REBELLION AGAINST EDUCATIONAL INSTITUTION IN J. D SALINGER’S NOVEL THE CATCHER IN THE RYE
A THESIS
BY :
DARATHIA BR BRAHMANA REG. NO. 110705024
DEPARTMENT OF ENGLISH
ACKNOWLEDGEMENTS
First of all, my praise and gratitude are directed to my creator Jesus Christ
who gives me strength and love everyday. I thank Him who always gives me health
and capability during the process of writing this thesis as my last assignment to finish
my study at the Faculty of Cultural Studies University of Sumatera Utara.
I would like to express my sincere gratitude to my first supervisor, Drs.
Parlindungan Purba, M.Hum and my second supervisor Drs. Mahmud A. Albar,
M.Hum for their supporting advices, constructive comments and encouragement
during the period of supervising and finishing this thesis. I also thank to the Dean of
Faculty of Cultural Studies, Dr. H. Syahron Lubis, M.A, the Chairman of English
Departement, Dr. Muhizar Muchtar, M.S, and the secretary of English Departement,
Rahmadsyah Rangkuti, M.A, Ph.D, and all the lecturers for all the valuable
knowledge, guidance and facilities that they have given to finish my study in the
Faculty of Cultural Studies University of Sumatera Utara.
My deepest gratitude is given to my beloved parents who always support me
and pray for my success. I contribute this thesis for both of you who make me proud
to be your daughter. All paths that are open for me in every aspect of my life are
made by your endless praying and hope. Thank you for both of your support and
love. Thank you for always giving me courage to keep on fighting until the end of
my journey in finishing my thesis. Thank to both my brother Abraham and Samuel
for being the most handsome and funny brothers that I ever had. Both of you are my
My special thanks are also due to my bestfriends Debora N. Ginting, Elsa
Gloria, Ernawati Damanik, Tantri Weri Sinaga, Sulastri Situmorang, Sonya
Priscillia, and Yupi Hanna Satrini. Thank you for being the best friend-sister alike
that always crazy and lovely at the same time. Thank you for your sincere favor that
you give every time I needed it. Thank you for your honest critique that can make me
learn to be a better person. Thank you for never stopping my craziness and letting me
becoming myself during our time together. And thank you for giving me the
experience of having a lot of noisy sister which I will never earn from my biological
parents.
Finally, i realizes that this paper is still far for being perfect. But, i hope this
thesis will be a valuable contribution to the readers. I warmly welcome and highly
appreciate the advices, constructive criticism and suggestion to develop this thesis.
Medan, 13rd June 2015
ABSTRAK
Skripsi ini berjudul Pemberontakan Terhadap Institusi Pendidikan dalam Novel The Catcher in The Rye karya J.D Salinger. Skripsi ini meganalisis pemberontakan terhadap sekolah dengan cara menguraikan jenis-jenis pemberontakan yang dilakukan oleh karakter utama dan alasan-alasan yang mendorong karakter utama untuk melakukan tindakan tersebut. Sekolah dari sudut pandang karakter utama tidak lagi berfungsi sebagai sarana pendidikan bagi anak atau remaja. Sekolah lebih menjadi sarana bagi para siswa untuk menunjukkan kehebatan mereka. Hal ini menyebabkan munculnya permasalahan di dalam sekolah tersebut dimana banyak terjadi pengkasifikasian yang menempatkan setiap siswa berdasarkan kehebatan dan keunggulan mereka. Guru tidak lagi berperan sebagai tenaga pengajar dan membimbing siswanya untuk menjadi manusia yang bermoral. Mereka bersifat pilih kasih dan memperlakukan siswanya secara tidak adil. Hal tersebut mengakibatkan rusaknya moral para siswa dan mendorong karakter utama untuk memberontak terhadap institusi pendidikan.
ABSTRACT
This thesis entitled Rebellion Against Educational Institution in J.D. Salinger’s The Catcher in The Rye. This thesis analyzes rebellion against school as an educational institution from the kinds of rebellion which is done by main character and the reason that affects him to do rebellion. School from the main character’s view does not work as a medium to educate students. School has turned the students to be hypocrite through the elitism standard that it implements upon student. Classification among students is general. Teacher does no longer work as medium to educate students. They treat students unfairly and fail to be a good role model upon the students. This situation breaks the students’ morality and triggers the main character to rebel against educational institution.
TABLE OF CONTENT
ACKNOWLEDGEMENTS ... i
ABSTRAK ... iii
ABSTRACT ... iv
TABLE OF CONTENT ... v
Chapter I INTRODUCTION ... 1
1.1 Background of The Study ... 1
1.2 Problems of The Study ... 3
1.3 Objective of The Study ... 3
1.4 Scope of The Study ... 4
1.5 Significance of The Study ... 4
1.6 Method of The Study ... 4
1.6.1 Data and Data Source ... 4
1.6.2 Technique of Collecting Data ... 5
1.7 Review of The Related Literature ... 6
Chapter II REVIEW OF RELATED LITERATURE ... 7
2.1 General Concept of Novel as Literature... 7
2.1.1 Intrinsic Elements of The Novel ... 8
2.1.2 Extrinsic Elements of The Novel ... 14
2.2 Marx Criticism ... 14
Chapter III METHOD OF RESEARCH ... 21
3.1 Data and Data Source ... 21
3.2 Technique of Collecting Data ... 22
Chapter IV REBELLION AGAINST EDUCATIONAL INSTITUTION IN J.D. SALINGER’S NOVEL THE CATCHER IN THE RYE
... 24
4.1 Holden’s Rebellion Against School ... 24
4.2 Holden’s Dissatisfaction Toward School ... 31
4.3 The Failure of School ... 43
Chapter V CONCLUSION AND SUGGESTION ... 53
5.1 Conclusion ... 53
5.2 Suggestion ... 55
ABSTRAK
Skripsi ini berjudul Pemberontakan Terhadap Institusi Pendidikan dalam Novel The Catcher in The Rye karya J.D Salinger. Skripsi ini meganalisis pemberontakan terhadap sekolah dengan cara menguraikan jenis-jenis pemberontakan yang dilakukan oleh karakter utama dan alasan-alasan yang mendorong karakter utama untuk melakukan tindakan tersebut. Sekolah dari sudut pandang karakter utama tidak lagi berfungsi sebagai sarana pendidikan bagi anak atau remaja. Sekolah lebih menjadi sarana bagi para siswa untuk menunjukkan kehebatan mereka. Hal ini menyebabkan munculnya permasalahan di dalam sekolah tersebut dimana banyak terjadi pengkasifikasian yang menempatkan setiap siswa berdasarkan kehebatan dan keunggulan mereka. Guru tidak lagi berperan sebagai tenaga pengajar dan membimbing siswanya untuk menjadi manusia yang bermoral. Mereka bersifat pilih kasih dan memperlakukan siswanya secara tidak adil. Hal tersebut mengakibatkan rusaknya moral para siswa dan mendorong karakter utama untuk memberontak terhadap institusi pendidikan.
