Concept Vocabulary Analysis The Plague by Albert Camus

Transcription

1 Rebekah Gamblin Hall Concept Vocabulary Analysis The Plague by Albert Camus "They drifted through life rather than lived, the prey of aimless days and sterile memories, like wandering shadows that could have acquired substance only by consenting to root themselves in the solid earth of their distress." Organizational Pattern: The novel is divided into five parts. The individual parts are comprised of the relaying of facts from an attempted objective narrator, and a series of diaries or journals written by one of the characters and reprinted by the narrator to give a fuller account of the disaster. Part one provides a description of the town of Oran, and illuminates the characteristics of the townspeople. The identification of the town s metaphorical plague is embedded in their characteristics: indifference created by a rigid set of habits and routines. People in Oran are not living life to its greatest potential. The inability of the town s people to deal with irrational events events such as war or plagues is represented in part one by the reaction to the growing problems of rats. Part two moves from the reaction to the rats, to the reaction of the outbreak of disease in humans. The manner in which the people react to the rats and to the onset of disease in humans is almost identical. Part one portrays the state of denial, whereas part two enters into the suffering of the people. This suffering, however, is not shared by the collective whole. The people believe that their suffering cannot be understood by anyone, once again they are indifferent to others, and continue to isolate themselves in meaningless tasks of life. Part three marks the coming together of the people. Part three comprises only one chapter, and it marks the pivotal change in the hearts of the people. The people realize that the effects of the plague are shared by everyone, and the plague becomes an equalizer. The last two parts try to reconcile the philosophical problems presented by the metaphorical plague. After the disaster, and after people have learned to work together in fighting the unbeatable fight, the people have created meaning, and in their suffering it becomes apparent that there is in man goodness. Issues related to the study of Literature Themes: Albert Camus wrote his novels, plays, and essays in a specific and deliberate order. All of his works addressed one of these three issues: the absurd, revolt, and love. Camus was the first to call life absurd. His first novel, The Stranger, addresses this issue of life in a state devoid of Christian faith. The first installation in Camus s plan was to define and describe this absurd state. This absurdness is also mirrored in The Plague. However, the novel is not focused on describing or defining the absurd, but rather provides Camus s answer to his philosophical dilemma of living in an absurd world: revolt. A major theme is therefore the inescapable idea of absurdness, but as this novel belongs to the second portion of Camus s project (revolt), it provides an answer to the problem posed by his initial works. Absurdness is represented in the irrationality of the

2 plague. The plague brings everything to a heightened irrational level. The plague is devoid of reason. It kills anyone regardless of class, or sex; it is unsympathetic and irrational madness. The plague indeed presents an absurd world. The second major theme is the revolt against this absurdity. Camus is often considered an existentialist, despite the fact that he vehemently denied his association with the group, and in the latter part of his life became estranged from his once friend and leader of the movement Sartre. The belief of revolt to Camus, is not found in developing individual codes of conduct, but that the human race can and should partake in one way possible to revolt: people must fight the insane battle. The revolt lies in human effort. Life should be given a human meaning, and not rest on a transcendental one. The theme of religion is presented by Father Paneloux whose last sermon declares the answer to the irrational plague is only found through faith, or in essence, it is unexplainable. Camus presents a new faith, a faith in human ability to choose to act and live in the face of a battle that man can never win. The metaphorical plague is therefore the people s refusal to live a rich and meaningful life. The first chapter describes the citizens of Oran by their meaningless habits. The plague brings the people together in a battle for life. The collective response of the people in juxtaposition with the character of Rambert who tries to escape Oran presents the theme of civic duty. Tarrou s journals, which overtly present humanist philosophies, focus on the duties and virtues of man. The response of the people creates a new set of morals in a world without Christian thought. The paradox is presented in the form of moral responsibility in world without Christian morals. This presents the reader with not a new philosophical idea, but rather a new answer to the modern predicament. Setting: The story takes place in the fictitious city of Oran, which rests on the Algerian coast. Camus grew up in Algeria, and from his experience created a city much like the cities he knew as a boy. The city of Oran is non-descript. It is dirty, ugly, and oppressively walled in. The setting presents the city of Oran already in a state of siege to some sort of plague, a city already quarantined by its high walls. Although the city is on the coast, the actual sea cannot be seen from the city. The sea represents one of the greatest joys of physical life to Camus. By having Oran situated so closely to the sea, yet still out of touch with its healing powers reiterates Oran s already diseased existence. Foreshadowing: The Plague is not a novel of action or plot, but is rather a novel of ideas. This being said, it is rather difficult to provide traditional insight into foreshadowing. This difficulty is perpetuated by the intended nature of the plague being one lost of logic. Logically the reader is not able to decide which of the main characters will be the next victim. The plot is at times perhaps slightly predictable, but does not rely heavily on foreshadowing to mark the development of its theoretical ideas. Point of View: The narrator of the novel is not revealed until part five. The reason for the concealed identity of the narrator is his attempt to present an objective view of the events taking place. The concealment of Rieux plays to the credibility of his attempt of objectivity as he presents a detached narrative despite the fact that he is an active participant in the horrific events. In addition to the supposed objective view of Rieux is

