荣格的原型理论下解析《一个青年艺术家的画像》中斯蒂芬的人格发展英语分析

本文是一篇英语论文，本论文着眼于主人公斯蒂芬的性格发展，剖析斯蒂芬从性格上的顺从、虔诚转变为自主、反叛的自我塑造过程，在揭示斯蒂芬反抗权威的内在因素的同时，探讨斯蒂芬的自我转变对于批判爱尔兰社会现状的意义。本论文采用荣格的人格发展理论作为学理支持，借助荣格提出的意识、集体无意识和个人无意识三个精神层面解析主人公斯蒂芬的人格发展线索。 

I. Stephen’s Ego

A. Stephen as a “Different” Child
In A Portrait of the Artist as a Young Man, the experiences of Stephen Dedalus are narrated mostly in the limited omniscient point of view, which allows Stephen to share his  pleasures  and  pain  as  a  child  with  the  readers  by  the  vehicles  of  his  feelings, thoughts,  and  associations.  Thus,  it  is  made  possible  for  the  readers  to  have  some glimpses  of  his  inner  world,  and  some  particular  experiences  at  this  early  stage  of  his growth  reflect  different  aspects  of  Stephen’s  ego  and  reveal  Stephen’s  awareness  of identity.
1. A Boy with a “Queer Name”
Stephen’s  awareness  of  identity  appears  with  a  couple  of  incidents  at  Clongowes Wood  College,  the  Jesuit  boarding  school  which  Stephen  attends  since  six  years  old. One  of  Stephen’s  school  mate,  Nasty  Roche,  posed  a  challenge  to  Stephen  Dedalus when  the  former  asked  a  series  of  questions  concerning  Stephen:  “  –  What  is  your name?  ...  –  What  kind  of  a  name  is  that?  ...  –  What  is  your  father?  ...  –  Is  he  a magistrate?” (Joyce 3) Stephen was unable to answer the second one. Later the readers find  Stephen  in  a  scene  when  he  read  what  he  had  written,  on  the  flyleaf  of  his geography book, about himself and where he was: 
It seems that Stephen had been bothered with his “queer name” until he became ill and  met  in  the  small  world  of  the  infirmary  with  Athy,  a  boy  who  enjoyed  the uniqueness of having a “queer name.” Stephen’s declaration of his identity illustrates his feeling  of  being  so  small  in  an  immense  universe,  which  marks  the  beginning  of  his attempt to make detailed arrangements in his life in his own way. 
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2. A Sensitive and Artistic Soul
From the very beginning of the novel, it is not hard to find that Stephen is a kid of particular sensitivity. Since infantry, Stephen’s acute sensory has helped him to perceive his surroundings as an artist would do. Through sounds, smells and sensations Stephen vividly  records  the  external  world  around  him  and  at  the  same  time  exposes  his potential to be a sensitive artist. “When you wet the bed, first it is warm then it gets cold. His mother put on the oilsheet. That had the queer smell.” “His mother had a nicer smell than  his  father.”  (Joyce  2)  The  reason  why  Joyce  emphasizes  other  senses  except  for vision is probably that Stephen (the alter ego of Joyce himself in many people’s mind) himself  had  a  weak  eyesight.  With  such  emphases  of  sensations,  Stephen  records recurrent  images  of  hot/cold,  wet/dry,  and  light/dark  images,  which  are  also  important elements to understand Joyce’s literary world. Anyhow, Stephen’s sensitivity continues to  be  a  distinctive  characteristic  during  his  boarding  school  days  at  Clongowes  Wood College.  
Stephen  began  to  attend  boarding  school  at  the  age  of  six.  Compared  with  other boys  at  Clongowes,  Stephen  is  weak  and  small,  suffering  from  poor  vision  and miserable homesickness. Many a time, readers may find a homesick Stephen comforting himself with thoughts of home. “All the boys seemed to him very strange. ... He longed to  be  at  home  and  lay  his  head  on  his  mother’s  lap.”  (Joyce  7)  “Going  home  for  the holidays! That would be lovely: the fellows had told him.” (Joyce 13) “Dear Mother, / I am sick. I want to go home. Please come and take me home.” (Joyce 17) As he thinks about  his  home,  it’s  clear  that  Stephen  feels  lonely.  As  a  sensitive  child,  who  loves learning and wants to excel in his learning as is shown in his endeavor in the sum quiz, Stephen  could  only  rely  on  the  strength  and  comforts  he  received  from  saying  his bed-time prayers, though he couldn’t fully understand them. Yet a lack of understanding the  meaning  of  worlds  didn’t  prevent  Stephen  from  recognizing  the  beauty  of  the rhythmical  prayers.  To  him,  the  beautiful  rhythm  is  a  form  of  art  that  impresses  him more and means more than the literal meaning.  
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II. Stephen’s Collective Unconscious

