title: The Darwin Continuum: The Influence of Charles Darwin on Victorian and Neo-Victorian Fiction

authors: Nelson, Emma Ashley-Rose

subjects: Charles Darwin

abstract: Abstract

In 1859 Charles Darwin challenged the Victorian worldview with his first controversial publication, On the Origin of Species by Means of Natural Selection. The Victorian understanding of species-relatedness had primarily rested on the biblical idea of species-specific design by God, in which animals are considered wholly separate, and unrelated to, the human species. The Origin outlines the conflicting theory of evolution by natural selection, whereby animal species descend from one another over time, in response to factors such as climate, resource availability, and competition. Darwin thus suggests the mutability and connectivity of species. The Origin does not explicitly address human evolution. It does, however, imply that humanity is not exempt from possessing animal ancestry. The apparent need for empathy, respect and equality across all species is emphasised. Human evolution was given greater attention in Darwin’s second work, The Descent of Man and, and Selection in Relation to Sex (1871).		
Herbert Spencer regarded natural selection as the ‘survival of the fittest’, a term which Darwin adopted in his fifth edition of The Origin in 1869. Described within The Origin as the survival of those better adapted for an immediate local environment, Darwin did not intend for the idea to transcend biology. Spencer, however, believed that survival of the fittest could be applied to sociology, and thus, as Social Darwinism, it became connected to ideas of racial superiority, eugenics, and justified genocide. 							
This thesis aims to analyse the nature of Darwin’s influence on novelists from the nineteenth century to present day. Of particular focus is how his ideas are represented and, on occasion, altered in the work of creative writers. The first half of this thesis focuses on late nineteenth-century authors writing in the immediate wake of The Origin. These novelists were inevitably influenced by Darwin’s ideas. Their fiction reflects both the Victorian fascination with Darwin, and the cultural, social, and theological unease that his theories stirred. Chapter One examines H.G. Wells’ The Time Machine (1895), The Island of Dr. Moreau (1896), and War of the Worlds (1898), highlighting Wells’ intimate knowledge of Darwin’s theories, but also Wells’ anxieties about devolution and extinction. In Chapter Two attention turns to five late nineteenth and early twentieth-century novelists writing scientific romances and gothic fiction. Charles Kingsley’s Water Babies (1863), Samuel Butler’s Erewhon (1872), Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr Hyde (1886), Bram Stoker’s Dracula (1897), and Arthur Conan Doyle’s The Lost World (1912) all exhibit respect for Darwin as a scientist, whilst also echoing Wells’ anxieties for the possible degeneration and regression of humanity. 								Having established these nineteenth-century contexts, I then move forward more than a century to explore neo-Victorian re-imaginings of Darwin and his ideas. Chapter Three focuses on The French Lieutenant’s Woman (1969) by John Fowles; Morpho Eugenia (1992) by A.S. Byatt; This Thing of Darkness (2005) by Harry Thompson; The Darwin Conspiracy by John Darnton (2005); and The Naturalist (2014) by Thom Conroy. These works showcase contemporary acceptance of many of Darwin’s views. Repulsion towards the way in which Darwin’s theories were applied in relation to issues of race creates a tension in these works, with Darwin perpetually mediated through a late twentieth and early twenty-first century lens. A similar self-reflexivity is evident in the Steampunk authors discussed in Chapter Four. In K.W. Jeter's Morlock Night (1979), Scott Westerfeld's Leviathan trilogy (2009-2011), and Mark Hodder's The Strange Affair of Spring Heeled Jack (2010), however, the seriousness of the neo-Victorians gives way to a playful spirit of fun.

text: The Darwin Continuum: The Influence of Charles Darwin on Victorian and Neo-Victorian Fiction Abstract

