrÛtÛ Ìò Øn Î Ï ÏØy tÛtlÎÍ A ãäå æå çèt ä é têë Artèst Ý FÑó à Ñyá ÎÙ ÜÒÛÏ Û óÑ ÌÛ á Ø ×ÜÑÓÛ Ñ òóØÐÒÛ áØÔ Î Ï Ï Øy wØ Ï Ø Ì Î ØóÔy ØÜ ÜÎ ÕÐ Ü ÜÑ ÏyÌÜÒÎ ÏÛzÎ ÒÛ Ï ÛÍÎØ Ï ØÓÑ ×Ü ØÎ ÏÜÒÎ ÜÛ áÏÙËó ÎÔ Ø ÌÍÙó ÎÔÛòÛÑ ÌÙØ ÌÍ ÜÒÎ óÑÔÎ Ñ Ö ÜÒÎ Ø óÜÛÏ Ü (Bulson, 2006: 48). Out of the essay, Joyce wrote the early version of the story under the title Stëôêëï Hero. This attempt was continued in completing the script of the novel. It is then well-known as the autobiographical novel since it has a similar story as Joyce s personal life. Eric Bulson also states, IfDubliners, as Joyce once said, represents his last look at Dublin ,Portraitis a picture of [his] spiritual self (2006: 47).

The main character in James Joyce s A Portrait of the Artist as a Young Man is a boy named Stephen Dedalus. The story tells about the journey of Stephen s education in various schools. Generally, Stephen is a quiet boy along his school time. He mostly stores all of his confusion in his own mind.

From the beginning, Stephen, like most young people, is caught in a maze, just as his namesake Daedalus was. The schools are a maze of corridors; Dublin is a maze of streets. The mind itself is a convoluted maze filled with dead ends and circular reasoning. Life poses riddles

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ÿ ú úøs ÿ tþ ø prs ÿ ú ÷s ÷ ø÷us ÷ ú þ s ÿ ú (Braurer, 1985: 35).

Stephen is certainly influenced by the environment around him that he has such a complicated mind. Stephen is sceptical to questions of life. According to the study above, there are some other common things in his life which represents that the way he has to go through in order to find the answers to the questions of life is complicated.

Since along this book Stephen is conducting school life, he has his personal view on how school exists to him.

Stephen then looks towards the priests at his school, but they are the same priests that beat him for not being able to do his homework because his glasses were broken. In Stephen's mind, anyone who would lay out such unjust punishment could not be the worldly interpreters of any higher being that was really true and good. Stephen still honours the priests, but cares nothing for what they preach (http://www.literature-study-online.com/essays/joyce.html.2002). The view that teachers are always right and therefore students must obey them is criticized. Stephen considered his teachers as unjust persons according to his own experience.

This research discusses a different point from those previous studies. It pays more attention to the schools where Stephen studied. In its daily activities, school does some actions of repression toward the students. It is a problematic phenomenon but, it is considered as something common since it occurs frequently

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1. Theory of Character and Characterization

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trtur%r trs r t w r $ t wor) ttr"$& wt # rt #or% & tu% #ot qualities. A Glossary of Literary Termsstated that

The grounds in the characters' temperament, desires, and moral nature for their speech and actions are called their motivation . Whether a character remains stable or changes, the reader of a traditional and realistic work expects "consistency" the character should not suddenly break off and act in a way not plausibly grounded in his or her temperament as we have already come to know it. (Abrams, 1993: 23)

Abrams highlighted not only on the traits that characters have, but also the existence of motivation beyond characters actions. This motivation is not always mentioned, therefore an analysis on characters should do more than reading the written things.

The method of attributing characteristics on the characters is called characterization. According to Abrams, there are two ways of characterization: showing and telling (1993: 23). In showing method, it is the character which by

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,-./her/itself shows the characteristics through talking and acting. Meanwhile, for telling method, it is the author who is in charge to intervene in order to describe the characters.

Other theory states that The simplest form of characterization is naming (Wellek and Warren,1963: 219). The other mode out of that simplest one is by a paragraph describing the physical appearance in detail. Another one is by analyzing the moral and psychological nature.

M. J. Murphy even presented more complete ways of characterization (1972: 161-173). The characteristics of a character might be identified through the personal description written by the author, the opinions of other characters, the character s speech, the character s life background, the conversation of other characters, the reaction toward certain situations, the author s direct comment, the character s thought and habits.