ABSTRACT
This thesis entitled Rebellion Against Educational Institution in J.D. Salinger’s The Catcher in The Rye. This thesis analyzes rebellion against school as an educational institution from the kinds of rebellion which is done by main character and the reason that affects him to do rebellion. School from the main character’s view does not work as a medium to educate students. School has turned the students to be hypocrite through the elitism standard that it implements upon student. Classification among students is general. Teacher does no longer work as medium to educate students. They treat students unfairly and fail to be a good role model upon the students. This situation breaks the students’ morality and triggers the main character to rebel against educational institution.
CHAPTER I
INTRODUCTION
1.1 Background of the Study
In general, literature is supposed to be a kind of imaginative writing with less
importance. It is regarded so because everything in literature has finished being read
within a few minutes or some hours. Activity of reading literature is time consuming
that makes the work of literature paid less attention than other kind of writing.
Literary writing tends to be subjective which is far from being objective such as
scientific writing.
Literature offers understanding in terms of knowledge if it is not accepted as
science. The difference between science and art is not that they deal with different
objects, but that they deal with the same objects in different way. In particular,
literature is a portrait of life. As work that portrays humans’ life, literature deals with
many aspects of life. Some major aspects that are covered by literature consist of
social, economy, religion, and education. Education throughout school as the
institution has been portrayed in many literature with various ways. For example, in
the novel entitled Laskar Pelangi by Andrea Hirata, the novel shows the existence of
school that shows human’s struggle for education. Dead Poets Society by Tom Schulman reflects education as the medium for human to find their identity
The Catcher in the Rye in the other hand portrays school from different point of view. If in the previous example the novel portrays school as tools for helping
rebellion from the main character. The novel tells story about a teenager named
Holden Caulfield who rebels against his school. Holden hates the people in his
school. He does not like the artificiality of the people created by the school. Holden
does not attend important occasion in the school and intentionally fails every subject
even when he is able to pass it. Every students in Holden’s school try to show their
greatness in different way, even when it forces them to make a bragging story.
Students try to oppress other student to get respect and courtesy from teacher and
their colleagues. Education is distinct, but to define the smart and the stupid one.
Fairness is exist, but its existence is fair enough to make the strong student bully the
weak. Holden gets oppressed by the condition where his parents want him to be
successful by attending the school. However, the fact that he does not want to be in
the school that implements the elitist standard and create discrimination, construct
personal depression within himself. He questions the role of school and he rebels
against the school’s failure.
Holden sees whether each students in his school are trying to push one
another in many different ways when he attends it. Superiority has been common
tools for each students to show their grandeur. The school transforms into wild
jungle where people who cannot defend their self with courtesy will be preyed and
ignored. In addition, teachers have lost their part as a medium to help students. This
situation causes Holden to rebel because school can’t help the student to solve their
problems.
The analysis of this thesis is centered on the main character’s rebellion in
terms of not believing the role of school as education institution. Holden’s rebellion
school because the teachers fail to educate character model to treat people equally.
School is only a device for people to emphasize their prestige that they have by
attending it. The Education about moral is not important for either the students or
teachers as long as the ambition of being a prestigious member of elitist school can
be fulfilled to get compliance from society. This condition is contrast with the basic
task of school. It also causes Holden as the main character to rebel against his school.
By analyzing Holden’s rebellion in this novel the writer not only hopes to figure
what kind of rebellion done by Holden against the educational institution, but also
able to reveal the reasons that affect him in doing rebellion against his school. This is
the reason as well as the background of this thesis to discuss about rebellion against
educational institution through the main character in J.D. Sallinger’s novel The
Catcher inthe Rye.
1.2 Problem of the Study
In this analysis, some questions have appeared to make deeper
comprehension about the issues. Some problematic questions that emerge according
to this analysis are:
1. How did Holden Caulfield’s rebellion against his school portray in the novel?
2. What caused the main character to rebel against his school?
1.3 Objectives of the Study
In relation of the problem, the objectives of this analysis are:
1. To identify Holden Caulfield’s rebellion against educational institution
(school) portrayed in the novel.
1.4 Scope of the Study
In research, it is important to limit the analysis on specific data that has been
chosen. The data will be collected from the novel “The Catcher in The Rye by J. D
Salinger”. The scope of this thesis is directed on Holden Caulfield’s rebellion toward
school and his dissatisfaction on school institution as an instrument of creating gap or
class stratification in society. The role of school has failed to construct strong
personality among students to live in harmony without any gap.
1.5 Significance of the Study
This thesis is intended to help for better understanding about the novel. By
reading the thesis, the readers are expected to find the reason of why rebellion
produced by the main character emerges. The writer hopes this analysis would be
useful for readers to enlarge their knowledge about Holden Caulfield’s rebellion
from different perspective by considering the background that caused him to do it.
The writer hopes the reader can understand about the bad impact of social gap that is
resulted by school as an educational institution
1.6 Methodology
1.6.1 Data & Data Source
The data of this thesis are taken from the text of the novel. So, the text of the
novel is selected in terms of quotations. The quotations are classified into context of
rebellion against school, which is supposed relevant with the analysis. Because of
The primary data source of this thesis is The Catcher in The Rye novel
written by J.D. Sallinger. Besides the primary source, the internet and other critical
books about literature in particular about novel are treated as the supporting or
secondary data source.
1.6.2 Technique of collecting Data
The first step dealing with the novel is reading it several times in order to
understand not only the story, but also the meaning of the text in terms of word,
phrase, sentence, and clause as chosen in the text. The next step is to select the text
by classifying them through quotations. They are written as proof to strengthen idea
of the analysis. The selection of the text is related to context of rebellion against
school that is done by the main character. In reference to this, the sense of rebellion
against school is limited to what the main character says, what he has done, and what
other characters say about him.
