Crime and Punishment

The Role of the Dream of the Dying Horse in Understanding Raskolnikov’s Psyche

            Among several dreams that appear in Dostoevsky’s Crime and Punishment, Raskolnikov’s dream about the dying horse seems of great importance; it serves a crucial role in our understanding of Raskolnikov’s psyche and – possibly – of the motive behind his murder. Towards the beginning of the book, Raskolnikov wanders about the streets back home, uncontrollably falling into reveries. He begins to feel a strong inclination to sleep: and so, he “[stops] in complete exhaustion, [leaves] the road, [goes] into the bushes, [collapses] on the grass, and in a moment [falls] asleep” (53). As he descends into a deep sleep – oblivious to all that lies beyond the periphery of his serenity – he enters into an uncanny dream – into another realm of being – that seems more real than reality itself. The dream is more “graphic, vivid, and… lifelike” (54) than his waking life; what has readily been repressed in his waking hours – the unconscious – is now undone and released in his sleep – unraveling into a strange dream in which a horse is whipped to death by its sadistic owner. The strange dream – which precedes the act of murder – serves as a precursor that provides insights into our understanding of Raskolnikov’s psyche and possibly his motive for committing the murder.

            Dostoevsky portrays the scene – in the dream – through the eyes of seven-years-old Raskolnikov. The young Raskolnikov, holding onto his father’s hands, walks down the road into the town – where there seems to be some sort of festivity. The passage – mirroring the way father and son navigate through the crowd – winds through the descriptions of the drunken crowd – until it comes upon the “big cart [with] a small, skinny, grayish peasant nag … harnessed [to it]” (55). The eyes of young Raskolnikov rest fixated on the sight of the mare – on the strangeness of its sight. Perhaps, he instinctively senses that something– something strange – is about to happen.  Soon enough, Mikolka, the owner of the mare, shouts from the cart for more people to get in and with sadistic rage, starts whipping the mare – with the crowd quickly bursting into laughter. The “little mare starts pulling with all her might, but she can scarcely manage a slow walk, much less a gallop; she just shuffles her feet, grunts, and cowers under the lashes of the whips showering on her like hail” (56). With much of everyone else reveling perversely at this sight – enveloped in the atmosphere of drunkenness – it is just the little mare and little Raskolnikov who are writhing with great pain.

The very first words that Raskolnikov utters at the terror of the situation are: “Papa, papa… papa, what are they doing? Papa, they’re beating the poor horse” (56). Raskolnikov, in utter confusion, instinctively calls onto his papa – over whose shoulder, literally and figuratively he witnesses society and what to him seem its idiosyncrasies. The young Raskolnikov turns to his papa, who he hopes will help him make sense of the bewildering sight lying in front of them – and possibly, restore the peaceful order that has already shattered into pieces – that are re-turning to hurt himself – with the quick blows of whipping. Crying out with much agony, the little Raskolnikov hopes – though the hollowness of the hope seems to echo each time he calls out, “papa” – that the stronger, more sensible, more mature version of his own self – his papa – will reconcile the disparities between what he sees and feels; what he feels and what others seem to feel; what he feels and what he ought to feel; and what happens in the world and what he once imagined happens in the world. The muddled cry of a little boy echoes into space as an innocent question, mixed with a tint of guilt in making the accusation: papa, with all of what is happening, “what are [you] doing?” (56).

But what come back from his father, in response to his desperate pleas, are the following words: “‘Come along, come along! … They’re drunk, they’re playing pranks, the fools – come along, don’t look!” (56). It’s as if the father responds each time – hence thrice – to Raskolnikov calling him “papa”, with the demand to come along and away with him from the scene. The father, who serves as a – primary – gateway into the society for little Raskolnikov, demands that Raskolnikov turns his eyes away from it. Or more precisely, he wishes that Raskolnikov not look at the margins of the society, where lies things that are beyond the father’s capacity for reconciliation – of those disparities in our society that produce much anxiety. The father, hence, probably trying to explain to his seven years old child a reality that is as harmless as it can be put – before the truth has to be spilled – but to prolong that moment as much as he can – discounts the mass as being “drunk”, “playing pranks”, and being “fools”. His rhetoric shows his desire to rationalize, reduce, and excuse the behaviors of these men – that they are under the effect of an inebriating substance that debilitates their rational mind, hence acting without a sense of complete agency – that they are playing naughty pranks, and hence temporarily behaving in deviance from their usual conduct – that they are fools, with weaker faculty for rational thought, and hence oblivious to what they are really doing. With these justifications, the father seems ultimately trying to push away those things that they witness from their view – to the very margins of sight, thought, and society, past what one chooses is necessary in navigating this world one resides in. In this process, he chooses to exclude from his view not just the victims but also the victimizers – or as for that matter, the victimized and victimizing parts of our souls – as anomalies that lie beyond faculties of rationality – beyond what is necessary for Raskolnikov to understand.