2. Theory of Psychoanalysis

The basis of thought in psychoanalytic theory is that what drives human being is not the consciousness, but the unconsciousness. This idea is the revolutionary thing which made psychoanalytic a separated discipline from psychology in the late 19th _{century. The concept of unconsciousness was firstly} introduced by a psychologist (who later became psychoanalyst) named Sigmund Freud. The existence of unconsciousness is impossibly caught in hand , but it is proved by several signs.

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>5r<A 2:;4ty :29 ?3:r: ?t5r (Elliot, 2002: 9). Freud revolted this view by defining self or ego as a dimension of subjectivity which is internally fashioned through interpersonal relationships and intense emotional experiences, particularly experience in early infancy and childhood (Elliot, 2002: 10). Freud s breaking-through thought split the centre of the self between consciousness of the self and the unconscious.

The very famous concept in psychoanalytic proposed by Freud is the division of what structures human. He introduced the terms ego, superego, and id. It is called the tripartite model (Bressler, 1998: 150). Ego is the rational, logical, waking part of the mind. It is usually recognized by the visible entity which is the human. Superego is thing which shapes, controls, and even restricts the ego. In real life, superego is represented by the existence of grand narration or discourses where humans live. Id is the more abstract entity which runs the function of being what exactly human wants. Unconsciousness is the main distinctive point that psychoanalysis officially deals with.

3. Theory of Subject by Lacan

The next important thinker of psychoanalysis was Jacques Lacan. He claimed that all individuals are fragmented; no one is whole (Bressler, 1998: 156).

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Imaginary phase is when human exists as unified entity with his/her mother. Within this phase, human will recognize that he/she and the mother are two different individuals. Later in the symbolic order, father dominates the process. Father is the person who teaches languages (Bressler, 1998: 157). He is also the one who separates baby from baby s mother.

The third phase is the symbolic order. In this step, human learns how to use language to symbolize what human had in the real order. According to Lacan, existence is the product of language since language brings things into existence (Fink, 1956: 25). The symbolic creates reality. Reality is not the same as the real

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In those phases, there are some parties who are included. They are mother and father. In this point, Lacan presented a different definition and understanding of terms mother and father . According to Freud s thought, mother and father are defined as biological parents that a person has. Differently, Lacan erased the sense of biological in his own definition of those terms. To Lacan, what to emphasize more is the function of mother and father . Therefore, they might be anything.

As mentioned briefly earlier, mother is the first individual from whom a baby separated a self. Based on this statement, term mother might be understood as the person who gave a birth to the baby. However, in some cases Lacan also called a babysitter as a mother. Essentially, mother is the person who intensively takes care of the baby. The mother manifests herself in the real as the primary caretaker of the infant (Evans, 1996: 121).

Lacan s father appears in more various forms. Playing a role as a father in Lacan s thought means separating the baby from the mother and teaching languages. Teaching languages in this context means showing how a reality speaks and then teaching the way to respond it. Thus, Evans also mentioned that a father makes possible an entry into social existence (1996: 62). While the term mother is commonly used in many contexts without being different in meaning, Lacan s concept about father includes three terms: the real father, the imaginary

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yzt{|r} z~ t{| sy€ ‚ƒ„… yzt{|r† ‡~ An Introductory Dictionary to Lacanian Psychoanalysis} t{| r| z ƒ yzt{|r „s t{| €z ~ { ‚w „s said to be ˆ ‰Š|…ts „‚ƒ‚‹„…z ƒ yzt{|r (Evans, 1996: 63). The imaginary father could be defined as the ideal figure of father that a subject has. This figure is commonly omnipotent and an all-powerful protector (1996: 63). The symbolic father is not a real being but a position, a function, and hence is synonymous with the term paternal function (1996: 63). This paternal function is what has been explained before about father s role. In other term, the symbolic father is also called the name of the father .

In relation to mother, father is the one who runs the function of giving other versions of reality to be seen by the subject out of subject s own mother s version of reality. Therefore, father usually does an action of repression in order to make the subject able to comprehend the reality. Father needs to teach the subject to repress subject s desire which usually is related to a bond to the mother by setting a condition for a subject to do something before gaining pleasure from it. A common example of it is the requirement to get parents appreciation by leading education as high as possible.

b. The other and the Other

Both terms other and Other generally refer to the concept of subject alteration. In Freud s thought, term other is used to express the other person and the otherness . Lacan developed the concept and distinguish the little other with non-capitalized initial letter o and the big Other with capitalized initial

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The little other is the other who is not really other, but a reflection and projection of the EGO (Evans, 1996: 135). The little other is also known as objet petit a which represents the cause and at the same time the object of desire which human seeks in the other. Evans also explained it as something which is imagined as something separable from the body. Thus, the little other is only

imagined as something separable while truly it is not.

