CONTRASTING COLD FACT WITH VITAL FANCY: A CRITICAL PEDAGOGICAL PERSPECTIVE ON SISSY JUPE AND LOUISA GRADGRIND’S EDUCATION IN HARD TIMES BY CHARLES DICKENS

Abstract

This research study aims to examine Charles Dickens’ educational philosophy in Hard Times through the lens of a Critical Pedagogical perspective by contrasting “cold facts” with “vital fancy” through the educational journey of Sissy Jupe and Louisa Gradgrind. Charles Dickens criticized Mr. Gradgrind’s facts-based education to which Paulo Freire calls the “Banking modal of education” where there is no room for fancy, creativity and human values. The main objective of this study is to contrast cold facts with vital fancy and to highlight the negative impact of rote learning which suppresses imagination, critical thinking and creativity. Sissy Jupe is considered a failure because she rejects the rigid rules of Grangrind as she prefers fancy and moral wisdom and challenges the dehumanizing system of utilitarian education. Her failure demonstrates direct confrontation to oppress education and she symbolizes liberty from the Banking modal of education and also supports Louisa when facts based education fails her. Louisa assimilates facts based education resulting unsuccessful practical life and Gradgrind’s educational philosophy creates obstacles for her intellectual liberty. By applying a critical pedagogical perspective, this study showcases how literature reflects educational practices that destroy or nurture human potential.

Keywords:

Education, imagination, submission, resistance, critical thinking and praxis.