Enhancing Critical Thinking in Analyzing Short Story “The Lazy Jack” Viewed from Identity Theory

Moh. Yamin(1*), Ajah Saputra(2), Nurhamsi Deswila(3)

(1) Universitas Lambung Mangkurat
(2) STKIP Muhammadiyah Sampit
(3) Monash University
(*) Corresponding Author

Abstract

This paper aims to describe and discuss the messages and meanings of the short story “The Lazy Jack”. The significance of this research is for building new frame that analyzing literary work is only viewed from the setting or character in a simple manner, but also can be viewed from identity theory assisted with critical thinking as the thinking approach rationally and based on the reason. The basis of reasoning is based on the researchers’ capacity in deepening and learning the situations and conflict happening to the character in the story. It is qualitative research in which the data collection is started from coding obtained from the text “The Lazy Jack” in line with the goal of the research. The result of this research shows that Jack does not have a firm personal identity, firm life principle, life vision, and struggling for survival. He is the one dependent on others although he always fails to learn to be better. It means that Jack is without personal and social identity.  

Keywords

critical thinking; identity theory; the lazy jack

Full Text:

PDF

References

Bahr, N. (2010). Thinking Critically about Critical Thinking in Higher Education. International Journal for the Scholarship of Teaching and Learning, 4(2). https://doi.org/10.20429/ijsotl.2010.040209

Bornstein, R. F. (2003). Psychodynamic Models of Personality. In M. J. Millon Theodore & Lerner (Ed.), Handbook of Psychology. New Jersey: John Wiley & Sons, Inc.

Britzman, D. P. (2012). What is the use of theory? A psychoanalytic discussion. Changing English: Studies in Culture and Education, 19(1), 43–56. https://doi.org/10.1080/1358684X.2012.649143

Eagly, A., & Fine, G. A. (2010). Bridging social psychologies: An introduction. Social Psychology Quarterly, 73(4), 313–315. https://doi.org/10.1177/0190272510391422

Fatma Qablan, M. Ş. & H. H. (2019). Critical Thinking in Education: the Case in Palestine. Turquoise International Journal of Educational Research and Social Studies, 1(1), 20–27.

Golding, C. (2011). Educating for critical thinking: Thought-encouraging questions in a community of inquiry. Higher Education Research and Development, 30(3), 357–370. https://doi.org/10.1080/07294360.2010.499144

Jamil, M. (2012). Satisfaction of Social Interaction On The Old Age With Personality Type. Jurnal Keperawatan, 171-182.

Jaspal, R. J., & Breakwell, G. M. (Eds.). (2014). Identity Process Theory: Identity, Social Action and Social Change. Cambridge: Cambridge University Press.

Liang, Y. (2011). The Id, Ego and Super-ego in Pride and Prejudice. International Education Studies, II(2), 177-181.

Limnatis, E. by N. G. (Ed.). (2010). The Dimensions of Hegel’s Dialectic. New York: continuum. https://doi.org/10.1017/CBO9781107415324.004

Mason, M. (Ed.). (2008). Critical thinking and learning. John Wiley $ Sons, Incor-porated. (pp Retrieved from https://ebookcentral.proquest.com

Posey, A. J., & Cushing, J. (2019). Little Freudian Slippage: Coverage of the Psychodynamic Perspective in the Undergraduate Personality Course. Teaching of Psychology, 46(3), 251–259. https://doi.org/10.1177/0098628319853941

Romagnoli, A. (2018). Sharing Identity: Indexing Cultural Perspectives through Writing Responses to Graphic Novels. SANE Journal: Sequential Art Narrative in Education, 2(3).

Saldana, J. (2013). The Coding Manual for Qualitative Researchers (2nd ed.). London: SAGE.

Stapleton, S. R. (2015). Environmental identity development through social interactions, action, and recognition. Journal of Environmental Education, 46(2), 94–113. https://doi.org/10.1080/00958964.2014.1000813

Stets, J. E., & Burke, P. J. (2003). A sociological approach to self and identity. In M. L. and J. Tangney (Ed.), Handbook of Self and Identity (pp. 128–152). Guilford Press. Retrieved from http://wat2146.ucr.edu/papers/02a.pdf

Tosuncuoglu, I. (2018). English language and literature students’ perceptions of critical thinking. International Journal of Higher Education, 7(5), 20–28. https://doi.org/10.5430/ijhe.v7n5p20

Walker, M. H., & Lynn, F. B. (2013). The Embedded Self: A Social Networks Approach to Identity Theory. Social Psychology Quarterly, 76(2), 151–179. https://doi.org/10.1177/0190272513482929

Woodward, K. (Ed). (1997). Identity and dif-ference (pp.8-12). London: Sage

DOI: 10.23917/ijolae.v3i1.9948

Article Metrics

Abstract view(s): 1330 time(s)
PDF: 782 time(s)

Refbacks

  • There are currently no refbacks.