Karen Russell uses epigraphs from The Jesuit Handbook on Lycanthropic Culture Shock to organize her short story, “St. Lucy’s Home for Girls Raised by Wolves.” The epigraphs provide short descriptions of how the humans running the school think the girls will develop at particular stages of the girls’ education. Each epigraph is followed by the memories of Claudette, the narrator of the story, who was a student at St. Lucy’s. Claudette’s development sometimes mirrors the stages described in the epigraphs, but often differs in significant ways. As a whole, the epigraphs do not reliably describe Claudette’s development.
Karen Russell's “St. Lucy’s Home For Girls Raised By Wolves” is a story of lycanthropic girls who have been raised by their wolf parents who are being assimilated into human culture by forceful nuns. Claudette is the main character who is also telling the story. She faces many achievements and struggles, but by the end of the story Claudette has clearly conformed to human culture. This is supported when Claudette shows her loss of wolf-like traits, such as when she loses compassion for her pack members, and in the later stages when she starts to have complex human thoughts and starts to lose detectable traces of her wolf origins.
The book The Zookeeper’s Wife by Diane Ackerman is about a families life during World War II. It is mainly about how Antonina had an impact on many people’s life. It starts off telling what the zoo looks like in great detail. It talks about how the young animals get to stay in the villa with them and Rys and Antonina help take care of them. They go to a cabin they have in the woods because they get news that the Germans are going to invade Poland next.
Karen Russell’s short story, “St. Lucy’s Home for Girls Raised by Wolves”, is about a pack of wolf-like girls who go to St. Lucy’s to learn how to adapt to a human life. The stages of adapting shows the character 's development and their traits throughout the story. There are many struggles as they adapt to human life, and epigraphs from The Jesuit Handbook on Lycanthropic Culture Shock informs the nuns on what will occur at a certain point in time. Sometimes the epigraphs aren’t entirely accurate.
Russell wrote a short story that took place at “St. Lucy’s Home for Girls Raised by Wolves”. The parents of the girls sent them away to train to become a functional and civilized member of society and provide them with a better life than their werewolf parents could provide for them. In this book, Russell introduced each stage of change with an epigraph that described what the girls should be expected to complete in the stage. The epigraph furthers the reader 's knowledge by outlining what they should expect from the girls in each stage.
In the short story Girls Raised by Wolves by Karen Russell, nuns at St. Lucy's Home For Girls Raised by Wolves try to turn a pack of young girls, including Claudette the narrator, whose parents are werewolves, into proper humans who can fit into society. Claudette struggles with balancing her wolf upbringing with the teachings of the nuns, and ends up conforming to the standards and morals of humankind. Her change from being a pack member to a human individual is seen in many places throughout the text. Although it is certain that Claudette grows to be human by STAGE 5, she has to struggle through the difficult and disorienting processes that are required in order to become human. There are several challenges that Claudette surpasses in order to abandon
Eliza has courage, talent, and determination as so as able to face the difficulties through the process of her education in phonetics. She realizes as her education proceeds that the difference in a flower girl is not how she behaves but how she is treated. Her experience is apart from the things anyone can pick up (the dressing and the proper way of speaking and so on). Eliza 's transformation made her a Duchess in the eyes of others, except in those of Higgins, whose pupil she was, and who could not forget the fact that she is just a flower girl. Eliza 's progress in her education is tested in act III.
Montessori shares her passion and desire for her hope of adult guidance in a child’s life as she states “our Intervention in this marvelous process is indirect; we are here to offer to this life, which came into the world by itself, the means necessary for its development”. Montessori uses this to express her passion and desire for children. She is stating that teachers should be patient with a child as his development evolves. She also states that teachers are there for children to offer to the life they already have. This implies that teachers have a special place in a child’s life to improve to the life that they already have by letting a child work on his own because this will give him more progress than helping him more than is needed.
Wright outlines a fair discussion about critical thinking intending to guide the teacher to help children to ‘think through situations where the answer is in doubt’ (2002, p.9). Throughout this chapter Wright pioneers critical thinking has a ‘practical value’ for social education, that it could help children grasp subject content in a profound and meaningful way. Examples of how to teach critical thinking are included throughout this chapter however, the lessons overlook other views of critical thinking as a process of developing skills and sub-skills. Wright (2011) generalises that critical thinking involves questioning from the higher end of the cognitive domain according to Blooms Taxonomy; ‘analyses, synthesis and evaluation’ (2002, p51). Meanwhile, Facione (2011, p. 6), who also supports critical thinking for social education, suggests skills such as: interpretation, analysis, evaluation, inference, explanation and self-regulation are developed as a process when teaching critical thinking.
Each story undoubtedly has important concepts intertwined into them. When one looks beyond the surface of the stories, he or she might notice that these stories could address things such as fitting in to society, living up to false expectations, and even family values. When it comes to fitting in to society, people often go to great lengths so that they might fit in with the people around them. In the case of the story "St. Lucy 's Home for Girls Raised by Wolves," we see the parents ' desire for the girls to fit in to their society. We see this when the girls go off to what some might call an 'obedience school. '