The big Other designates radical alterity, an other-ness which transcends the illusory otherness of the imaginary because it cannot be assimilated through identification (Evans, 1996: 136). The big Other seems to be a more concrete alteration. It represents the other subject. In the process that each human leads, mother is the first person who occupies the position of Other for the infant.

4. Theory of Desire and Symptom a. Desire

Lacan distinguished the concept of desire from the terms need and demand . He provided the distinctive point from which people may differentiate each of them. Need is purely a biological instinct, an appetite which emerges according to the requirements of organism and which abates completely (even if only temporarily) when satisfied (Evans, 1996: 37). The simple example of it is the need to eat in order to fulfill body requirement to survive.

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objet petit a . It is not the material object which desire tends, but it is the cause of desire. The reason of being so is explained by Evans like this, Desire is not a relation to an object, but a relation to a LACK (1996: 38). This is one of the points that Lacan believed as the incompleteness of self, no one is whole. Human always lacks of something.

b. Symptom

Symptom is a term which is commonly used in medical field. Since psychoanalysis was first a clinical study, it adopts a similar concept of symptom from medical perception.

The concept of symptom is thus predicated on a basic distinction between surface and depth, between phenomena (objects which can be directly

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ÅxÆ ÅrÇ ÅÈÉ ÅÊ) and the hidden causes of those phenomena which cannot be experienced but must be inferred (Evans, 1996: 205).

The distinctive point between symptom in medical field with the one which is in psychoanalysis is the ability of the symptom to lead the analysis to a valid hidden phenomena occurred in a person. In medical world, certain symptom leads the analyst to arrive to a diagnosis about what a person tends to suffer from. In psychoanalysis, something is considered as a symptom in one condition: it is repeated for many times. According to many cases that have been analyzed, symptom is always something which is contrasted to the desire it represents. In literal association, a description of a symptom usually does not have any relation with the repressed desire. Symptom could not be the only sign to determine the condition of a person. It still needs more complex method of collecting information from various aspects of the person s life to eventually be able to come to the nearest conclusion.

Another difference between medical symptom and psychoanalytic symptom is the aim of figuring it out. Medic does an effort to relate a symptom to an illness that the patient has in order to cure the illness. In psychoanalysis, figuring out a symptom does not aim to remove it. It is considered as something which is not necessary since when a symptom disappears, another one will replace it (Evans, 1996: 205). Thus, along the life, human always suffers from symptoms. According to Freud s theory of repression, symptom is one of the forms by which the repressed can return.

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5. Theory of Repression

ÍÎÏrÐÑÒÓs ÔÕÎ ÔÐpt ÕÖ t×ÐÒØ ÙØ ÚØÕÎ ÕÖ psyÔ×Ð (ego, superego, and id), these three entities work in a process of repression. Peter Barry in Beginning Theory defined repression as the forgetting or ignoring of unresolved conflicts, unadmitted desires, or traumatic past events, so that they are forced out of conscious awareness and into the realm of the unconscious (Barry, 2009: 92-93). (repression) Id is always considered as something which is too vulgar or not appropriate to be expressed directly. Therefore, it must be repressed so that it would not come out in another inappropriate form. This function is run by superego. As the result of the repression, there comes the ego as the most proper form of the expression of id.

When something in human mind is repressed, it does not totally disappear. it remains alive in the unconscious, like radioactive matter buried beneath the ocean, and constantly seeks a way back into the conscious mind, always succeeding eventually (Barry, 2009: 96). Freud once stated, There is always a return of the repressed. According to Freud s statement, each person will give the way back to his repressed fear and wish. Freud explained that those repressed things might come back in the form of symptoms, dreams, or slips of tongue.

