As a child, much of one's values and morals are shaped by one's parents. This can lead to differing opinions of what is right and what is wrong in adulthood. It is for this reason laws and law enforcement exist. They set the bottom line of ethics and the fair treatment of others, and are generally accepted as correct and proper. Those who obey are "good", while those who defect are "evil." In Les Miserables by Victor Hugo, the primary antagonist, Inspector Javert's morals are heavily influenced by his position as an officer. Being a part of the government, he takes the values he is enforcing to heart, which conflicts with the morals and behaviors of Jean Valjean, a convict.
As a police officer, Inspectors Javert's duty is to combat behaviors such as thievery, murder, arson, and the like. This creates a stereotype within his mind that a criminals are inherently bad people and should be punished. It is for this reason Javert pursues Valjean for decades after his escape, even though he has made an honest life for himself. Javert himself feels superior to the criminals he interacts with because he has not broken the law and wronged another, while the criminal hypothetically has. This reduces the criminal to only one dimension, one title: a criminal, a law-breaker. This is especially evident throughout the work when Javert repeatedly refers to Valjean as 24601, his number while he was in prison. Calling Valjean this name is meant to be derogatory, insinuating that Valjean is always going to be a criminal and always going to be impure, simply because he stole a loaf of bread. Within Javert's mind, the name "24601" reinforces that those who break the law and defect are inherently bad people.
In the years following Valjean's escape, Javert continually tries to recapture Valjean, dismissing his actions and the positive change he has created because in Javert's book, Valjean is just a criminal. This prints to the idea that people are more than just one label. While Javert first interactions with Valjean and other "convicts" in the context of being in prison, that is not the only characteristic of who they are. They are sons and daughters, brothers and sisters, fathers and wives. They are merchants, and laborers, and farmers, and bakers. To Javert, however, they are only thieves and rapists, because they broke the law.
Hugo's intent in writing Les Miserables was to encourage open-mindedness and to see others as more than just how you know them. Javert failed to recognize that though Valjean broke the law, he is not just a law-breaker, and though he acted immorally towards the baker from whom he stole, he is not immoral.
Revision:
What one believes to be their place in society can develop one's sense of ethics. In Les Miserables by Victor Hugo, the primary antagonist, Inspector Javert's morals are heavily influenced by his role as an officer. As a part of the government, he is honor-bound to enforce the law, on which he builds his moral code. The law is the end all be all of what is right and what is wrong. On the other hand, his interactions with Jean Valjean, a convict, while he is on duty, lead him to question and ultimately reject the values on which the law stands, and on which his beliefs stand.
As a police officer, Inspectors Javert's duty is punish rapists, thieves, and murderers, and bring those wronged to justice. This entails physical and psychological abuse of the inmates in the form of hard labor and verbal abuse. In Javert's mind, his actions are justified because the inmates are criminals; they deserve it. Meanwhile, he is the hand of justice. This leads him to believe that criminals are inherently bad people and deserve to be punished. It is for this reason Javert pursues Valjean for decades after he escapes parole, even though Valjean has made an honest life for himself. The time Javert has spent representing the law has led him to reduce the criminals to being just that: criminals. Javert himself feels superior to the inmates he interacts with because he not wronged another or caused anyone injustice, while the prisoners he is punishing hypothetically have. Javert's one-dimensionalization of the prisoners is especially evident throughout the work when Javert repeatedly refers to Valjean as "24601", his number while he was in prison. Calling Valjean this name is meant to be derogatory, insinuating that Valjean is always going to be a criminal and always going to be impure, simply because he stole a loaf of bread. Within Javert's mind, the name "24601" reinforces the idea that Valjean is merely a criminal and nothing more. It also boosts his sense of authority and power over Valjean. In Javert's mind, he is the predator and Valjean is the prey.
In the years following Valjean's escape, Javert continually tries to recapture Valjean, dismissing his actions and the positive change he has created. In Javert's book, Valjean is just a criminal and nothing more. This points to the idea that people are more than just one label. While Javert first interactions with Valjean and other "convicts" in the context of being in prison, that is not the only characteristic of who they are. They are sons and daughters, brothers and sisters, fathers and mothers. They are merchants, and laborers, and farmers, and bakers. To Javert, however, they are only thieves and rapists, because they broke the law. This is a microcosm of what happens in the real world. We meet many people in very specific contexts, but mentally, we think that's who they are all the time, which isn't true. It is like the inevitable and uncomfortable experience of seeing a teacher at Kroger. In your world, they exist only in the context of their classroom. Yet somehow they are also here are Kroger. This creates cognitive dissonance, to which Javert responds with denial.
Hugo's intent in writing Les Miserables was to encourage open-mindedness and to see others as more than just how you know them. Javert failed to recognize that though Valjean broke the law, he is not just a law-breaker, and though he acted immorally towards the baker from whom he stole, he is not immoral.
Reflection:
My first draft received a 5-6/9 on its first reading. Where my writing lacked was depth and flow. Some parts were long-winded and irrelevant, while other sections that were important to a quality analysis were lacking. I also think my logic was foggy. On my second draft, I scored a 6/9. Between my first and second drafts, I improved the phrasing of my ideas and increased the depth and cohesiveness of my analysis. I improved the phrasing of my ideas by not using the passive voice and avoiding circumlocution. To improve the flow and logic of my essay, I used more examples in my analysis, notably the teacher-at-Kroger example. I also tried to use better transitions.
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