Animals, Society and Culture Lecture 12: Anthropomorphism and animal tales 2012-13

Lecture outline Anthropomorphism Children’s literature Literature and campaigns against cruelty to animals

What is anthropomorphism? Human shape Gods Animals Unscientific

Making connections Anthropomorphism derives from human capacity for ‘reflexive consciousness’ Makes possible the ‘incorporation of some animals into the human social milieu’ (Serpell, 2005:124). Enables humans ‘to participate in nonhuman lives not just as observers but as active social partners…. [and] … to bridge the conceptual and moral gulf that separates humans from other animals’ (Serpell, 2005:132)

Types of anthropomorphism Allegorical Personification Superficial Explanatory Applied (Mullan and Marvin, 1999)

Controversial anthropomorphism is very close to anthropocentrism – humans project own ways of behaving, thinking feeling because they see themselves as the centre of the universe (Tylor) Can also be understood as the opposite – as emphasising continuity between humans and animals (Fudge)

Children’s literature

Civilising process Children closer to nature than are adults The process of acculturation of children likened to the process of human development from ‘savage’ to ‘civilised’ Children are ‘like’ animals –this animality has to be controlled, tamed, repressed through process of acculturation

Children and animals Animals are as important as humans Relationships with them significant Know their likes and dislikes See them as individuals Embodiment and touch important aspect of communicating with animals Social positioning similar

Fairy stories Civilising process Repression of animality Taught about morality Charles Perrault: ‘They all tend to reveal the advantage in being honest, patient, prudent, industrious, obedient’

Red Riding Hood

Original tale In facing the werewolf and temporarily abandoning herself to him, the little girl sees the animal side of herself. She crosses the border between civilisation and wilderness, goes beyond the dividing line to face death in order to live. Her return home is a move forward as a whole person. She is a wo/man, self-aware, ready to integrate herself into society with awareness. (Zipes, 30)

Perrault’s tale ‘As every reader/viewer subconsciously knows, Little Red Riding Hood is not really sent into the woods to visit grandma but to meet the wolf and to explore her own sexual cravings and social rules of conduct. Therefore, the most significant encounter is with the wolf because it is here that she acts upon her desire to indulge in sexual intercourse with the wolf, and most illustrations imply that she willingly makes a bargain with the wolf, or, in male terms, ‘she asks to be raped’ (Zipes, p.239, Don’t Bet on the Prince)

Animal autobiographies Develop an anti-cruelty message Invite the reader to experience life from an animal’s perspective Children are addressed by these books because they’re seen as effective agents in promoting better treatment of animals they can learn lessons in good behaviour from the behaviour of the animals and their owners

Slave narratives Same social positioning Autobiographical Part of campaign to change the law Testimonial as well as testimony Subjectivity created for animal autobiographers often analogous to children, women, slaves, servants (Cosslett, 2006)

Realist element Class system Morality tale – exemplar of good behaviour (both human and animal) Respects human and animal hierarchies Relates to treatment of horses in real world Communication by touch and tone of voice

The jungle book

Anti-cruelty campaigns Published in 1877 RSPCA endorsed several editions of the book George Angell, founder of the American Humane Society, ‘issued free copies to American cabmen with the subtitle ‘The Uncle Tom’s Cabin of the Horse’ (Kean, 79).

Summary Anthropomorphism enables emotional connection between humans and animals Devalued in modernity because it’s associated with emotion rather than reason, women/femininity rather than men/rationality, children rather than adults, nature rather than culture Important in children’s literature and in literature opposing cruelty to animals Re-emergence of anthropomorphism at end of 20th beginning of 21st century is significant as it suggests change in how human-animal relations are understood/experienced – post-modernity

References used Armstrong, P (2008) What animals mean in the fiction of modernity, Routledge Cosslett, T (2006) Talking animals in British children’s fiction, 1786-1914, Ashgate Crist, E (2000) Images of animals: anthropomorphism and animal mind, Temple University Press DeMelo, M (2012) Animals and Society, Columbia University Press Greene, A (2008) Horses at work, Harvard University Press Keane, H (1998) Animal Rights, Reaktion Mullan, B and Marvin, G (1999) Zoo Culture, Univ. of Illinois Press Serpell, J (2005) ‘People in disguise: anthropomorphism and the human-pet relationship’ in Daston, L and Mitman, G (eds) Thinking with animals, Columbia University Press Tipper, R (2011) ‘A dog who I know quite well’: everyday relationships between children and animals in Children’s Geographies, 9 (2): 145-165 Tyler, T (2003) ‘If horses had hands’ in Society and Animals, 11 (3) Zipes, J (2006) Fairy tales and the art of subversion, 2nd edition, Routledge Zipes, J (1986) Don’t bet on the prince, Gower