A. Persona: Stephen’s Expanding Mask
According  to  Jung,  the  Persona  is  an  element  of  the  personality  that  appears  “for reasons of adaptation or personal convenience.” If someone has certain “masks” she or he puts on in various situations (such as the side of him or her being present at work, or to family), that is a persona. The Persona can be seen as the “public relations” part of the  ego,  the  part  that  allows  people  to  interact  socially  in  a  variety  of  situations  with relative ease. (Jung 324)
The  persona  usually  grows  from  the  parts  of  people  that  wished  once  to  please teachers,  parents,  and  other  authority  figures,  and  as  such  it  leans  heavily  toward embodying only one’s best qualities, leaving those negative traits which contradict the Persona to form the “Shadow”.
Stephen’s persona is for the most part shown from the “mask” he puts on at schools. The  first  sign  of  his  persona  could  be  found  in  his  behaviors  to  hide  his  disadvantage from the prefect and eagerness to help his team win the sum contest at Clongowes Wood College, the Jesuit boarding school he begins to attend at the age about six. Compared with other boys at the school, he didn’t have any physical advantages at sports: his body was small and weak; his eyes were weak and watery. He made a quick judgement that he would not be like Rody Kickham who’s believed by many as the future “captain of the third line” (Joyce 2). Therefore, he just lingered on the verge of his line, and tried to be invisible to the prefect by being out of his sight and to be secure by keeping himself out of the reach of those rude teammates whose feet would hurt anyone, either friends or foes. He even feigned to run from time to time afraid of being scolded by the prefect or laughed at by his teammates. When the hour for sums came, he tried his utmost that his York team might not lose in the sum contest, though he knew he was not good at sums. It’s quite apparent that little Stephen has shown to the readers a clue to his persona at the beginning of his life away from home. Actually careful readers would also find this persona keeps expanding with the days of Stephen’s schooling proceeding.
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B. Shadow: Stephen’s Dark Inner World
The  traits  that  people  dislike  about  themselves,  or  would  rather  ignore,  come together  to  form  what  Jung  called  the  Shadow.  This  part  of  the  psyche,  which  is  also influenced heavily by the collective unconscious, is a form of complex, and is generally the complex most accessible by the conscious mind.
Jung did not believe the Shadow to be without purpose or merit. In his perspective, “where there is light, there must be shadow” – which is to say that the Shadow has an important  role  to  play  in  balancing  the  overall  psyche. Without  a  well-developed shadow  side,  a  person  can  easily  become  shallow  and  extremely  preoccupied  with  the opinions of others, namely, become a walking Persona. Just as conflict is necessary to advancing the plot of any good novel, light and dark are essential to people’s personal growth. (Jung 283) In  Jung’s  view  point,  hoping  not  to  have  a  direct  look  at  their  Shadows,  many people project their shadows onto others, which means that the qualities people usually feel unbearable in others are what they have in themselves and wish out of sight. When someone truly grows as a person, he or she must stop being willfully blind to his or her Shadow and attempt to balance it with the Persona.#p#分页标题#e#
Stephen’s dark side unveils itself as those qualities he’d like to hide from others are shown, like the sense of inferiority he has due to his weak body and worsening family conditions. The worst part of his shadows actually awakes on the verge of his adulthood when he begins to be bothered with his uncontrollable emotions. 
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III. Stephen’s Personal Unconscious ............................... 25
A. Stephen’s Depressions ............................ 26
1. Emotions to be Controlled .................................. 26
2. Sexual Desires to be Refrained .............................. 27
IV. Stephen’s Individuation ....................................... 36
A. Self and Individuation ................................... 36
B. Integration of the Conscious and the Unconscious ......................... 41

