The moral power of Jim: A mencian reading of huckleberry Finn
Asian Philosophy 19 (2):101 – 118 (2009)
| Abstract | This paper examines the Adventures of Huckleberry Finn in the light of the early Confucian thinker Mencius, arguing in essence that Mencian theories of moral development and self-cultivation can help us to recover the moral significance of Twain's novel. Although 'ethical criticisms' of Huckleberry Finn share a long history, I argue that most interpretations have failed to appreciate the moral significance of Jim, either by focusing on the moral arc of Huck in isolation or by casting Jim in one-dimensional terms simply as a symbol or example of human dignity. By invoking the Mencian ideas of 'moral power' ( de ), human goodness, and the virtues of sympathy and humaneness, this study attempts to bring into relief the many ways that Jim, particularly in his role as an exemplar, functions as an active force in the moral life of Huck. It is hoped that this revised Mencian reading of Huckleberry Finn can restore the moral center of the novel and contribute to the growing discussion on the virtues in moral education | |||||||||
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David Morrow (2009). Moral Psychology and the Mencian Creature. Philosophical Psychology 22 (3):281-304.
Chad Kleist (2009). Huck Finn the Inverse Akratic: Empathy and Justice. Ethical Theory and Moral Practice 12 (3):257 - 266.
Alan Goldman (2010). Huckleberry Finn and Moral Motivation. Philosophy and Literature 34 (1):pp. 1-16.
Russell Hanford & John R. Snarey (2001). Parenting Huckleberry Finn. Journal of Moral Education 30 (3):293-297.
Craig Taylor (2001). Moral Incapacity and Huckleberry Finn. Ratio 14 (1):56–67.
Donovan Miyasaki (2007). Against the Moral Appraisal of Art: Wayne Booth and the Case of Huck Finn. Philosophy and Literature 31 (1):125-32.
Anders Schinkel (2011). Huck Finn, Moral Language and Moral Education. Journal of Philosophy of Education 45 (3):511-525.
Bernard G. Prusak (2011). When Words Fail Us: Reexamining the Conscience of Huckleberry Finn. Journal of Aesthetic Education 45 (4):1-22.
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