1.6.3 Method
The method, which has been applied in this thesis, is descriptive qualitative
method. The analysis is done by interpreting the text and then describing the
phenomena of rebellion as portrayed in the novel. The analysis has nothing to do
with numbers or statistics as being done in quantitative research method.
1.7 Review of Related Literature
In completing the analysis, the writer used some books and sources to find
the information in order to support the data. They are:
Salinger (1951) is the main object of this thesis. Sallinger in this novel
creates discrimination. This phenomena creates rebellion in this novel that will be
showed by the main character through his attitude and response toward school as an
educational institution.
Eagleton (1976) in his book entitled Marxism & Literary Criticism analyzes the element of literature from the Marxist point of view. Character in the novel is
seemed to be equal as human in real life. That is why they are confronted with social
problems. Human response toward certain phenomena is affected by their conscious.
The changing in human life is the cause of social interaction and their necessity.
Renne Wellek & Austin Waren (1956) in their book Theory of Literature discusses particularly about the relation about literature and society. The novelist is
treated as a social agent because he or she is the member of society. The novelist
observes and writes social phenomenon that happen in society. Then, he summarizes
them in the form of literary works either poem, prose or novel or even drama.
Therefore, literature is in short a portrayal of social life imaginatively. In this book,
the function of literature and what literature is about are clearly stated. Simply to say,
CHAPTER II
REVIEW OF THE RELATED LITERATURE
2.1 General Concept of Novel as Literature
The term literature originated from Latin literaturra. The term expanded
toward European Nation and was absorbed in the European languages, such as:
literature in English, littérature in French language , literatur in German language and literatuur in Dutch language. Literraturra was derived from word “littera” and
“gramma” which means “letter”.
From the meaning, it can be understood that literature deals with text and
writing that can be read. However, not every writing text can be regarded as
literature. Several aspects must be fulfilled by certain text in order to gain the label of
literature. According to Abrams (1999) in Glossary of Literary Terms, there are
certain criterions that need to be fulfilled in seeing work as literature.
It is either aesthetic worth alone or aesthetic worth in combination with general intellectual distinction. Within lyric poetry, drama, and fiction, the greatest works are selected on aesthetic grounds; other books are picked for their reputation or intellectual eminence together with aesthetic value of a rather narrow kind: style, composition, general force of presentation are the usual characteristics singled out. This is a common way of distinguishing or speaking of literature. By saying that 'this is not literature', we express such a value judgment; we make the same kind of judgment when we speak of a book on history, philosophy, or science as belonging to 'literature ' Abrams (1999:198).
In general, there are four major forms of literature. They consist of poetry,
prose, drama and novel. Each of them are different in form, but they represent the
to Reading and Writing that literature refers to compositions and tell stories dramatize situations, express emotions, and analyze and advocate ideas.
From all the literary genres that have been mentioned, novel is the most
recent to be included into the genre. Although novel is the newest genre in literature,
the popularity of novel as literary work is massive and widely known by many
people. In short, novel becomes the most common literary work that introduces
people toward literature.
Wellek and Warren in The Theory of Literature (1956: 282) define the novel as a picture of real life manners of time in which it is written. It means everything
that is described in a novel that is written by their authors based on the true story or
on the experience of his or her life. The story a novel, even though it is fiction can be
true in real life. The story about social phenomena and daily issues that the novel
represents is closely related with human’s life (Klarer1994: 11).
2.1.1 Intrinsic Elements of the Novel
Intrinsic element is the elements that come from the literary work and affect the
existence of it. In short, intrinsic elements build up the literary work. The elements
that compose the intrinsic of the novel are:
a. Character
Abrams in his book A Glossary of Literary Terms (1999: 190-191) says that Characters are the persons represented in a dramatic or narrative
work, who are interpreted by the reader as being endowed with particular
persons say and their distinctive ways of saying ways of saying it (dialogue)
and from what they do (the action). The grounds in the characters'
temperament, desires, and moral nature for their speech and actions are called
their motivation.
From the explanation, it can be understood whether the existence of
character in literary work is very decisive because character is the doer in
literary work. Things that they do and things that happen to them are the
focus of how the story will develop and affect other intrinsic elements.
b. Theme
Theme is an element of a story that binds together various other
essential elements of a narrative. Theme gives readers better understanding of
the main character’s conflicts, experiences, discoveries and emotions.
Through themes, a writer tries to give his readers an insight into how the
world works or how he or she reflects human life.
c. Plot
Plot is an ordered, organized sequence of events and action. Plot in
this sense is found in novels rather than in ordinary life, life has story but
novels have a plots and stories. As E.M. Forster explains it, a story is a
narrative of events that arrange in their time sequence, whereas a plot is a
narrative of events with the emphasis falling on causality. Not all
commentators would agree that causality is a distinguishing feature, but they
would agree that there is a necessary distinction to be made between the
narrating of these events in perhaps quite a different order in the novel
Hawthorn (2001: 96).
Plot is the movement of the story. It determines the progression of
event. By analyzing the plot, the reader can get better understanding about
what will happen in the next sequence.
According to Mario Klarer (1998:15) plot is the logical interaction of
various thematic elements of a text that lead to change of the original
situation as presented at the outset of narrative. An ideal traditional plot line
encompasses the following four sequential levels: Exposition - conflict –
climax - resolution
1) Exposition
Exposition is the phase of events in fiction or drama in some
situations that introduces the characters or the background story. Introducing
from this figure are, origin, physical characteristics, and nature. (Siswanto
2008: 159). Exposition is the opening of the story that sets a scene and
introduces the main character, situation, events existing before an action is
prepared to begin a story. It also provides other background information that
the reader needs in order to understand and to follow the events.
2) Conflict
Conflict is the tension in the story. Conflict always happen when
there are two competing interests. This conflict can occur in one figure
(inner-conflict) or between the two figures such as between figures with the
figures, and between people and gods. (Siswanto 2008: 159). Conflict is the
essence of fiction and it creates plot.
According to Klarer (1994), there are four kinds of conflict that could
be found in the story of the novel. They are:
2.1 Man versus Man (Conflict that pits one person against another)
In this case, one person faces the problem with the others which
causes a conflict. In here, there are contradictions to get something from the
quarreled thing.
2.2 Man versus Nature (A run-in with the forces of nature)
This conflict expresses the insignificance of a single human life in the
cosmic scheme of nature. On the other hand, it tests the limits of a person’s
strength and his willing to live by fighting against his destiny.