But Raskolnikov in defiance to his father “tears himself from his father’s hand and, beside himself, runs to the horse” (56). Again, “a woman takes him by the hand and tries to lead him away…[but] he breaks free and runs back to the horse” (57). Furthermore, he yet again, despite all forces that should hold him back – parental, societal elements or the ultimate death of the mare – he “tears through the crowd to the gray horse, throws his arms around her dead, bleeding muzzle, and kisses it, kisses her eyes and mouth” (58). Rather than turning his eyes from the sight of great suffering – unjustly imposed upon the mare – Raskolnikov chooses to tear himself apart from and through the crowd if that is the only way in which he can arrive at the mare. Such behavior of a seven-years-old boy – who is yet too young to have been acting out of a sense of morality – seems to have been a natural response – akin to a visceral or animal instinct – in reaction to the event. In fact, Dostoevsky chooses to characterize the victim as a mare, rather than a human being; the choice may indicate if not emphasize that Raskolnikov’s siding with the victim – empathy with its suffering – was prompted by emotion more so than reason, by virtue that is visceral more so than moral.

            Nevertheless, the nobility of young Raskolnikov’s act merely concludes with nihility. Raskolnikov, arriving too late, cries out with his arms around the dead mare. In retributive spirit, he “jumps up and in a frenzy flies at Mikolka, [the torturer,] with his little fists” (58); but “[a]t this moment his father, who has been chasing after him all the while, finally seizes him and carries him out of the crowd” (59). Raskolnikov fearlessly tears through the crowd only to arrive at the dead mare – for whom he has come a little too late – and yet to confront the torturer who stands so high and above – possibly, beyond his reach. His “frenzy flies” and “little fists” only serve to highlight his helplessness – literally his incapacity to provide any help in the given situation – in the face of the torturer who stands so high and beyond his reach. Even before his little fists quite stretch out, little Raskolnikov is snatched away by his father who pulls him away out of the crowd. If there initially has been any sense of noble courage in his actions – though reckless – though larger than what a seven-years-old may behold – all of it merely disappears with what is portrayed to be a pitiful exit – only to leave behind a trail of cries that fade into reverberating woe.

            Waking up from the dream, the young Raskolnikov has now turned into an adult. In fact the dream was so real, and the transition into reality so dreamlike, it’s almost as if young Raskolnikov has woken up to discover himself as now turned into an adult. In fact, Dostoevsky portrays the move from dream to reality as following:

“He throws his arms around his father, but there is such strain, such strain in his chest. He tries to take a breath, to cry out, and wakes up.

He woke up panting, all in sweat, his hair damp with sweat, and started up in terror.

‘Thank God it was only a dream!’ he said, leaning back against a tree and drawing a deep breath. ‘But what’s wrong? Am I coming down with a fever? Such a hideous dream!’

His whole body was as if broken; his soul was dark and troubled” (59).

The dream – with its forceful intensity – evidently overflows into reality. The young Raskolnikov “take[s] a breath, to cry out, and wakes up” into the grown-up Raskolnikov who in reality wakes up – yet, again. Raskolnikov, in reality, feels his whole body broken, his soul dark and troubled, as if he had undergone in his sleep the experience of his dreams – with his body and soul as those of young Raskolnikov would have undergone. The dream – like a whirlpool – swirls up from what lingers in the vortex – the unconscious – onto the surface. That of which has remained deep under in the unconscious rises up into consciousness, into waking life, to take over Raskolnikov’s body and soul. After a moment, Raskolnikov exclaims, “‘God! … but can it be, can it be that I will really take an axe and hit her on the head and smash her skull, slip in the sticky warm blood, break the lock, steal, and tremble, and hide, all covered with blood… with the axe… Lord, can it be?’” (59). Why is it that Raskolnikov suddenly bursts into an outlandish question – the source of which is inexplicable, unless we attribute its source to the dream? In fact, the dream unleashes a thought that emerges and re-emerges in Raskolnikov’s consciousness as an emotion, an effect, an inquiry that torments his body and soul – that takes the form of an idea of committing the murder.