3 the completely subjective view of Tarrou. Tarrou and Rieux share complementing humanistic views, but because Tarrou s remarks are that of a journal, he is able to present the philosophical argument behind the narrative of Rieux. Tone: Due to the attempt of objectivity, the narrative of Rieux is sterile. That is not to say that the language itself is sterile, but that he achieves a certain level of detachment from the events through the tone of his narrative. Rieux is accused by Rambert of speaking in abstraction, and the novel itself is written in an abstracted manner. This can be seen in comparison to deeply philosophical writing style of Tarrou. Tarrou muses over human interest, and life centered on human need, whereas Rieux reports the manifestations of these philosophical phenomenon. Irony: The greatest irony of the novel is the quarantine and Camus s views on freedom. The novel takes place some time in the 1940s. At this time the medical community was aware that people infected with the disease were not in fact contagious. Camus being privy to this knowledge wrote his novel with the chief form of action against the plague being quarantines. The quarantines were used as literary device, as an ironic and metaphorical tool. The people of Oran were metaphorically not free before the plague. The people go mad when they are stripped of their freedom to stay or go, but were they free before the quarantine? They are described as being slaves to their habits, and the novel focuses on the need for human interaction. The people of Oran before the plague quarantined themselves from each other, and the plague ironically is not what suppressed their freedom, but helped them to find freedom in their choice to fight. In an absurd world the only freedom that exists is the inalienable right of choice, of how one reacts to the situation. The only way to live in an absurd world is to create meaning through meaningful interactions and occupations. The people of Oran were therefore, not living before the plague, but rather already dead to their inescapable fate. Affective Issues Related to the Work: As we live in a modern age we are also susceptible to the similar feelings of helplessness experienced by so many people during the early and mid twentieth century. The world today is being torn apart by war and disease. Often in view of these catastrophic events one questions their own ability to act in any way that will change the events that are occurring. The novel presents characters who experience similar feelings and situations. It also displays the feelings of helplessness found in people who experience oppressive situations, and illuminates other feelings and reactions that occur when people are being oppressed. The novel exposes situations that occur in the world which appear unfair, unthinkable, or absurd. Vocabulary: The short and cryptic language found in The Stranger is not representative of the language style found in The Plague. Camus tailored each of his novels writing style to the subject matter at hand. The novel requires and extensive vocabulary. Although it is not stiltedly marked by philosophical language, it does presuppose a vocabulary equal to the narrator s, who is an educated physician. Randomly opening the book a sample page contains such words as: visceral, derelict, and foundering. In addition to elevated vocabulary are medical terms which must be learned to understand the text: buboes, lancing etc. Students will also need to become familiar

