I would strongly recommend that both the novels “Pride and Prejudice” and “Mansfield Park” be included as literary texts for Malaysia secondary school curriculum. How can both the novels be used to teach values in Malaysian secondary schools?
First of all, I personally feel that these two novels have given a very good exposure to students regarding the cultural and societal values of the eighteenth century. In fact, the teachers in classrooms can use both “Pride and Prejudice” and “Mansfield Park” as points-of-entry to teach about values of the eighteenth century. The teachers can do in-depth study together with the students to find out what might be the historical contexts that influenced the mindsets, values, and actions of the characters. For example, these two novels present clearly that women in Jane Austen’s era could only seek financial and social security through obtaining good marriages. The role of the teachers in here is – to function as the facilitators and guide the students in finding out what are the reasons behind the behaviour of the characters. Why a marriage in the Jane Austen’s society has become an economic event?
Secondly, both “Pride and Prejudice” and “Mansfield Park” are useful in exposing students to the mistreatment that women received in the eighteenth century. Students could be made aware that the society in Jane Austen’s era has imposed far more obstacles than opportunities for women to realise their personal desire for freedom, education, and even choices of life partners. From here, the teachers could ask the students to compare and contrast the values of the society and the values of both Elizabeth and Fanny. How much do both protagonists represent the values of the society? And yet, how much do both protagonists different from the ordinary women of her society? What are the roles and expectations of women at Jane Austen’s era? Teachers could encourage students to think over those questions and read more extensively to find out the possible explanations.
Thirdly, both novels “Pride and Prejudice” and “Mansfield Park” also provide opportunities for students to think about what personal happiness might mean to them. Happiness may mean different things to different people. Therefore, teachers could mention to students about the importance of constructive criticism. Students should learn to respect and not criticising others’ opinions in the first place. They should learn to listen first before they give out their own opinions.
Fourthly, the societal contexts in both novels can be applied to modern world as well. The society has never changed much either in eighteenth or twenty-first centuries – how the people are still in eager pursue of more wealth and higher social status. People have lost the true understanding towards what might personal happiness mean. Worse still, the society is getting more and more materialistic in the modern world. We could never feel satisfied with the current figures in our bank accounts and we postpone our chances for genuine happiness by saying the following statements:
v I'll be happy when I make RM 100,000 a year.
v I'll be happy when I get my dream house.
v I'll be happy when I have enough money to quit my job.
However, students should be told by the teachers that happiness is not necessary associated with wealth and status. Of course money could provide us with all the basic necessities in life, but there are many others factors that contribute to ones’ personal happiness. For example, a person could feel happy when he/she is having the freedom to make choices, or a person with strong religious faiths could always feel contented in life. These values should be put into consideration as well. Therefore, students should be encouraged to think more openly and thoroughly before they make any decision in their life.
In conclusion, both novels “Pride and Prejudice” and “Mansfield Park” have exposed various social issues to the students. Both novels have touched on the issues of societal expectations versus individual values and also on fates of women in the eighteenth century. Therefore, both novels would be very good texts indeed if they are to be used as teaching materials in secondary schools.
First of all, I personally feel that these two novels have given a very good exposure to students regarding the cultural and societal values of the eighteenth century. In fact, the teachers in classrooms can use both “Pride and Prejudice” and “Mansfield Park” as points-of-entry to teach about values of the eighteenth century. The teachers can do in-depth study together with the students to find out what might be the historical contexts that influenced the mindsets, values, and actions of the characters. For example, these two novels present clearly that women in Jane Austen’s era could only seek financial and social security through obtaining good marriages. The role of the teachers in here is – to function as the facilitators and guide the students in finding out what are the reasons behind the behaviour of the characters. Why a marriage in the Jane Austen’s society has become an economic event?
Secondly, both “Pride and Prejudice” and “Mansfield Park” are useful in exposing students to the mistreatment that women received in the eighteenth century. Students could be made aware that the society in Jane Austen’s era has imposed far more obstacles than opportunities for women to realise their personal desire for freedom, education, and even choices of life partners. From here, the teachers could ask the students to compare and contrast the values of the society and the values of both Elizabeth and Fanny. How much do both protagonists represent the values of the society? And yet, how much do both protagonists different from the ordinary women of her society? What are the roles and expectations of women at Jane Austen’s era? Teachers could encourage students to think over those questions and read more extensively to find out the possible explanations.
Thirdly, both novels “Pride and Prejudice” and “Mansfield Park” also provide opportunities for students to think about what personal happiness might mean to them. Happiness may mean different things to different people. Therefore, teachers could mention to students about the importance of constructive criticism. Students should learn to respect and not criticising others’ opinions in the first place. They should learn to listen first before they give out their own opinions.
Fourthly, the societal contexts in both novels can be applied to modern world as well. The society has never changed much either in eighteenth or twenty-first centuries – how the people are still in eager pursue of more wealth and higher social status. People have lost the true understanding towards what might personal happiness mean. Worse still, the society is getting more and more materialistic in the modern world. We could never feel satisfied with the current figures in our bank accounts and we postpone our chances for genuine happiness by saying the following statements:
v I'll be happy when I make RM 100,000 a year.
v I'll be happy when I get my dream house.
v I'll be happy when I have enough money to quit my job.
However, students should be told by the teachers that happiness is not necessary associated with wealth and status. Of course money could provide us with all the basic necessities in life, but there are many others factors that contribute to ones’ personal happiness. For example, a person could feel happy when he/she is having the freedom to make choices, or a person with strong religious faiths could always feel contented in life. These values should be put into consideration as well. Therefore, students should be encouraged to think more openly and thoroughly before they make any decision in their life.
In conclusion, both novels “Pride and Prejudice” and “Mansfield Park” have exposed various social issues to the students. Both novels have touched on the issues of societal expectations versus individual values and also on fates of women in the eighteenth century. Therefore, both novels would be very good texts indeed if they are to be used as teaching materials in secondary schools.
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