In 1859 Charles Darwin challenged the Victorian worldview with his first controversial publication, On the Origin of Species by Means of Natural Selection. The Victorian understanding of species-relatedness had primarily rested on the biblical idea of species-specific design by God, in which animals are considered wholly separate, and unrelated to, the human species. The Origin outlines the conflicting theory of evolution by natural selection, whereby animal species descend from one another over time, in response to factors such as climate, resource availability, and competition. Darwin thus suggests the mutability and connectivity of species. The Origin does not explicitly address human evolution. It does, however, imply that humanity is not exempt from possessing animal ancestry. The apparent need for empathy, respect and equality across all species is emphasised. Human evolution was given greater attention in Darwin’s second work, The Descent of Man and, and Selection in Relation to Sex (1871).		
Herbert Spencer regarded natural selection as the ‘survival of the fittest’, a term which Darwin adopted in his fifth edition of The Origin in 1869. Described within The Origin as the survival of those better adapted for an immediate local environment, Darwin did not intend for the idea to transcend biology. Spencer, however, believed that survival of the fittest could be applied to sociology, and thus, as Social Darwinism, it became connected to ideas of racial superiority, eugenics, and justified genocide. 							
This thesis aims to analyse the nature of Darwin’s influence on novelists from the nineteenth century to present day. Of particular focus is how his ideas are represented and, on occasion, altered in the work of creative writers. The first half of this thesis focuses on late nineteenth-century authors writing in the immediate wake of The Origin. These novelists were inevitably influenced by Darwin’s ideas. Their fiction reflects both the Victorian fascination with Darwin, and the cultural, social, and theological unease that his theories stirred. Chapter One examines H.G. Wells’ The Time Machine (1895), The Island of Dr. Moreau (1896), and War of the Worlds (1898), highlighting Wells’ intimate knowledge of Darwin’s theories, but also Wells’ anxieties about devolution and extinction. In Chapter Two attention turns to five late nineteenth and early twentieth-century novelists writing scientific romances and gothic fiction. Charles Kingsley’s Water Babies (1863), Samuel Butler’s Erewhon (1872), Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr Hyde (1886), Bram Stoker’s Dracula (1897), and Arthur Conan Doyle’s The Lost World (1912) all exhibit respect for Darwin as a scientist, whilst also echoing Wells’ anxieties for the possible degeneration and regression of humanity. 								Having established these nineteenth-century contexts, I then move forward more than a century to explore neo-Victorian re-imaginings of Darwin and his ideas. Chapter Three focuses on The French Lieutenant’s Woman (1969) by John Fowles; Morpho Eugenia (1992) by A.S. Byatt; This Thing of Darkness (2005) by Harry Thompson; The Darwin Conspiracy by John Darnton (2005); and The Naturalist (2014) by Thom Conroy. These works showcase contemporary acceptance of many of Darwin’s views. Repulsion towards the way in which Darwin’s theories were applied in relation to issues of race creates a tension in these works, with Darwin perpetually mediated through a late twentieth and early twenty-first century lens. A similar self-reflexivity is evident in the Steampunk authors discussed in Chapter Four. In K.W. Jeter's Morlock Night (1979), Scott Westerfeld's Leviathan trilogy (2009-2011), and Mark Hodder's The Strange Affair of Spring Heeled Jack (2010), however, the seriousness of the neo-Victorians gives way to a playful spirit of fun.

year: 2015

title: An exploration of year 10 students’ motivation, attitude and self-efficacy toward learning chemistry

authors: Misitomu, Andrew Ita

subjects: Motivation

abstract: How you see the world is largely a function of where you view it from, what you look at, what lens you use to help you see, what tools you use to clarify your image, what you reflect on and how you report your world to others. (Anderson, 2000, p. 3)

Chemistry education is a broad term that refers to the study of the teaching and learning of chemistry in all schools, colleges and universities. The need to understand student motivation, attitude, and self-efficacy toward learning chemistry, how best to teach and improve learning outcomes in chemistry are paramount. These needs could be met by changing teaching methods and appropriate training of chemistry instructors, within several modes, including classroom teaching, demonstrations, and laboratory activities. There is a constant need to update the skills of chemistry teachers, and in acquiring a better understanding of students’ motivation, attitude, and self-efficacy toward learning chemistry; chemistry education speaks to this need.