Basically, Lacan agreed with Freud s thought about repression. He did not state a radical differentiation from it. However, since Lacan presented a different theory of subject, there are some things that are needed to be paid attention to. In Lacan s concept of repression, what to repress is the desire of a subject. A similar

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ï ÞáåuÞåÝ (Barry, 2009: 106). In Lacanian analysis, the symptoms are identified from the speech that a subject speaks. Every single word and even letter is showing the structure of subject s unconsciousness. By paying attention to subject s speech as a symptom in symbolic phase, the desire that a subject has repressed can be associated with.

that psychoanalytic theory inserts itself, seeking to uncover repressed or overdetermined aspects of self-organization (Elliot, 2002: 10). Psychoanalysis runs its function by paying attention to the forms of the returning repressed and relating them to the other aspects of the person analyzed to eventually make an interpretation of what exactly exists in that person s unconsciousness. This

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6. The Relations between Literature and Psychoanalysis

In the history of psychoanalytic criticism, the very first time it was introduced as psychobiography. This method tries to relate the biographical data of the author to the latent content of his/her work. In 1950s, the method turned to the character analysis, studying the various aspects of characters minds (Bressler, 1998: 161). Psychoanalytical literary criticism was then divided into four kinds depending on the object of attention. It can attend to the author of the work; to the work scontents; to its formal construction; or to thereader (Eagleton, 1996: 155). This study used the work s content as the object.

In relation to literature, Freud believed that a work of literature is the external expression of the author s unconscious mind. The author (it is also usually known as the artist), like most of human beings, is neurotic. The neurotic then is oppressed by unusually powerful instinctual needs which lead him to turn away from reality to fantasy (Eagleton, 1996: 156). Work of literature is the outward manifestation of the author s repressed wish. Therefore, it might be considered as the dream or fantasy of the author (Bressler, 1998: 159). Psychoanalytic critic believes that somewhere beyond various levels of the story, there lies the real meaning or interpretation of it, hidden and censored.

or to t pt jouissance (it is translated in English as pleasure), it can be said that literature and psychoanalysis have a simple connection in between. Since instinctively human always avoids pain and seeks pleasure, every little action that human does is expected to lead human into pleasure. Reading literature is also included in such action. Therefore, the reason why people read works of literature is because they find them pleasurable (Eagleton, 1996: 166).

To understand why works of literature are considered to be pleasurable, it should be related to the previous explanation about the statement that it is the manifestation of repressed things. Eagleton described the reason as that it transforms our deepest anxieties and desires into socially acceptable meanings.

. Theoretical Framework

There are three theories which are used in this research. The first one is the theory of character and characterization. This theory is the means to analyze the work through intrinsic elements, character. It is used to figure out the characteristics of some significant characters in the story, such as Stephen and other characters included in his school life.

The second one is psychoanalytic theory. Through the characteristics and characterization of the characters, this research analyzes how such action and thought were conducted by the characters in the story. Psychoanalytic criticism enters beyond the superficial conscious realm of the events. It seeks the

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-&" t& !r# " !s t&" t&"ory o% +." t pr"s" /"# +y 0$ $, -&" %!rst + -point in the explanation of this theory is functioned to recognize the process that the characters in the story as a subject (in Lacan s term) lead. Afterwards, the theory of Other is used to identify the parts of school system which make limitation and repression.

The theory of desire and symptom is closely related to the theory of repression. These theories are the means to analyze whether the examples of cases taken in the analysis are truly a repression or not. In each case, the characters involved show some symptoms. These symptoms are figured out. Besides the symptoms, the desire of the characters is also identified. A repression is recognized when there is a limitation and pressure given to the desire. Then, it is proven by the existence of the forms of the return of the repressed where symptom is one of them.

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Since this research discusses the repression toward students at school, the characters included in the dynamic of the story are those who deal with the school activities. It is classified into two significant groups: student and teacher. In this part, each group is represented by several important characters belonging to the group. ¢™ St›pŸ ›n š ›£  ¤us

Stephen Dedalus is the main character of the novel. In the early part of the story, he is described as a boy who starts his elementary school period. Afterwards,

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Èlong his time of study in formal education institutionsÀ Stephen grows· ThereforeÀ the description about his characteristics is divided into two parts·The first one represents StephenÉs characteristics during school time and the second part shows the change after he graduates and continues to the university·

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Using the theories of Ù· ¿· Ù³¾phy and Ù · Ú · ÈbramsÀ there are some characteristics of Stephen Ûedalus that can be revealed·

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Stephen Ûedalus does a great job in his school period·Since he has very few distractions from aroundÀ he can concern more with his study·

Stephen felt his own face red tooÀthinking of all the bets about who would get first place in elementsÀ¿©ck Ýawton or he·Some weeks ¿ack Ýawton got the card for first and some weeks he got the card for firstÞ¿oyceÀÅßßàáâã·

