Journal of Education and Humanities

3-11

Authors: Shahab Yar Khan

Shakespeare’s universality places him beyond all ages. He is the only author, not born in our age but whose works guarantee on regular basis financial prospects. Shakespeare's success story as a writer is unprecedented in human history. Apart from the prophets of the Holy Scriptures and the philosophers of antiquity, no one else but Shakespeare can claim an impact on human mind and heart of a mega scale that goes beyond any age, any religion, any language and any geography. Uncertainty of the political systems, ruthless growth of violence, sexual anxiety, dismemberment of filial bond and the essential spirit of improvisation in times chaotic, the very hallmark of our culture as well as of his drama, force us to see him in a post-colonial contemporary context to find a direction, a resolve and an asylum from the ‘neo-colonial’ disaster of the 21st century. Shakespeare’s treatment of the word imagery, giving word a graphic texture, does not allow his modern audience to approach his works dealing with the concept of ‘conflict’ in the Greek classical sense of the word. Conflict is not the soul of Shakespearean tragedy. Shakespearean tragedy transforms it into the ‘illumnationist’ principle of ‘diversity’. Shakespeare’s art is the ‘quintessence’ of mankind. Whenever justice is violated, his drama speaks for those who stand bewildered, lost and wronged. KingLear, arguably, is the greatest specimen of poetic art on earth. The play is gradual defining of a new sensibility where life is regarded as culmination of a process of transformation. A play where, ‘Najasa’ (a term to describe the fallen women; from Arabic Najas: the impure, unwholesome, filthy) the faithless-faceless-shameless ‘whore, the bawd’, introduces in the name of progressive disciplines its filth and corruption as normal walk of life. These fashionable the ‘gilded butterflies’, the worldly wise ‘court rogues’, if remain the role models, human civilizations stand no chance to grow intellectually and spiritually. These people represent a mindset, the mind of the outdated patriarchal system of cheap compromises, disloyalty, lack of dignity, competition for power play and possession of wealth. Shakespeare suggests a solution; matriarchal system.

21-29

Authors: Adisa Ahmetspahić, Rumejsa Ribo

This paper aims to offer a new understanding of the Byronic hero through the character of Jane Eyre. By definition, the Byronic hero presents a potent individual who defiantly breaks the social norms of his time as they oppose his own moral philosophy. Ever since the archetype of the Byronic hero was created, prevalently male characters in literature have been characterized as such, from Byron’s Childe Harold, Emily Brontë’s Heathcliff, to Dumas’ Dantes. Even though she was a female, Jane Eyre, Charlotte Brontë’s title character, displayed behavior resembling that of the previously mentioned male characters. This indicates that Jane Eyre did not only break the social norms of her time but also the mold of the Byronic hero. On her journey from childhood to adulthood, many tried to suppress her wayward behavior. However, she always managed to rise above such plights and continued going off the beaten track, just like other Byronic heroes. Relying on the close-reading method, this paper follows Jane Eyre through different stages of her life in which she reveals her Byronic nature.

43-52

Authors: Senaid Fejzić, Aida Tarabar

In the modern technology era it is necessary to find the best ways of utilizing its results and products for educational purposes, i.e. for enhancing teaching and learning processes. The paper presents a research conducted in the secondary schools of the Zenica-Doboj Canton. The aim of the research was to identify the extent to which these B&H schools use modern teaching aids in their foreign language classroom.