This study explores students’ motivation, attitude and self-efficacy toward learning chemistry. It uses Year 10 chemistry students in four secondary schools in Honiara, Solomon Islands as its study participants. Its primary objective is to examine student perceptions, and to investigate associations between chemistry students' motivation, attitude, and self-efficacy. The research adopts an interpretive approach to research, and employs a mixed methodological approach using questionnaire and semi-structured interview for data collection. It uses cross tabulation, thematic and statistical analysis for data presentation, analysis and theory formation.

The significant results of the study substantiate suggestions made by other research studies that student motivation, attitude and self-efficacy shape the behaviour of students toward learning chemistry. The nature of influence depends on the degree of success in prior student learning experiences.

This study finds that, student motivation as a personal construct is intrinsically driven. Thus motivated students have a positive attitude toward learning chemistry and do learn effectively while unmotivated students place less effort into the learning process. This study suggests students’ attitude toward learning chemistry is shaped by past teaching and learning experiences, and the influence of parents and peers on students’ normative beliefs. In addition, intrinsically motivated students acquire a sense of self-worth and confidence, setting achievable goals and working toward achieving them.

Such findings call for a contextualised chemical education for young people, driven by past changes in chemistry education in schools and the needs and interests of our young people, our future citizens. The need to develop learning and instructional materials that are holistically interwoven with the learners’ socio-cultural context with prior and intended chemistry knowledge is a worthy call. This is important for worthwhile and lifelong learning. The country's socio-cultural context could therefore be embedded into the curriculum materials (syllabus, students’ books, teachers’ guides and learning resources). The socio-cultural application of chemical knowledge, skills and principles could, therefore, be the central focus in instructional and learning materials design. This could help increase student motivation; creates positive attitude change, and help boost student self-efficacy toward learning chemistry.

text: An exploration of year 10 students’ motivation, attitude and self-efficacy toward learning chemistry How you see the world is largely a function of where you view it from, what you look at, what lens you use to help you see, what tools you use to clarify your image, what you reflect on and how you report your world to others. (Anderson, 2000, p. 3)

Chemistry education is a broad term that refers to the study of the teaching and learning of chemistry in all schools, colleges and universities. The need to understand student motivation, attitude, and self-efficacy toward learning chemistry, how best to teach and improve learning outcomes in chemistry are paramount. These needs could be met by changing teaching methods and appropriate training of chemistry instructors, within several modes, including classroom teaching, demonstrations, and laboratory activities. There is a constant need to update the skills of chemistry teachers, and in acquiring a better understanding of students’ motivation, attitude, and self-efficacy toward learning chemistry; chemistry education speaks to this need.

This study explores students’ motivation, attitude and self-efficacy toward learning chemistry. It uses Year 10 chemistry students in four secondary schools in Honiara, Solomon Islands as its study participants. Its primary objective is to examine student perceptions, and to investigate associations between chemistry students' motivation, attitude, and self-efficacy. The research adopts an interpretive approach to research, and employs a mixed methodological approach using questionnaire and semi-structured interview for data collection. It uses cross tabulation, thematic and statistical analysis for data presentation, analysis and theory formation.

The significant results of the study substantiate suggestions made by other research studies that student motivation, attitude and self-efficacy shape the behaviour of students toward learning chemistry. The nature of influence depends on the degree of success in prior student learning experiences.

This study finds that, student motivation as a personal construct is intrinsically driven. Thus motivated students have a positive attitude toward learning chemistry and do learn effectively while unmotivated students place less effort into the learning process. This study suggests students’ attitude toward learning chemistry is shaped by past teaching and learning experiences, and the influence of parents and peers on students’ normative beliefs. In addition, intrinsically motivated students acquire a sense of self-worth and confidence, setting achievable goals and working toward achieving them.

