Alice's Cognitive Journey: A Piagetian Analysis of Reasoning in Alice’s Adventures in Wonderland | ||
| CDELT Occasional Papers in the Development of English Education | ||
| Article 2, Volume 90, Issue 1, April 2025, Pages 23-35 PDF (451.76 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/opde.2025.445025 | ||
| Author | ||
| Maryam Azzam Ismael | ||
| A research paper submitted to the Faculty of Arts, Mansoura University for the requirements of MA degree in Literature | ||
| Abstract | ||
| Alice’s identity in Alice’s Adventures in Wonderland has been reinterpreted across various adaptations, each reflecting shifting cultural, literary, and psychological paradigms. This study discusses and analyzes some selected textual examples from Lewis Carroll's Alice's Adventures in Wonderland to illustrate the protagonist's cognitive development through the lens of Jean Piaget's theory of Cognitive Development. Focusing on Alice's persistent questioning and her attempts to apply logical reasoning within the nonsensical environment of Wonderland, the examples shed light on the main characteristics of the transition between Piaget's Preoperational and Concrete Operational stages. Instances examined include Alice's efforts to apply learned concepts, her challenges to arbitrary rules and illogical events, her struggles with identity amidst constant change, and her developing ability to test reality. Collectively, the analysis proposed in this study attempts to demonstrate how Alice's interactions showcase the cognitive dissonance and growth associated with a child grappling with emerging logical thought while navigating a world that defies conventional rules and reason. | ||
| Keywords | ||
| cognitive dissonance; narrative psychology; postmodernism; Cognitive Narratology; Alice’s Adventures in Wonderland | ||
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