De-victimizing Lolita: Removing Emotion from the Classroom Abstract: This paper focuses on Vladimir Nabokov’s novel Lolita. Specifically the argument discusses the need for reform within the classroom setting regarding student reaction and interpretation to the text. Class discussion involving Lolita tends to fall under a blanket of socially constructed presumptions that lend the discussion toward a shallow and judgmental reading of the text, and this tendency limits the discussion. This paper argues
“Lolita” is a story about destructive passion of middle-aged literature professor Humbert towards 12-year-old girl Dolores Haze, who has gained nickname “Lolita” following Humbert’s example. The novel is an experiment and innovation, probably there were writers before who tried to overlook the context and consequences of a middle-aged man and young girl “love”, but “Lolita” is a book, that received so big and passionate response as no
truth from the very consciousness of the observer, and act as mirror for humanity's dual reality. The present paper aims to analyze the traditional and modern theories of theodicy in relation to literature, insofar as literary works such as Vladimir Nabokov's Lolita or Fyodor Dostoyevsky's The Brothers Karamazov owe their widely acknowledged value to controversial yet marvelously insightful glimpses into mankind's complex interpretations of evil. The first traditional theory of theodicy belongs to
might find it difficult to draw comparisons between the two protagonists: James Gatsby, from The Great Gatsby, and Humbert Humbert, from Lolita. Gatsby’s is the tragic story of a self-made man who built himself an empire for a woman who would never love him. Humbert Humbert, on the other hand, is a manipulative and witty pervert who lusts after the vulgar nymphet, Lolita. Both men are extremely similar in one key aspect, however. Both Gatsby and Humbert have idealized an encounter from their youth and