            May it be that Alyona Ivanova, the old crone who Raskolnikov desires to kill is in anyway parallel to Mikolka, the torturer in the dream? Raskolnikov, while eavesdropping on a conversation, affirms his conviction of murdering Alyona Ivanova, justifying that he will “[k]ill her and take her money, so that afterwards with its help [he] can devote [him]self to the service of all mankind and the common cause” (65). He reasons that by killing the old crone, who does evil to the society, the victims – the mares – would be saved – that “thousands of good deeds [will] make up for one tiny little crime” (65). Raskolnikov, or the seven-years old Raskolnikov in the dream, wishes to take vengeance on the torturer – let it be, Mikolka, or Ivanova – to save the mare(s) from suffering injustice. Unlike the father who has let him down by turning away from the scene, the grown-up Raskolnikov will confront the situation: he will put an end to the cries of young Raskolnikov that return in his dream to haunt him, overflowing into his waking consciousness. And hence, Raskolnikov, waking up from his terrifying dream, comes upon to consider the notion of striking down the axe on the woman who infiltrates injustice in society, supposedly in defense of the victims of the society. Indeed, that is how he rationalizes his murder; yet, he realizes throughout the book that he may have willed the opposite of what he willed. And in his final revelatory dream, he finally comes to understand that by punishing the torturer, he himself had reinforced the mechanism of torture by becoming the more powerful torturer – that no unjust means can be vindicated for the ends of achieving greater justice. Or else, he witnesses in the final dream, a war of chaos will erupt with “[p]eople [killing] each other in some sort of meaningless spite” (547) and “they [will] not know whom or how to judge, [will] not agree on what to regard as evil, what as good (547). And ultimately, no one would be saved, and everyone will perish. In place of the rhetoric of condemnation is the notion of love suggested as an alternative. Raskolnikov and Sonya are “resurrected by love, the heart of each held infinite sources of life for the heart of the other” (549).

            The dream of the dying horse serves a crucial role in our understanding of Raskolnikov’s psyche. A dream that seems more real than reality itself reveals much more in brevity than what we might possibly learn while Raskolnikov in the small nook of his apartment – with its resemblance to his claustrophobic mind – thinks of for days. It serves as a central hub that connects to the web of other events – including the final dream – unifying the book with a stream of unconsciousness that flows throughout it. The strange dream hence serves great importance in Crime and Punishment providing insights into our understanding of Raskolnikov’s psyche and his motive for committing the murder.

First Discussion Module for Teach-Now (Video Annotations)

In the video Kids can teach themselves: the hole in the Wall Project, Mishra shares the project he had initiated in India where computers were introduced and the students were able to figure out of themselves how to use the internet and the computer once the access was given. I have learned about the similar concept through One Laptop Per Child in my Technology and Innovation Course while at Penn GSE. And I do applaud the efforts of OLPC and the groups that they have implemented these projects worldwide, but as someone who has seen education projects being implemented in the developing contexts, where in many cases, the failure of the continuation of the projects were due to failures and malfunctioning with the computers even if they were presented due to frequent power outages and hence the local contexts and the adaptability of these local projects to developing contexts should be taken into consideration.

In Do Schools Kill Creativity, Ken Robinson shares how students’ creativity and their risk-taking nature trigger greater learning for these students. First of all I was reminded of my high school teacher who would always be encouraging us to think beyond the box and who showed us his video during our history class in 9th grade. He was the one who I ended up writing about in my college essay as having been the teacher who had greatly influenced my life as a learner and student, and I believe there are students who have different areas of intelligence as Howard Gardner puts and it is our obligation as equipped teachers to be catering to the different skill sets and intelligence that different students might be expressing in different ways as Ken Robinson seem to be suggesting. I would like to show Sir Ken Robinson’s tedtalk during class and promote discussion like my high school teacher had done in his classroom. 

In Future Learning, there are various speakers who address the importance issues of education in the modern era. Sal Khan has been effective in developing video lectures on math from arithmetic to calculus and is hence well known for his founding the internet platform Khan Academy. There is a Korean version of Khan Academy for Korean university entrance exam for English and video lectures have been effective tools of pedagogy for learning that I would like to be incorporating in my classes.

Ntiedo Etuk talks about the importance of video gaming in incorporating fun activities within classroom contexts. And students these days with short attention time span due to their exposure to media could benefit from these fast-moving video games. And I have actually encountered students using video games called Blitzlearning in a hagwon, or academy in South Korea where they were using these programs to learn SAT words at a rapid and efficient manner.

