Fairytales_and_folktales_are_vital_for_advancing_cultural_values

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Last Name-1 Name Institution Course Name Instructor Date The Social Function of the Folktale and Fairytale Introduction Fairytales and folktales are vital for advancing cultural values. The wisdom in the stories usually gets passed down through the generations, guiding society as a whole and preserving it for a long time. Folktales and fairytales often impart moral lessons, especially after each tale, which mirrors the ethical standards that govern society and aids in children's early development of morality. The moral and ethical values that the stories impart are crucial because they shape children's character at an early age, preparing them to become responsible adults in society. The social function of the folktale & fairytale The stories also support the development of a feeling of cultural identity and social inclusion. Most of the time, the names and characters in the stories reflect the community's history and serve to bind its inhabitants to their culture. They maintain a culture's individuality and authenticity by keeping its essential components intact. Marcia R. Lieberman's scholarly study, published in "College English," provides an in-depth examination of the role of fairy tales in cultural adjustment, emphasizing how these stories affect women's socialization. Lieberman's research helps to better understand the critical function of storytelling in spreading and maintaining cultural values by examining the impact of fairy tales on the acculturation process.
Last Name-2 It should be highlighted that not all aspects of these stories are consistent with contemporary values; some may even reinforce traditional gender roles or power relations. Folktales and fairytales have a significant social impact on society, and it is vital to consider this influence while evaluating their social responsibilities. Additionally, progressive, inclusive ideals that reflect shifting cultural norms should be actively promoted. Despite these challenges, these tales are vital to transmitting and maintaining cultural values because they provide a timeless link to the past and direction for the future. They should be told to children to preserve the cultural tradition's beliefs in folktale stories. These serve as an archive for shared experiences that connect the past with the here and now (Dayrell, pg. 300 ). These stories maintain cultural transmissions by ensuring that heritage and identity are passed on from generation to generation, leading to generation connectedness. The stories told through fictional characters such as Anansi the Spider convey the cultural fabrics of the Igbo, Yoruba, etcetera. Storytelling was critical in building community cohesion, imparting ethical values, and conserving native wisdom. Folklore remained vital for the development of Nigerian culture. They convey ethics by telling stories that appear innocent. These stories are told through relatable characters, using enticing plots that teach empathy, sincerity, and perseverance. Making morals easy to understand can be done through narrative structure, which is also enthralling and sticky enough to aid kids in grasping fundamental principles quickly. Ethical principles
Last Name-3 effortlessly blend into the narrative of children's folktales and fairy tales. Moral situations arise for characters with their options representing consequences accompanying excellent and evil deeds. One way to teach audiences to use moral principles is the daily selling style, which explains ethics that can be implemented personally ( Zima, pg 714) . Aesop's fables provide an example of short moral teachings. This makes these fables that use anthropomorphic animals' magnificent and timeless messages easy to understand. For example, "The Boy Who Cried Wolf" teaches us about deceitfulness, its dangers, and how to avoid them. K On the other hand, "The Ant and the Grasshopper" emphasizes hard work and alerts us from being lazy. Aesops’ stories are still popular among people because they prove that morality can be presented in an easy-to-remember form with a good story. The folktales and fairytales are educational; they entertain and explain people's way of life. They create engaging stories with magical elements as well as characters that hook audiences into their work, giving moral messages that, at the same time, offer an amusing diversion from reality. Sharing such stories strengthens ties among members of the community.
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Last Name-4 Just as they do at community festivals, at firesides in the village, and at dinner parties, the storytelling ritual brings people together under a common social culture. Folktales and fairytales attract everybody because these characters represent typical emotions like love, bravery, and fighting with difficulties. Since these are universal resonances, they allow others' stories to remain relevant and relate to people among themselves, sharing comprehension about humanity. Folk tales and bedtime stories give comfort and direction when facing challenges. Familiar stories with story arcs that offer a structure to understand and cope with problems despite the uncertain future. Folktales and fairy tales inspire in times of adversity and give hope. Overcoming trials and tribulations of characters helps to develop resilience in persons who strive onward despite setbacks. Such stories are emotional pillars that show us all about our ability to achieve success and change (Judith, pg.90). From time immemorial, fairy tales and folktales have helped us survive emotionally in dark hours and thus strengthened our unity as a nation. Although these stories may be eaten privately, for example, in day-to-day life settings, such stories assist people and whole communities in overcoming challenging conditions using courage, faith, and hope. Though folk tales and fairy tales are precious, their shadow contains elements of sexism and classism. They are usually traditional and depict males as taking part in dominant roles while
Last Name-5 females remain weak and helpless, thereby promoting unjust laws and embedded notions about genders. Most such stories do, after all, mirror a shared vision of woman-as-victim or even man- is-the-hero image. Most of all, the portrayal of women through media affects people's view on a 'woman' role and reaffirms already established stereotypes about "manly" actions within societies, which makes it hard for any man to express himself differently than he already has been over Modern society today has realized it is necessary to analyze the old sagas and fairytales of the past(Lieberman et al., pg. 390). With the stories being recycled by re-reading and retelling, the effort aims to unravel what has been misconstrued. The new evaluation considers changing cultural ideals aimed at creating equal opportunities. CONCLUSION They served as tools through which cultures were passed on from generation to generation. These reflect morals and culture by depicting something on their ordinary consciousness in various societies. These are tales which old always stay new. Their ability to transcend generations demonstrates their power in human thinking, forming one means of communicating and interacting over a vast period. Reading of stories in an equilibrated manner amid the evolving order. These stories are rewritten to try and make them fit contemporary culture so as not to offend contemporary audiences.
Last Name-6 References Zima, Dubravka. "SOCIAL FUNCTIONS OF THE FAIRY TALE COLLECTION CROATIAN TALES OF LONG AGO BY IVANA BRLIĆ-MAŽURANIĆ." Acta Histriae 30.3 (2022): 709-726. https://repozitorij.unizg.hr/islandora/object/hrstud:3292 Dayrell, Elphinstone, et al. “Folk Stories from Southern Nigeria, West Africa.” Internet Archive, London, New York: Longmans, Green and Co., 1910 archive.org/details/folkstoriesfroms00dayrrich/page/n1/mode/2up?view=theater. It was accessed on 30 Oct. 2023. Judith, P. Shoaf. “Bisclavret.” Goodreads, 1996, www.goodreads.com/book/show/41181537- bisclavret. Accessed 30 Oct. 2023. Lieberman, Marcia R. "' Some Day My Prince Will Come: Female Acculturation through the Fairy Tale." College English, vol. 34, no. 3, Dec. 1972, pp. 383–95, https://doi.org/10.2307/375142.
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