Study of Mrs. Reed’s Multi-dimensional Image from the Perspective of Sigmund Freud’s Personality Structure Theory

Authors

  • Shihan Wang
  • Chengyao Jian

DOI:

https://doi.org/10.54097/5jzt7571

Keywords:

Jane Eyre, Mrs. Reed’s Image, Freud’s Personality Structure Theory

Abstract

Jane Eyre is a classic written by British female writer Charlotte Brontë. In this paper, the author makes a comprehensive analysis of a minor character in the novel, Mrs. Reed. It is found that Mrs. Reed is a hard-hearted and cruel aunt, a doting mother and a jealous wife. Then, Freud’s personality structure theory is employed to interpret Mrs. Reed’s multi-faceted image. Firstly, Mrs. Reed is influenced by the “id” factor which makes her indulgent in her own nature, unconstrained by social rules, and behave as a hard-hearted, jealous and doting woman. Secondly, “ego” factor also shapes Mrs. Reed’s image as Mrs. Reed does show humanity occasionally under the rules and pressures of reality. In order to adapt to the social environment and cope with external pressures, Mrs. Reed displays a multifaceted and complicated personality in different situations.

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References

Bao Xiuwen. An Analysis of Mrs. Reed’s Image in Jane Eyre [J]. Journal of Zhejiang Normal University (Social Sciences), 1999 (01):56-57.

Hou Jun. A Restudy of Mrs. Reed in Jane Eyre[J]. Movie Literature, 2008(21):2.

“Victorian era.” Britannica, Encyclopdia Britannica, Inc. www.britannica.com/event/Victorian-era.

Wang Qiuyuan. An Interpretation of Jane Eyre from the Perspective of Sigmund Freud’s Personality Structure Theory [J]. Mountain Flowers, 2010(11):2.

Zhao Haihong. The Failure of Jane Eyre[J]. Foreign Literature, 2004 (03):67-72.

Zhu Qingying (Trans.).(2010). Jane Eyre by Charlotte Bronte. Beijing: China Translation and Publishing Corporation.

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Published

08-05-2024

Issue

Section

Articles

How to Cite

Wang, S., & Jian, C. (2024). Study of Mrs. Reed’s Multi-dimensional Image from the Perspective of Sigmund Freud’s Personality Structure Theory. Journal of Education and Educational Research, 8(2), 238-240. https://doi.org/10.54097/5jzt7571