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òn the storyóStephen cannot finish his study atôlongowes due to the financial problem of the familyð õis father then sends him to a cheaper school called ñelvedereðöt this schooló÷tephen keeps up his good reputation as a clever studentð

Stephenó though in deference to his reputation for essay writing he had been elected secretary to the gymnasiumóhad had no part in the first section of the programme but in the play which formed the second section he had the chief partóøhat of a farcial pedagogue ùúûûüý þþÿð

Stephen seems to have a good ability of writing that his essays are known well by the schoolð ñesidesó he is often chosen to take an important position in student activitiesð

Since basically Stephen is cleveróthis characteristic does not gradually change when he enters the universityðõe remains a clever boyðThe explanation about this is presented in the part talking about his characteristics in universityð

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Stephen edalus is a bit shyðõe has only few friends atôlongowesðTo these few friendsó÷tephen rarely talksðõe mostly thinks and seldom lets it outð

Stephen looked at the faces of the fellows but they were all looking across the playgroundð õe wanted to ask somebody about itð hat did that mean about smugging in the square? Why did the five fellows out of the higher line run away for that? It was a joke, he thought (1992: 31).

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ury to rprs5to engage in homosexual practices (Green, 2003: 1099).

Stephen does not understand what his friends have been talking about. Instead of asking, he only wonders in his mind. Eventually, Stephen does not say what he thinks about that story to any of his friend. Stephen keeps it for himself.

Another situation also shows that Stephen is quiet. Once he has been punished by the teacher named Father Dolan for no mistake. When Father Dolan comes to him, he asks Stephen what his name is. Stephen answers, Dedalus, Sir. After a very little conversation, Father Dolan asks his name again. Stephen answers for the second times. After the class, Stephen thinks about it again.

Why could he not remember the name when he was told the first time? Was he not listening the first time or was it to make fun out of the name? The great men in the history had names like that and nobody made fun of them. It was his own name that he should have made fun of if he wanted to make fun. Dolan: it was like the name of a woman who washed clothes (Joyce, 1992: 41).

Stephen gets emotional after he realizes that he is punished for nothing. He is angry at Father Dolan but he cannot express it since he must obey the teacher. He finally has his own judgement about Father Dolan. However, Stephen never says it verbally even with his close friend as a mock to a teacher just like what other students usually do.

67

89:n though Stephen;s characteristic of quietness changes when he enters university<it still leaves tracks=Some of his friends in university view him as a man who talks too little=> ?@edalus<you;re an antisocial being<wrapped up in yourself (1992: 136). It seemed like Stephen does not talk a lot then as the result he has very few friends. Therefore, his friend calls him antisocial being . His experiences of only thinking and not talking something out may be the clue to the meaning of wrapped up in yourself .

ABCBDrEtE FAG

Stephen is curious to new things. He questions many things around him. Since Stephen is rather quiet, he mostly just thinks and keeps his questions in mind. One example showing his critical characteristic is Stephen s writing on his Geography book.

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HIJHn K HLMNus OlMPPQRS NHmHnts

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Then he read the flyleaf from the bottom to the top till he came to his own name. That was he: and he read down the page again. What was after the universe? Nothing. But was there anything round the universe to show where it stopped before the nothing place began? It could not be a wall; but there

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Stephen tries to discover what comes after the universeozt first he just wants to write the identity of the owner of the booko {e continues a little bit longer and finds a question about the existence of the thing after the universeoStephen questions something which is rarely thought by common people in common situationo

pn other time| Stephen questions the punishment that is given to the students while they are in classo }hen Stephen and his friend| ~leming|are punished by the prefect of the studies s~ather olany|a teacher named ~ather zrnall is teaching in that classo {e does not do anything to stop ~ather olan from punishing his studentso €mhn that he knows that Stephen has no mistake|he lets ~ather olan punishes himo

Stephen is confused by the system of the school where he studiesoz teacher may do physical punishment to the students without anyone advocates the victimso The authority of ~ather olan as the prefect of studies is the reason why ~ather zrnall acts that wayo

Stephens habit to question things around him occurs many times and continues along his lifeoTherefore|he may be classified as a critical boyo

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Stephen is born in a ˆatholic preland familyo The tradition of ˆatholicism is very strong in his familyo This is also the reason why his parents enroll him at ˆlongowes School which is managed byˆatholic priestso

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