Such findings call for a contextualised chemical education for young people, driven by past changes in chemistry education in schools and the needs and interests of our young people, our future citizens. The need to develop learning and instructional materials that are holistically interwoven with the learners’ socio-cultural context with prior and intended chemistry knowledge is a worthy call. This is important for worthwhile and lifelong learning. The country's socio-cultural context could therefore be embedded into the curriculum materials (syllabus, students’ books, teachers’ guides and learning resources). The socio-cultural application of chemical knowledge, skills and principles could, therefore, be the central focus in instructional and learning materials design. This could help increase student motivation; creates positive attitude change, and help boost student self-efficacy toward learning chemistry.

year: 2012

title: New stories of identity: Alternatives to suspension and exclusion from school

authors: McMenamin, Donald

subjects: School suspension

abstract: School suspension and exclusion practices are currently under the spotlight. Many schools go to great lengths before employing these disciplinary options. However even in the midst of practices of care for young people, very little attention is paid to the discursive conditions in which exclusion and suspension arise. In this thesis I theorise and research an alternative response to suspension and exclusion. I engage in post-structuralist discursive analysis to propose that young peoples’ actions, including unacceptable behaviours, are not so much evidence of a personality to be fixed, managed or disciplined, as they are the effect of prevailing discourses about how young people ought to act. Calling on narrative therapy practice I then propose that young people’s discursively shaped identity stories and reputations can be re-authored within communities of care. Such re-authoring produces a range of changes including in a young person’s actions at school.
In this study I use case examples from two New Zealand schools to demonstrate how prevailing discourses shape the language and responses of participants at times which may lead to suspension or exclusion from school being considered. I explore how the development of alternative identity stories and reputations for young people can lead to significant changes in young peoples’ actions and those of their teachers at school. To achieve this I analyse interview transcripts and school records concerning a situation which led to a suspension. I highlight the presence and effect of prevailing discourses (discursive analysis), and the way participants’ words intend a desired effect (performative language) and draw on familiar stories to enhance desired effect (intertextuality). In this thesis I offer a critique of rationalist interpretations of young peoples’ actions, and explore alternative discursive and narrative models of interpreting and responding to young peoples’ actions.
My research findings highlight: the effectiveness of discursive awareness and re-authoring as a response to young people at times of suspension and exclusion being considered; the need for on-going support for emerging alternative reputations; the need for cultural safety and awareness in providing a place for Pakeha researchers to work effectively with Māori young people and communities; and the need for discursive and narrative practices to be offered in dialogue with schools’ particular ethical purposes. I argue that the practices I research in this thesis offer a way for schools to further reduce the use of suspensions and exclusions at school.

text: New stories of identity: Alternatives to suspension and exclusion from school School suspension and exclusion practices are currently under the spotlight. Many schools go to great lengths before employing these disciplinary options. However even in the midst of practices of care for young people, very little attention is paid to the discursive conditions in which exclusion and suspension arise. In this thesis I theorise and research an alternative response to suspension and exclusion. I engage in post-structuralist discursive analysis to propose that young peoples’ actions, including unacceptable behaviours, are not so much evidence of a personality to be fixed, managed or disciplined, as they are the effect of prevailing discourses about how young people ought to act. Calling on narrative therapy practice I then propose that young people’s discursively shaped identity stories and reputations can be re-authored within communities of care. Such re-authoring produces a range of changes including in a young person’s actions at school.
In this study I use case examples from two New Zealand schools to demonstrate how prevailing discourses shape the language and responses of participants at times which may lead to suspension or exclusion from school being considered. I explore how the development of alternative identity stories and reputations for young people can lead to significant changes in young peoples’ actions and those of their teachers at school. To achieve this I analyse interview transcripts and school records concerning a situation which led to a suspension. I highlight the presence and effect of prevailing discourses (discursive analysis), and the way participants’ words intend a desired effect (performative language) and draw on familiar stories to enhance desired effect (intertextuality). In this thesis I offer a critique of rationalist interpretations of young peoples’ actions, and explore alternative discursive and narrative models of interpreting and responding to young peoples’ actions.
My research findings highlight: the effectiveness of discursive awareness and re-authoring as a response to young people at times of suspension and exclusion being considered; the need for on-going support for emerging alternative reputations; the need for cultural safety and awareness in providing a place for Pakeha researchers to work effectively with Māori young people and communities; and the need for discursive and narrative practices to be offered in dialogue with schools’ particular ethical purposes. I argue that the practices I research in this thesis offer a way for schools to further reduce the use of suspensions and exclusions at school.

year: 2014