Trauma seems to me being an essential topic to discuss in school as everybody sooner or later has to deal with loss or already dealt with it in the past. As every student can identify with this potential challenge, it is important for them to get to know different ways of dealing with trauma. Foer’s story even reveals that coping with trauma is able to bring people from different races and ages together. Even if people’s trauma is caused by different events there will be a connection between these people. Moreover, it would be possible to teach this topic interdisciplinary and interdisciplinary in ethics or religious education classes.
As everyone could be affected by trauma I determined this topic for my planned lesson. The reason for choosing the subtopics namely ‘inventing’ and ‘heavy boots’ referring to Oskar; Grandfather Schell’s ‘aphasia’ and ‘the doorknobs’ and finally, ‘supressing’ and ‘the feeling of being needed’ with regard to Grandmother Schell reveal concreteness for the main topic. I decided to teach the topic by group work to facilitate the exchange of experiences without the danger to be exposed in front of the class. I thought this is the best way, as the students can talk about how they perceived the character and his or her ability to deal with the trauma they have gone through. The team work is followed by a presentation and discussion of this work to ensure all students have reached the same level of knowledge. Moreover, it is important have the ability to emphasise with this character and change their perspectives or contribute their own experiences with loss to explain the others why somebody could show such behaviour.
I will analyse the topic by a characterisation following by a psychoanalytic approach. For one it is important to get to know why people are behaving differently after experiencing loss and second, it is illuminating for the students to become aware that trauma can be responsible for the person concerned being left with an altered personality. The lesson I have planned relates to both, characterisation and psychoanalytic approaches. After the lesson the students should have general knowledge about trauma and its effects. Furthermore, it should be clear that trauma can only be overcome by going through two phases, which build up upon each other.
Table of Contents
- 1 Introduction
- 2 A Brief Introduction to Trauma Theories
- 3 Analysis of Main Characters
- 3.1 Oskar Schell
- 3.2 Grandfather Schell
- 3.3 Grandmother Schell
- 4 Didactic Analysis
- 4.1 Range of Competences/ Main Objective
- 4.2 Didactical Reduction
- 4.3 Issues, Challenges and Alternatives
Objectives and Key Themes
The main objective of this paper is to analyze how the characters in Jonathan Safran Foer's Extremely Loud and Incredibly Close cope with trauma stemming from the Dresden bombing and the 9/11 terrorist attacks. The analysis uses a psychoanalytic approach to understand character behaviors and explores the didactic potential of the novel for teaching about trauma and its effects. The paper also examines different trauma theories, focusing on the work of Freud, Caruth, and LaCapra.
- Coping mechanisms for trauma
- The impact of historical events (9/11, Dresden bombing) on individuals and families
- Different theoretical perspectives on trauma
- Didactic application of literary texts for teaching about trauma
- Intergenerational trauma
Chapter Summaries
1 Introduction: This introductory chapter sets the stage for the analysis of trauma in Jonathan Safran Foer's Extremely Loud and Incredibly Close. It introduces the central character, Oskar Schell, a nine-year-old boy grappling with the loss of his father in the 9/11 attacks and his search for meaning through a mysterious key. The chapter highlights the novel's exploration of various themes, including the impact of historical trauma (9/11, Hiroshima, Dresden bombing), the diversity of New York City, growing up, autism, love, and war. It establishes the paper's focus on examining how Oskar, his grandfather, and his grandmother cope with trauma and the potential for using the novel in a classroom setting to teach students about different ways of dealing with loss and grief. The author's rationale for choosing this specific topic and subtopics is explained, emphasizing the relevance of trauma to students' lives and its potential for interdisciplinary teaching.
2 A Brief Introduction to Trauma Theories: This chapter provides a concise overview of various trauma theories, beginning with Sigmund Freud's psychoanalytic perspective on traumatic neurosis. It then delves into the work of Cathy Caruth, highlighting her definition of trauma as an overwhelming event not fully grasped at the time but returning later through flashbacks and other repetitive phenomena. Caruth's concept of delayed consciousness-raising and the repetition of traumatic experiences is discussed. The chapter also introduces Dominick LaCapra's distinction between the "acting out" and "working through" stages of coping with trauma, based on Freud's melancholia and mourning phases, and emphasizes the importance of both phases for successful recovery. Finally, it briefly mentions the contributions of other theorists, such as Pierre Janet, integrating their insights into a comprehensive understanding of trauma's psychological effects.
Frequently Asked Questions: Extremely Loud and Incredibly Close Trauma Analysis
What is the main objective of this paper?
The paper analyzes how characters in Jonathan Safran Foer's Extremely Loud and Incredibly Close cope with trauma stemming from the Dresden bombing and the 9/11 terrorist attacks. It uses a psychoanalytic approach and explores the novel's didactic potential for teaching about trauma.
What are the key themes explored in the paper?
Key themes include coping mechanisms for trauma, the impact of historical events (9/11, Dresden bombing), different theoretical perspectives on trauma, the didactic application of literary texts for teaching about trauma, and intergenerational trauma.
Which trauma theories are discussed?
The paper examines the work of Freud, Caruth, and LaCapra, focusing on psychoanalytic perspectives, the concept of delayed consciousness-raising, the distinction between "acting out" and "working through" trauma, and the importance of both phases for recovery.
How are the main characters analyzed?
The analysis focuses on Oskar Schell, his grandfather, and his grandmother, exploring their individual coping mechanisms with trauma related to the 9/11 attacks and the Dresden bombing. A psychoanalytic approach is used to understand their behaviors.
What is the didactic analysis of the novel?
The didactic analysis examines the novel's potential for teaching about trauma and its effects. It considers the range of competencies addressed, the process of didactical reduction, and the challenges and alternatives involved in using the novel for educational purposes.
What does the introduction chapter cover?
The introduction sets the stage, introducing Oskar Schell and his search for meaning. It highlights the novel's exploration of various themes (historical trauma, diversity, growing up, autism, love, war) and establishes the paper's focus on character coping mechanisms and the novel's classroom applications. The author's rationale for the chosen topic is also explained.
What is covered in the chapter on trauma theories?
This chapter provides a concise overview of various trauma theories, focusing on Freud's psychoanalytic perspective, Caruth's concept of delayed consciousness-raising and the repetition of traumatic experiences, and LaCapra's distinction between "acting out" and "working through" trauma. Contributions from other theorists like Pierre Janet are also briefly mentioned.
- Citar trabajo
- Michelle Klein (Autor), 2015, Trauma in Jonathan Safran Foer’s "Extremely Loud and Incredibly Close", Múnich, GRIN Verlag, https://www.grin.com/document/337802