2.3 Man versus Society
The values and customs where everyone else lives are being
challenged by the main character. The character may come to situation where
he is contrast with his society as the result of his own convictions. The
character may bring others around to a sympathetic point of view toward him,
or it may be decided that society was right after all.
2.4 Man versus Self (Internal conflict)
Not all conflict involves other people. Sometimes people are dealing
with their self which causes internal conflict. Human is separated between
representation of characters’ inner-strength from their way in dealing with
their self.
3) Climax
Climax is the point of the greatest tension in a work of literature and
the turning point in the action. In a plot line, the climax occurs after the rising
action and before the falling action. A climax is the highest point in an
ascending series of incidents in fiction. A climax will exist if there is a
conflict. It is a point, at which the fortune of the protagonist undergoes a
change influencing his heart or mind (Siswanto 2008: 159). Climax according
to Stanton (1965: 16) is a conflict which has reached the high intensity, when
the thing is something unavoidable. It means that based on the claim and
logical story, the event should accord climax completely and determine the
development of the story. Climax is the point between two or more opposite
situation and. It considers how the problem will be resolved. In climax there
are turning points that determine the end of the story. The climax is the result
of the crisis. It is the highest point of the story for the reader. It is the moment
of the highest interest and greatest emotion. The point at which the outcome
of the conflict can be predicted.
4). Resolution
A resolution is the last event in a novel or the outcome of a conflict.
happy or sad ending. Resolution refers to stage where the crisis or conflict is
resolved.
d. Point of View
The story is represented by the author through narrator. The view of narrator
in telling the story is called point of view. In telling the story there are four
types point of view.
• First Person
The narrator is the character in the story who can reveal only personal
thoughts and feeling. Things that he or she sees are told by other
character.
• Third-Person Objective
The narrator is the outsider who can report only what he or she sees and
hears. This narrator can tell us what is happening but he cannot tell us the
characters’ thoughts.
• Third-Person Limited
The narrator is an outsider who sees into the mind of one or main
character.
• Omniscient
The narrator knows everything about the story because he or she can see
e. Setting
Time, place, and social environment are the main components of the setting.
Setting helps the reader to define the time and location where the story taken
place. Like other intrinsic elements, the elements of setting can also be found
inside the story. However, some literary works do not directly mention the
setting. Reader must able to define the time or set of location based on the
situation which is explicitly portrayed by the author.
2.1.2 Extrinsic Elements of the Novel
Opposite to the intrinsic, the extrinsic elements of the novel cannot be found
inside the literary work. The extrinsic elements are not the elements that build up the
story from the inside. It affects the existence of the story through historical, cultural
and social background. Author is the main object of these backgrounds. In short,
these elements are affecting the story through the author. As the other social
creatures, the authors’ life receives the influence from their society. The author’s
way to explain his work and preserving the story contains the historical cultural and
social aspect that may occur during the time when the author wrote their work. The
expert believes that the relation between individual and authors is the relation under
social circumstances. Relation of a literary work to the segment of society that its
fiction represents or to which the work is addressed (Abrams, 1999:208).
2.2. Marx’s Criticism
During the development of socio analysis, some experts lessens the analysis
of human and their social phenomena into Marx's criticism which become the main
whether Marx’s criticism is able to uncovered the role of economic in social group as
the main factor which causes inequality. This inequality result social conflict
between any groups in which the potential for inequality background mostly based
on human objective to be enormous. Conflict theorists note that unequal groups
usually have conflicting values and agendas, causes them to compete against one
another. This constant competition between groups forms the basis for the
ever‐changing nature of society.
Marxist criticism is part of larger body of theoretical analysis which aims to
understand ideologies-the ideas, values and feelings by which men experience their societies at various times. And certain of those ideas, values and feelings are
available to us only in literature (Eagleton, 1976: v). This idea is comprehend with
the analysis of human response since human response toward their social phenomena
is the result of their attitude and feelings. The phenomena in society give human
certain experiences. This experience will affect human response toward society and
toward the value that amends in it.
There is visible in the diffusion and development of the Marxist vision in
literature (Parson, 1999:9). It is obvious that in analyzing the phenomena in literary
work, Marxist criticism also has a very important role. Literature covers many aspect
of life. The things that happen in literary work are inseparable with the facts that
really occur in human life. The social phenomena that happen in reality sometimes
become the inspiration of certain author to construct their story. This condition make
the analysis of literary work and the phenomena that happen in its character can be
Based on the clarification above, it is prevalent that action and reaction from
human in society can be analyzed from the view of Marx’s Criticism. The subjects
that correspond to be investigated are view of society that focuses on social processes
of tension, competition, and change that emphasizes power and inequality.
Marxism is a scientific theory of human societies and of the practice of
transforming them; and what that means, rather more concretely, is that the narrative
Marxism has to deliver is the story of the struggles of men and women to free
themselves from certain forms of exploitation and oppression (Eagleton, 1976: v).
According Karl Marx and his fellow thinker Friedrich Engels, the basic
principles that causes human to struggle and to have conflict with his insitutions are:
1. Material Production (Economy)
The evolving history of humanity of its social groupings and relations,
of its institutions, and of its ways of thinking are largely determined by the
changing mode of its "material production"—that is, of its overall economic
organization for producing and distributing material goods (Abrams, 1999:
147).
In human relation with the social living, economical background gives
big impact toward human changes. In the social
humans enter particular stages where they are restrained by social demand to
fulfill material production (economy). Since it is important in defining their
position in society, humans are pressed to fulfill the demand. This situation
causes indispensable relation between human will and their development
material wealth. The
the social, political and intellectual life process in general. As the result of
this relation, human beings are shaped by their social environment which
close to them. It is not the
being, but, on the contrary, their social being that determines their
consciousness (Eagleton 1976: 2).
At a certain stage of human development, their nature as decent
human being has changed in society as the result of accomplishing material
and economy as the social demand. Humans become ambitious toward
material and compete with other in order to gain economical aspect that
determines their position in society. This situation creates conflict in society
that separates human bases on their economical background. It forces human
to come in conflict with the existing relations of the social forces through
material production. From forms of development of the economical forces,
these relations turn into human fetters and causes rejection that ends of being
a rebellion.
In short, material production (economy) holds immense function in
creating conflict for humans and their society. Material production puts
society as a tool to oppress individual to gain particular position. It changes
human consciousness and it stratifies the individual base on their ability to
gain particular social demand. The phenomena in human life are general
while the way of human in receiving it is particular.
