Book contents
- Revenge across Childhood and Adolescence
- Revenge across Childhood and Adolescence
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Chapter 1 And If You Wrong Us, Shall We Not Revenge?
- Chapter 2 A Framework for Understanding Variation in Youth Revenge Motivations and Retaliatory Behaviors
- Chapter 3 Normative Changes and Individual Differences in Retaliation Judgments
- Chapter 4 Developing Revenge in Early Childhood
- Chapter 5 Understanding Youths’ Retaliatory Experiences through the Lens of Moral Agency
- Chapter 6 Cultural Systems and the Development of Norms Governing Revenge and Retribution
- Chapter 7 Settling the Score in a Zero-Sum Game
- Chapter 8 Intergroup Processes
- Chapter 9 Revenge, Justice Systems, and Institutional Trust in Schools
- Chapter 10 The Importance of a Positive School Climate in Addressing Youth Retaliation
- Chapter 11 Socioemotional Competencies and Positive Classroom Climate as Alternatives to Prevent Revenge in Colombian Schools
- Chapter 12 Looking Back and Charting a Course
- Index
Chapter 1 - And If You Wrong Us, Shall We Not Revenge?
The Value of Grappling with the Experience of Revenge among Youth
Published online by Cambridge University Press: 08 July 2021
- Revenge across Childhood and Adolescence
- Revenge across Childhood and Adolescence
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Chapter 1 And If You Wrong Us, Shall We Not Revenge?
- Chapter 2 A Framework for Understanding Variation in Youth Revenge Motivations and Retaliatory Behaviors
- Chapter 3 Normative Changes and Individual Differences in Retaliation Judgments
- Chapter 4 Developing Revenge in Early Childhood
- Chapter 5 Understanding Youths’ Retaliatory Experiences through the Lens of Moral Agency
- Chapter 6 Cultural Systems and the Development of Norms Governing Revenge and Retribution
- Chapter 7 Settling the Score in a Zero-Sum Game
- Chapter 8 Intergroup Processes
- Chapter 9 Revenge, Justice Systems, and Institutional Trust in Schools
- Chapter 10 The Importance of a Positive School Climate in Addressing Youth Retaliation
- Chapter 11 Socioemotional Competencies and Positive Classroom Climate as Alternatives to Prevent Revenge in Colombian Schools
- Chapter 12 Looking Back and Charting a Course
- Index
Summary
The Merchant of Venice is a morally ambiguous and disquieting play, and the monologues by Shylock and Portia—among the most memorable and stirring in Shakespeare’s oeuvre—often leave audiences unnerved and uncertain about their allegiances. The play aptly lets us in on the many abuses and injustices that befall Shylock, and the various reasons for his distress—the widespread societal aversion for his culture, and his more personal and deeply wounding woes. Shylock was scorned, taunted, spat upon, mocked, and humiliated by Antonio and his coreligionists because he was a Jew. He was also betrayed by his own daughter Jessica, who stole his money along with a ring he had kept in remembrance of his deceased wife, and bestowed it all on her fortune-hunting Christian suitor, a friend of Antonio’s. So when Shylock delivers the rousing “Hath Not a Jew Eyes?” monologue, he commands more than our pity—we understand him: like us, when injured or wronged he feels pain and itches to strike back; he yearns for justice, aches to reclaim a sense of his own value. We may not like Shylock, but we also do not quite blame him for craving revenge.
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- Revenge across Childhood and Adolescence , pp. 1 - 7Publisher: Cambridge University PressPrint publication year: 2021