Catherine Lucey argues in the video that in an era where the technology has become so prevalent, the role of teachers would be to guide them in navigating the different piece of information made available to the students. An example given would be to research about the anatomy of the human body through iPad, and I remember my sixth grade Science Fair where my friends and I came together to work on my Human Body Science Fair Project where we made all organs out of clay we had bought and made the board for the fair using different materials we had brought together, putting together all the different information we had researched off the internet, and hence would be an effective way to be promoting learning among students.

David Merrill expresses how there should be little distinction made between learning and play, and such was the technique used by our college professor, Pooja Rangan when she taught the course Voice and Documentary where she invited us to various screenings where we were to sit and relax and watch the documentaries which we will later return to our dorms to write annotations on. Such could be effective modes of pedagogy for classroom teaching.

Richard Lang talks about the importance of collaboration in classrooms and from personal experiences, the science fair projects, and history group presentations (presentations about China, India), drama projects (9th grade drama class) have been examples of how collaboration was effectively promoted in classroom contexts.

Richard Baraniuk talks about notion of how obsolete data and facts in science have to be updated by newly found discoveries and findings in our textbooks (which often require quite some time for editions to be made), and Wikipedia would be a good example of a platform where new information is constantly being updated at a rapid pace (though a weakness in the system could be that references should be sorted out and double checked for accuracy of the information)

Seth Weinberger talks about how if students were to educated in ways where they are more self-driven and active in their own education, they would be more prepared to form a diverse cohort in the university systems, and I believe such is the ideals of liberal arts education that many of the colleges in US are aspiring for – to select students who would be making best use of all the resources including the faculty, fellow students, and all the other university resources made available to them.

In RSA Animate: How to Help Every Child Fulfill their Potential, the video talks about the importance of praising students for their progress more so than their achievement to promote stigma-free learning and to promote risk-taking and real learning among students. At an era where achievement is greatly valued and promoted, praising efforts and progress as much as the achievement would be essential in rearing resilient students who are willing to take risks in order to learn new materials, and would not give up and try multiple times to get to their destinations even if they were to make mistakes along the way. Such were the pedagogy used by my high school teacher and I believe such efforts have been effective in bringing about intellectual, curious problem solvers who are pursuing their own ambitions in their respective fields still today. 

The video This Will Revolutionize Education points out the fallacy that those factors that have been believed will transform the world of education have in fact failed to do so. And one of the examples given were the prediction that motion picture would make obsolete textbooks but they are being readily used in classrooms today. And the other examples given were iPads and computers, and at an era where we are becoming more and more conscious of the role that Artificial Intelligence will have in our lives, we have to wonder whether classrooms and traditional modes of teaching would be transformed completely by the introduction of AI. And Mishra in Future Learning seems to be making a crucial point that perhaps the critical role that the teachers should be playing in this new era would be helping students develop their belief  mechanisms, how they form different beliefs and how they evaluate and form new belief systems. Perhaps this would be an area of teaching and learning that would be irreplaceable by the AI, and hence helping them with the process of evaluation and form of belief mechanisms as Mishra puts would be essential role that the teachers should be playing in the new era. 

And similar implications could apply for the report, Life-Ready Skills for Class for 2030 where due to introduction of AIs, the role of traditional teachers would be redefined and the social-emotional learning could be one aspect that could be harder to replace by the AIs in classroom contexts. And technology and AI could be implemented in classrooms, but teachers would be not eradicated but their role redefined to meet the needs of students as suggested in this report to be rearing for social-emotional learning and skills for students in the 2030. 

Self Introduction

My name is Ye Won Maing, originally from Korea and a recent graduate from the University of Pennsylvania with a Masters Degree in International Education Development Program. I am a graduate of Amherst College with an English major after which I have worked at an academy in Gangnam as a SAT/ACT teacher (along with IB English, college essay edits, TOEFL, Literature classes). I have graduated with an IB Diploma from International School Yangon (and attended ISM from grade 4 through grade 8) and I am currently tutoring 6th, 7th, 8th, 9th and 10th grade students along with two 12th grade students who are currently attending ISY. After interviews with several international schools in Yangon, I have decided to enroll in TEACH-NOW, an online course to become a certified teacher in order to work at one of the international schools in Yangon. I am currently working as a Secondary English Teacher in International Language Business School (ILBC) in Yangon, Myanmar. i wanted to share some of my experiences while teaching and lectures of world renown education experts and reflect on some of my own past experiences in middle and high school, college and grad school and reflect about different teachers and professors’ teaching pedagogy and how they led their classrooms in relation to the course material. I wanted to share some of my reflections while taking the course, and also sharing some of the teaching resources I am using with my current students on a weekly basis. Thank you for reading!