It is part of a social history where an element in that complex structure
of social perception ensures the situation where one social class has power
over the others. This condition is either seen by most members of the society
as ‘natural’, or not seen at all. (Eagleton: 1976: 3).
In the fundamental mode of interaction, effect changes in the class
structure of a society, establishing in each era dominant and subordinate
classes that engage in a struggle for economic, political, and social advantage
(Abrams, 1999: 148). Marxist criticism will analyses literature in terms of the
historical conditions which produce certain class domination and the response
against it.
Marxist criticism does not merely analyzes literary about when the
work get published and whether they mention the working class. More deeply
Marxist criticism concerned with how the development of human struggles
appears over the time. Not only through the delineation in novel but also
through it relations which represent particular history of the real social
condition. It aims to explain the literary work more fully; and this means a
sensitive attention to its forms, styles and meanings. But it also means
grasping those forms, styles and meanings as the products of particular
history (Eagleton, 1976: 2).
3. Ideology
Human consciousness is constituted by an ideology. That is, the
beliefs, values, and ways of thinking and feeling through which human beings
perceive, and by recourse to which they explain, what they take to be reality
the most important aspect in creating rebellion from certain character. Human
ideology become one of the most important thing in affecting human
perspective, and when the value that emerges in society contrast with their
ideology, human tend to reject the social norm and decide to rebel. We do not
understand ideology because we grasp the part it plays in the society as a
whole. It consists of a definite perception, which underpins the power of a
particular social class. This is not an easy task, since ideology is never a
simple reflection of a ruling class’s ideas, on the contradictory, ideology
reflects humans’ viewing about the whole essence of their living. To
understand an ideology, we must analyze the precise relations between
different classes in a society; and to do that means grasping where those
classes stand in relation in society (Eagleton, 1976: 3).
It is important here to grasp the precise meaning for Marxism of
ideology. Ideology is not in the first place a set of doctrines; it signifies the
way men live out their roles in class society, the values, ideas and images
which tie them to their social function and so prevent them from a true
knowledge of society as a whole (Eagleton, 1976: 8).
In short, ideology is a tool for human to free their self from the
boundaries of social boundaries. By having an ideology, human will be able
to filter what is good and what is not good to be absorbed from the social
value, since not all the values that are resulted by social interactions gives
positive impact toward human living. Ideology helps human to keep their
perspective about something. In Marxist view, ideology help human to
from the trammel of social function that tend to classify people and
encourage human to rebel against inequality in society.
The analysis of Marxist Criticism will gives further explanation that
can help the author in analyzing the phenomena related with stratification and
inequality aspect that creates rebellion from the main character in this
analysis. The existence of literature that covers issues like inequality that
creating rebellion as the subject of analysis clarifies its relation with Marx’s
criticism. Literature in here tries to make sense the representation of human
lives and portray human and the phenomena around them as actual as it can.
This situation produce the possibility of Marxist Criticism to analyze the
CHAPTER III
METHOD OF RESEARCH
3.1. Data & Data Source
The primary data of this thesis is the novel that becomes the source of
analysis. The novel is The Catcher in the Rye. The text of the novel has been read several times in order to get particular text in reference to the analysis. Thus, the text
is selected and classified in the form of quotations. The selected quotations are
treated as primary data in the analysis. The quotations are in the form of group of
sentences which are taken from the text of the novel. The selection is done for
classification because they must be regarded as supporting opinions in the analysis.
Other books such as literary books are applied to strengthen the analysis in
the form of quotations too. The difference between the two is the former is directed
for the analysis, the latter is for the additional opinion for the analysis need about
rebellion that becomes the theme of consideration in this thesis. The text presented in
the novel help to support the writer’s analysis. The whole text will be read, but only
certain investigation relates with rebellion against school from the main character
will be quoted in this thesis.
Other sources that the writer uses as a reference to write this thesis are
information from the internet and related books that will support the writer
clarification about rebellion against school in this novel. The using of other paper
from certain writer which ever analyzes this novel will also be considered as the
3.2. Technique of Collecting Data
In analyzing the novel, the most important data collecting procedure that
someone can do is by reading the novel more than once. By analyzing the novel
means that we understand not only the mere story but also the whole contain that the
author wants to expose. By reading the novel several times the writer of this thesis
expects to find the most precise statement from the novel to support the idea about
rebellion.
The first step dealing with the novel is reading it several times in order to
understand not only the story, but also the meaning of the text in terms of word,
phrase, sentence, and clause as chosen in the text. The next step is to select the text
by classifying them through quotations. They are written as proof to strengthen idea
of the analysis. The selection of the text is related to context of rebellion which is
done by the main character. In reference to this, the sense of rebellion is limited to
what the main character says, what he has done, and what other characters say about
him.
3.3. Method of Collecting Data
In the analysis of rebellion that is reflected in the novel The Catcher in The
Rye by J.D. Sallinger. An elaboration of research design should be arranged to
support the statement that will be written in this thesis. Based on that reason, the
simplification of method is urgently needed. The research design that will be
coherently available in analyzing certain data from the novel to support this analysis
By using this method the writer will describe and analyze certain data and
give interpretation about it. The data is not the whole text but certain quotation and
paragraph from the novel. The interpretation based on descriptive qualitative method
toward this quotation, sentence and paragraph should be coherent with the term
rebellion which is the focus of this thesis and should be able to support the author of
this thesis in summarizing conclusion in the last chapter.
The chart of the method can be summarized in the pattern below :
Researcher
Primary Data Source:J.D. Sallinger’s novel The Catcher in The Rye
Data: Quotations Selected from the text of the Novel.
CHAPTER IV
REBELLION AGAINST EDUCATIONAL INSTITUTION IN J. D SALINGER’S NOVEL THE CATCHER IN THE RYE
4.1. Holden’s Rebellion Against School
Holden Caulfield is the name of the main character in the novel entitled The
Catcher in the Rye. He becomes the focus of the analysis because the story is viewed from his perspective. Holden’s perspective contains delicate form of teenage attitude
where they sometimes become the creation of their society or school in this case.
Holden’s perspective about his school generates his rebellion against school that he
regards as one of the shattered product of social needs that tend to create
classification. Holden as the main character rebels upon his school as his way to reject
the impact that it gives upon the students. He shows his rebellion by not attending the
school’s classes and important events in his school, intentionally failing in his lesson,
opposing his teacher and finally ends up of leaving the school.