4 with philosophical terms in order to handle discussions about major themes within the novel. Background Information: In order to understand the metaphorical depth of the novel a basic understanding is needed of post-enlightenment philosophy, and the modern predicament. Students need to understand the events that led to the move away from transcendental thought to empirical, and phenomenological foundations of logic. It is important to understand these concepts so that students can fully grasp the inertia that drives the novel. Other forms of pertinent information can be found in those authors who influenced Camus: Dostoevsky and Kafka. The works and opposing viewpoint of Sartre also constitutes important knowledge about Camus and his philosophies. In order to understand the purpose of the novel students must be knowledgeable of Camus s project of providing an answer to the absurd life through his version of revolt. Implications for Students of Diversity: Despite the fact that the novel takes place in Oran, there are no actual spoken lines by a native Algerian in the entire text. However, this does not imply that were no interactions between the native population and those of European descent. The novel, in fact, sends a message of equality amidst the madness. The citizens of Oran eventually come together and partake with one another in a type of common suffering as the plague continues to ravage the city without end. The plague is no respecter of persons and thereby begins to tear down social hierarchies. The people begin to realize that society s rules are only man made constructs. The text also addresses the underlying issue of oppression. The novel presents optimism in the face of a futile cause, and this can be associated with all forms of oppression. Gender Issues: The role of women is similarly absent. Yet, the overall theme of the novel speaks of unification and collective community action. The characters are therefore representative of every man. With the onset of the plague every individual regardless of sex or race is placed in the same predicament, and all are viewed and measured as equals in the reality of the plague. The Central Question/Enduring Issue: The novel presents an antidote for living in a world that at many moments seems out of our control. The situations presented in the novel place the character and reader in a world that appears absurd. Answering the question of meaning to this absurdity lies in the inalienable right of every individual to act, to make choices. Despite their surroundings one is always able to choose the way in which they react to the world. If the reaction is that of passivity, the meaning of their life is lost in the sacrifice of their freedom to act. The joy of life is found in the physical, human, or visceral reaction of man to his surroundings. Meaning is created through the fight. Determinism is held at bay by combat against oppression. Man can revolt and good people can make a difference in the lives of others, and communities can come together to fight against selfish isolation. The oppressor can be many things. In the novel the plague in Oran is the people being alive, but not living. The plague brings the people of Oran together, and in this situation they learn how to create meaningful relationships and foster the virtuous characteristics.

5 Research Issues/Project Ideas: 1. Students will be assigned the first chapter of The Plague. The first chapter is a little over three pages in length and provides only a basic description of the town. In order to emphasize the need for background knowledge, do not give the students any hints as to the meaning behind the first chapter. After they have read the chapter, ask the students to reread the text as a prospective home buyer, or a tourist. Would they want to live in Oran? Why not? Help the students decipher what is wrong in Oran. Explain the basic philosophy of what is plaguing Oran. Have the students read the text again from Camus s eyes. How does the text change in knowing the issues Camus will be addressing? Explain to the students that this novel is a novel of ideas, and they will individually by asked to track one of these ideas through the text. 2. Students will be separated into five different groups. Each group will research one of the following people: Kafka, Dostoevsky, Sartre, Beckett, and Malraux. Students will research the works of these five authors in an effort to determine the main message behind their work, and how this applies to Camus. The students will present their projects to the class to help them gain a basic framework behind the philosophy of the time period and how this will be apart of The Plague. After the class has a basic understanding of the issues the novel will be addressing create a list of terms of possible ideas that will occur in the text: occupation, justice, freedom, choice, good and evil, oppression, resistance, meaning, joy, etc. Each student will be assigned to track an idea throughout the course of the text by writing the down the page numbers on which the item is mentioned or alluded to. 3. The class will read and perform the play Endgame by Samuel Beckett. Students will read the play to gain an understanding of the idea of the world being absurd. The students will regroup after the performance to discuss how Camus s idea of absurdity influenced the creation of the Theater of the Absurd. 4. While reading the novel students will engage in a discussion of what the plague represents. Students will be asked to identify things that plague us today. What is something that plagues the student individually? How does Camus s answer of revolt apply to their particular situation? Students will be asked to write an essay in which they present a personal plague and if they agree with the answer proposed by Camus. If yes, how does it apply and why? If no, the student will assert why they disagree and provide another solution to the problem. 5. After students have viewed and discussed these ideas on a personal level, they will focus on these issues at a global or community level. For example, ask the students how the Aids epidemic is similar to the plague in the novel. How are the reactions of the characters a lesson to us in dealing with horrific events? Students will watch the movie Hotel Rwanda as an example of horrific events that led to people coming together. Students will identify in a class discussion how the actions and atrocities that occurred in Rwanda were combated with Camus s idea of defense. Taking this to another level, students will discuss how they can have a part in this fight against world-wide plagues. 6. The class will create a service project that focuses on community involvement in order to put their new knowledge to action. The project will require that students

6 combat in some way a plague that exists in our country today. An example of a project would be identifying hunger as a plague and going to work at a local soup kitchen, or identifying racism as a plague and creating a mentoring program in which they visit at risk minority youth. Students should feel that they can make a difference. Informational/Functional Texts: -Philosophical texts describing modern sentiments. -Literature featuring modern philosophical themes. -Current newspapers and magazines providing current community, national, and global events. Bibliography Bellos, David. Introduction to Camus. The Plague. New York: Everyman s Library, 2004.