III. Stephen’s Personal Unconscious

A. Stephen’s Depressions
1. Emotions to be Controlled
At the start of Joyce’s account of Stephen’s early childhood, readers have learned that Stephen is aware of the necessity of controlling his outbursts of emotion and artistic expression,  as  is  shown  in  the  “Pull  out  his  eyes,  Apologise”  refrain,  and  any  sudden, natural and artistic expression of emotion – such as his declaration that he is going to be wedded with Eileen, the little Protestant girl living in his neighbourhood – will result in his  mother  and  Aunt  Dante’s  moral  retribution  who  are  in  this  case  the  stern  and practical  members  of  his  family.  What’s  more,  readers  may  also  have  found  that  the theme of his favorite song is wild roses – not tamed, cultivated ones, but wild ones. It’s fair  to  say  that  his  taste  for  rebellion  and  freedom  has  already  budded  since  his childhood if it’s not of some innate nature.
Another  incident  occurs  when  Stephen  attends  school  at  Clongowes.  He  is  back home in Bray with his family, and the family are just about to sit down for Christmas dinner. It is a momentous occasion, since this Christmas dinner is going to be Stephen’s ceremonial initiation into the world of grownups. Being allowed to say grace before the meal,  Stephen  has  from  that  moment  on  become  a  member  in  the  world  of  adults,  a world  expectantly  to  be  filled  with  the  excitement,  joy,  and  peace  of  the  Christmas season. However, the traditional dinner that is held to celebrate the birth of the Savior of the world, ironically becomes the scene of loud debate on religious and political issues. At  last,  the  angry  focus  during  the  debate  is  on  the  death  of  a  man,  instead  of  on  the birth of Jesus Christ, though Parnell, the man in focus during the debate is somewhat a savior himself, who was once Ireland’s savior in the mind of the Irish and Ireland’s hope for independence from England.
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Conclusion 
Based on Carl Jung’s theory of psychology, the psyche is made up of three major separating but interacting systems, namely, the ego which represents the conscious mind, the  personal  unconscious  and  the  collective  unconscious.  Ego  is  the  center  of consciousness  and  is  largely  responsible  for  feelings  of  identity  and  continuity,  as  it consists of thoughts, memories as well as emotions a person is aware of.
The  concept  of  the  collective  unconscious  is  one  of  Jung’s  more  unique  theories. According to Jung, who is quite unlike many of his contemporaries, all the elements of one’s nature are innate since the birth date, and the innate elements are not created by the  growing-up  environment  of  the  person,  instead  they  are  brought  out  of  the environment. Among the archetypes proposed by Jung, there are three major ones that are to be used in the analyses of the collective unconscious of Stephen, namely, persona, shadow and anima / animus.  
The significance of the unconscious in relation to personality is highly emphasized by Jung, and in his personality structure theory, the personal unconscious, the first layer of the unconscious, contains repressed memories and temporarily forgotten information. Jung’s first layer of the unconscious has an important and intriguing character, that is, a group of mental content can be gathered together to form a collection of psychological elements, called as Complexes. In other words, a complex is the thoughts, feelings, and memories  focusing  on  a  single  concept,  which  could  be  mother,  father,  hero  and  etc., and be positive or negative in the development of one’s personality. 
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