One of Holden rebellion that can be seen through the novel is his action by not
attending the school’s classes. Holden refuses to attend the classes that have been
scheduled in his school. He prefers to be absent from the class because of his
disappointment about the failure of the teacher and his classmate to build the spirit of
equality while studying. Holden rebels by not attending most of the classes in his
school because he does not like the situation in the class. Either the teacher or the
students have been blinded by their arrogance to discriminate other in studying
process. This condition has produced a situation where certain people hold dominance
people to dominate another student and push them to the corner. In Holden’s point of
view, the school class does not work as place for students to learn but it has changed
into a narrower scope of discrimination where students are treated differently. The
school class in Pencey School is the place where smart people show off their
knowledge and humiliate the other who are considered as incapable in studying. They
did this discriminative action in order to gain mark and compliance from teacher.
People who are regarded as incapable students will be treated as jokes and even the
teachers who were supposed to treat students fairly, never hear their opinion.
"Oh, sure! I like somebody to stick to the point and all. But I don't like them to stick too much to the point. I don't know. I guess I don't like it when somebody sticks to the point all the time. The boys that got the best marks in Oral Expression were the ones that stuck to the point all the time--I admit it. But there was this one boy, Richard Kinsella. He didn't stick to the point too much, and they were always yelling 'Digression!' at him. It was terrible, because in the first place, he was a very nervous guy --I mean he was a very nervous guy--and his lips were always shaking whenever it was his time to make a speech, and you could hardly hear him if you were sitting way in the back of the room. When his lips sort of quit shaking a little bit, though, I liked his speeches better than anybody else's. He practically flunked the course, though, too. He got a D plus because they kept yelling 'Digression!' at him all the time For instance, he made this speech about this farm his father bought in Vermont. They kept yelling 'Digression!' at him the whole time he was making it, and this teacher, Mr. Vinson, gave him an F on it because he hadn't told what kind of animals and vegetables and stuff grew on the farm and all. (p.99).
The character of students in Pencey has been transformed to be discriminative.
They all become discriminative because the teachers as their role education model
have lost their sense in educating the morality for the student. From the quotation
above it can be seen a clear discrimination in the Oral Speech class where one of the
students named Richard Kinsella becomes the victim of bullying in his class because
students on that class always try to criticize his speech. They never agreed with
Richard Kinsella’s statement. The teacher who sees this situation does not even try to
sentence the students who try to oppress his friend during the studying process. In
contrast, the teacher is agreeing with the smart students by giving Richard an F mark.
From this phenomena, it can be seen whether teacher always sided on the smart
students. This situation has adjusted discrimination where the one who had power and
influence will always win against the weak.
Other aspect that makes the character of Richard Kinsella is being attacked by
other students is because his rural background. People in this class do not like his
background as a child who is raised in the low class community. Beside of his
incapability as a student, his background also becomes the reason why he is being
bullied.
The clear stratification and discrimination is happened in most of the class that
Holden attended. In addition to this fault, the teacher fails to fix this wrong
conception. Holden’s action by not attending each class is one of his ways to refuse
the wrong conception of stratification and discrimination that most of the students in
the classroom adapt. This phenomena of discriminating people in the classroom does
not suit with Holden’s ideology as someone who believe that classroom suppose to be
a decent and comfort place for students to learn, not only theoretical subject but also
moral value from the teacher. He refuses the concept of discrimination that most of
his classmate applies because it changes them to be immoral. Holden’s action by not
attending the class is one of his rejection toward the wrong value applied in his
classroom. From Holden’s perspective classroom in Pencey never become a place for
become a place that supports the students’ to understand the knowledge either in
theoretically and morally.
Holden’s rebellion that can be seen through analyzing the novel is his action
by not attending important occasion in his school. Holden refuses to attend important
occasion in his school as one of his way to reject school. He dismisses the
parents-teacher meeting which more look like flattering occasion. The purpose of people to
attend this occasion is only to show their grandeur and to show off their material
wealth. Holden dislike this kind of thing, because this activity is prevalently show
human hypocrisy and their egoistic nature to discriminate people base on their
economic background. In certain occasion in his school, Holden sees that people who
come from wealthy background will gather with the other wealthy family and other
who come from the unwealthy family will be put aside. They will be ignored since
they are regarded as the people who come from the lower background. They are
ignored and looked down on. Holden does not want to attend the important occasion
in his school because he sees hypocrisy is prevalent throughout this occasion. Each
people tend to gather in-group and tell about their supremacy and wealth. From
Holden’s view, important school occasion like this is the way for teacher to build
relation with parents whom they consider to be beneficial in their social life. Holden
does not like this situation, because it triggers teacher tendency in classifying their
student. Holden decides to dismiss the school’s occasion. He does not like the way of
teacher praising certain students in front of their parents to get sympathy from their
wealthy family.
In the novel, the writer shows Holden’s rebellion through his failure in several
can be seen from Holden’s conversation with one of his teacher named Mr. Spencer.
Mr. Spencer is Holden’s history teacher. He visits Mr. Spencer in order to say discord
before he left Pencey Prep, the school that he attends. Mr. Spencer cares about
Holden’s education since he is well acquainted with Holden’s parents. Mr. Spencer
starts asking Holden about his lesson and his failure in several subjects. Holden
answers his teacher’s question by giving a justification if he knew what he did and it
is not necessary to worry about him since he is old enough in taking responsibility of
his decision.
"What's the matter with you, boy?" old Spencer said. He said it pretty tough, too, for him. "How many subjects did you carry this term?" "Five, sir."
"Five. And how many are you failing in?" "Four."
"I flunked you in history because you knew absolutely nothing." "I know that, sir. Boy, I know it. You couldn't help it."
"I'd like to put some sense in that head of yours, boy. I'm trying to help you. I'm trying to help you, if I can."
"Look, sir. Don't worry about me," I said. "I mean it. I'll be all right. I'm just going through a phase right now. Everybody goes through phases and all, don't they?" (p.6)
Holden fails in most of the lesson that he takes. This thing is one of the biggest
scandals in the school because most of the students of Pencey Prep is smart and come
from the high family background. Their parents want them to attend this school in
order to gain credit as high-class students. It is general that parents who put their
children in an elite educational institution like Pencey School wants their children to
be clever. By intentionally failing his lesson, Holden clearly rebels upon his school.
He wants to show the school that not everybody in the school can be shaped, as a
person who discriminate other based on their economical background. Holden’s
Holden’s form of rebellion. He is denying the standard of being a smart student from
Pencey school because he thinks smart students from Pencey School is immoral. He
intentionally fails in most of the subject to show his rejection toward the school’s
immoral value. He wants to make the schools embarrass through his action. He
refuses to be like other students in his school who are able to perform the image of
smart high-class student but tend to discriminate other. He rebels against the school
and its discriminative standards.
Holden’s rebellion can also be seen through his statement that always opposes
his teacher. Holden does not like most of his teacher since they are one of the aspects
that cause his rebellion against school. They have broken Holden’s trust upon school
because they never teach the students in Pencey School about the real moral values
and equality. Holden ignores his teacher instruction of being a good student. He does
not belief his teacher are capable to help him become a good student because the
teacher himself is not a good person. They are human who obsessed with power and
material wealth. They tend to discriminate their students base on their family
background in order to gain advantage from their parents. Holden always opposes his
teacher statement when they give him advice as one of his way to rebel against their
hypocrisy that have broken the school.
"Why, may I ask?"
he did with my roommate's parents. I mean if a boy's mother was sort of fat or corny-looking or something, and if somebody's father was one of those guys that wear those suits with very big shoulders and corny black-and-white shoes, then old Hans would just shake hands with them and give them a phony smile and then he'd go talk, for maybe a half an hour, with somebody else's parents. I can't stand that stuff. It drives me crazy. It makes me so depressed I go crazy. I hated that.
Old Spencer asked me something then, but I didn't hear him. I was thinking about old Haas. "What, sir?" I said.
"Do you have any particular qualms about leaving Pencey?"
"Oh, I have a few qualms, all right. Sure. . . but not too many. Not yet, anyway. I guess it hasn't really hit me yet. It takes things a while to hit me" (p.7)
Holden’s decision by leaving the school is his final decision in showing his
rebellion against the education institution. Holden cannot stand the school and its
failure since it does not work like what it has to be. The teachers never try to justify
their mistake in educating the students and the students never try to learn to reduce
discrimination. Hypocrisy develops among the member of the school since it is the
only way they can be approved by their colleagues. This situation has made the main
character revolts and decide to rebel against the school which end up by Holden
leaves Pencey.
Holden’s decision by leaving his school is a form of rebellion against school,
which function as institution rather than educational medium for the students. The
school has failed to teach morality among the students and doesn’t help the students
to overcome their crisis. The teacher is also major factor why Holden decide to rebel.
As one of the important element that moves the school’s system teacher has failed to
guide the students. The teachers also tend to discriminate the students. They put them
in the compartmentalization of the smart, the rich, the strong and the weak students.
His rebellion by leaving the school is his dissatisfaction toward school and teacher
uses the system in the school to gain their own advantage. Their love upon the
students is conditional since they treat the student base on their economic
background.
4.2. Holden’s Dissatisfaction Toward School
The story mainly focuses on rebellion from the main character named Holden
Caulfield. Holden is a 17 years old teenager who criticizes his school in applying
elitism pattern in educational living. Elitism standard is common in school since it
become the basic reason for improving the school’s image in society. However,
elitism standard also create abrupt impact toward school and its elements. It creates
stratification among the students and destroys teachers’ moral value as an important
person who educates students. Holden confuses toward elitism social pattern
implemented by school because by implementing it, the school will not able to
produce decent education for human during their learning process. Holden’s general
distrust toward school that adapts stratifying elitism standards from society correlates
with his distrust for the classification in society. His attitude towards these
educational institutions is his reflection of denying the values of classifying people,
which is general in society. Holden’s rebellion against his school is because he feels
his school adapts the abrupt values of discrimination from society.
Holden dissatisfies toward school because it does not give favor for him to
understand morality. Since society is really affected by social elitist standard such as
material success and wealth, school as its product also imposes those materialistic
Holden’s dissatisfaction against the academic institution becomes the
breeding grounds for his rebellion against school. Holden finds the educational
institution as platform for constructing stratification ideas repressively uses the elitist
standard from society. It is prevalent in the story that Holden describes the elitism
standard in his school provide nothing for students’ moral development. The
representation of Pencey as glamorous educational institution contradicts with
Holden’s experience of having no use to attend it. Holden views educational
standards as a violation of trust. It does not give solution to people in their youth
about understanding morality. In the other case people like Holden also doesn’t have
capability in showing his attitude since he is a minority who becomes the victim of
this elitist based stratification standard.
Holden describes Pencey School as appalling environment largely because of
the high-class people who attend the school like him applies the concept of elitism in
this institution. School implements standard upon their students. In Holden’s case,
the standard is disdainful since it only gives one side advantage upon the institution.
Students or Holden in the other side suffer with the standards because it presses them
to be someone they do not want to be.
“You probably heard of it. You’ve probably seen the ads, anyway. These advertise in about a thousand magazines, always showing some hotshot person on a horse jumping over fence. Like as if all you ever did at Pencey was play Polo all the time. I never even once saw a horse anywhere near the place” (p.1).
From the quotation above it can be seen that Pencey sets an image of elitist
prestigious school through the advertisement that shows “the hotshot guys playing
Polo”. This situation is very contrast with the fact that Holden experiences. He
purposes. He doesn’t find the image of the advertisement is useful because in fact,
the school is fail in constructing the students’ identity. The image in the
advertisement doesn’t correspond with what Holden sees during attending the school.
Not every student is able to play Polo as what it is pictured in the ads, and not much
of them are behaving like a man who regard an honor.
In Holden’s case, it can be seen that school really works as an institution that
advertise and set an image of elitism in order to gain profit. The school wants to
emphasize their position as the education institution that can make each person who
attends it become elitist and respectable. The image that the school prepares only
gives benefit upon the school that applies it, which is to keep their image and invite
more parents to submit their children into this school.
From the explanation, it can be analyzed that parents require their children to
attend school to let their children absorb the values of elitism from these institutions.
This condition is happening because parents also have certain intention. They want
their children to give an elite image to the family so their family will be respected in
their social living. In the novel, Holden’s parents want him to absorb the concept of
elitism from Pencey School. This makes Holden dissatisfies upon his parents because
his parents is involved in pushing him into the standard of elitism that he dislikes.
Elitism standard from Holden’s view has created stratification in the school
environment.
wouldn't go to one of those Ivy League colleges, if I was dying, for God's sake (p.46).
He begins to questions his parents because they do not act like family who
will give protection and support but like institution that set a standard upon him to
live. Holden’s parents want him to attend Pencey so he will get bigger opportunity in
attending prestigious college. However, the standard that his parent have set, put
Holden in depressive stage. Along with the method of putting their children in
prestigious school, there are particular intentions that the parents have upon their
kids. Parents want their kids to be successful so that they will get compliment from
their work colleagues and children will increase the image of their family in social
class. If their children succeed, parents will proudly show their children off in
important family occasion. In other case, parents will blame their children for their
inability in following parents’ order if they are not successful and will compare them
with their colleagues’ children who are more successful. This standard of living from
parents clearly emphasizes whether parents is also involved in implementing the idea
of stratification upon their children. It makes Holden confuses and dissatisfies toward
his parents because they also supports the hypocrisy and stratification, the thing that
Holden hate the most.
"Stop swearing. All right, name something else. Name something you'd like to be. Like a scientist. Or a lawyer or something."
"I couldn't be a scientist. I'm no good in science." "Well, a lawyer--like Daddy and all."
lives, or because you did it because what you really wanted to do was be a terrific lawyer, with everybody slapping you on the back and congratulating you in court when the goddam trial was over, the reporters and everybody, the way it is in the dirty movies? How would you know you weren't being a phony? The trouble is, you wouldn't." "Daddy's going to kill you. He's going to kill you," she said. (p. 92-93)
Implementing the standard of living in the family actually is the farthest gap
that can split a family. Parents who implements the standard in family is emphasizing
about conditional love that they give upon their children. Parents give love upon their
children so the children will gain something into the family. From the other view,
conditional love from children sides put the situation where they have to fulfill
family standard that have been set by their parents in order to gain love. This
situation clearly puts the children in difficult situation because conditional love that
they parents show have split them with their parents. These conditional loves has
broken their trust upon their parents and make them being unable to be open to their
own parents.
This familial standard puts the children in the situation where they have to
afford better social class in society in order to get love from their family. Children
have to follow the instruction and control from their parents so that they can afford
the standard of their family. This situation shows whether parental love is
conditional. Conditional love from parents toward their children provide situation
where parents is taking control over their children. This situation contradicts with
youth’s necessity during their puberty where at this period they need someone who
listens to their indecisions. They prefer to be heard about their opinion and their
personal view upon something. This conditional love puts the children in the state of
they are living with (family and school) and they are forced to be someone they do
not want. This situation creates insecurity from the children’s side, which is
represented by Holden Caulfield’s rebellion through the novel.
The feeling of insecurity tends to affect someone to avoid the thing that
makes him insecure. In Holden’s case, he is denying accepting the standard of being
an elitist person that has been defined by his parents since his parents has broken his
trust and force him to adapt the elitism and materialism that makes him insecure.
Holden prefers in running away from his family. He is also going from the living
values that his family applies like attending prestigious school that has been set for
him. Children who reach the age of puberty are not meant to be forced to adapt
certain standard which does not fit with their consciousness. Many of them reach the
borderline at which they can no longer be physically coerced. They all become better
in some degree at fighting back or rebelling.
Holden’s decision by going away from school is largely a reaction to status
and elitism standard of his parents. In specific, his action is a rejection of class
stratification. Teenage are attempting themselves from their parent’s social class. The
rebellion is general action against high-class education as an elite system. Children as
Holden is dissatisfy toward his parents who sets him in the elitist standard. Parents
who have traditionally had the position to determine schools for their children are
those of the middle and upper classes, educated and affluent, who have wide
connection and resource to find the best education institution for their children. They
From Holden’s view, it can be analyzed that his parents is functioning like an
institution because they set standard and value for him. The closest institution to a
youth’s identity is the family, and it is through the questioning of the family structure
that many rebellions from teenage are also questioning their own identities. Largely
because the family is an immediate, determined source of identity for a child, the
image is largely determined by familial standards, youth are commonly identified by
the fact that they must become better than their parents and their grandparents.
It is neither common nor reasonable for many young people to view these
institutions like school not as helpful but harmful to them. The majority of them
began to resent their school as oppressive forces aimed at forcing them to fulfill the
image of success people who lives in the highest classes of stratification in society.
Therefore, educational institution is a clear target for Holden to rebel.
The school implements elitism standard to gain courtesy and to emphasize its
image in society. The implementation of elitism standard in the school shows
whether school is explicitly showing the effort of stratification. The standard
sometimes tends to be controlling and strict because each student has to live within
the norms and values, which doesn’t fit with every student. In Holden’s case, he
refuses the elitism standard in his school because it causes egoistic nature within the
students. The students become arrogant and individualist since they are lack of
knowledge in controlling their ego.
This situation creates Holden’s dissatisfaction toward school. He does not see
things in the school that reflect the nature of school as medium for helping the
students solutions, school has turned their student to be someone they are not. From
this situation, other problem will happen toward the students namely crisis of
identity. Crisis identity is the issue relates with young people or teenage anxiousness.
The issue emerges due to their consciousness upon their self and the phenomenon
that happen in the environment.
Pencey Prep is this school that's in Agerstown, Pennsylvania. You probably heard of it. You've probably seen the ads, anyway. They advertise in about a thousand magazines, always showing some hotshot guy on a horse jumping over a fence. Like as if all you ever did at Pencey was play polo all the time. I never even once saw a horse anywhere near the place. And underneath the guy on the horse's picture, it always says: "Since 1888 we have been molding boys into splendid, clear-thinking young men." Strictly for the birds. They don't do any damn more molding at Pencey than they do at any other school. And I didn't know anybody there that was splendid and clear -thinking and all (p.1).
From the explanation, it can be seen whether Holden’s dissatisfaction upon
his school is based on his own experience about school that fails to educate its
students. Holden dissatisfies toward the school since it does not help to educate the
students about finding their true identity. Students who are lack in guidance will
assume the image of a Polo player from the advertisement as their identity. The
identities that will make them get respectability in society and the image that will
make their parents proud. This situation has made the students to be self-identity
determiner where they are trying to make the identity for their self. The criterion of
Pencey prep students in determining their image is Polo player from the school’s
advertisement. This image emphasizes power and manliness toward every student.
The students tend to think if they follow the image of powerful and manliness that
the image represents, they will get respect. Their position as self-identity determiner
