Humour and the locus of control in The Gruffalo (Julia Donaldson & Axel Scheffler)

Abstract

The purpose of this article is firstly to distinguish between the notions “external locus of control” and “internal locus of control”, secondly to indicate ways in which the locus of control in humour in “The Gruffalo” by Julia Donaldson and Axel Scheffler can be identified and thirdly to indicate possible ways in which emphasis on the internal locus of control in the young reader can assist him/her in the development of a general mental/- psychological well-being. Different kinds of literary humour contribute to the ways in which young listeners/readers can identify with stories, poems, dramas and films. The young listener/reader can recognise him/herself in humorous situations, in the humorous use of imagery, wordplay and illustrations/visuals. He/she can also identify with or distance him-/herself from or reject the characters, the values represented and the author who created the text. When in interaction with the works of authors who use negative as well as positive kinds of humour to point out the dos and don’ts, the rights and the wrongs in life, the horizon of a young listener’s/reader’s experience can be expanded. Such a reading would contribute to the development of the young reader’s cognitive, emotional, social and moral values as it links up with an unconscious or conscious decision about the locus of control in his/her life.Die doel met hierdie artikel is eerstens om te onderskei tussen die konsepte “eksterne lokus van kontrole” en “interne lokus van kontrole”, tweedens om wyses aan te dui waarop die interne lokus van kontrole in “The Gruffalo” deur Julia Donaldson en Axel Scheffler geïdentifiseer en nagegaan kan word en derdens om moontlike wyses aan te dui waarop klem op die interne lokus van kontrole vir die jong leser tot voordeel kan wees in die ontwikkel van sy/haar algemene psigologiese welstand. Verskillende soorte literêre humor dra by tot die wyses waarop jong lesers met verhale, gedigte, dramas en films kan identifiseer. Die jong leser kan hom-/haarself herken in humoristiese situasies, in die gebruik van beeldspraak en stylfigure, en illustrasies/ die visuele. Hy/sy kan hom-/haarself ook identifiseer of distansieer van situasies of karakters, die waardes wat aangebied word, of die outeur van die literêre werk verwerp. Wanneer die jong leser in interaksie is met die werk van outeurs wat negatiewe en positiewe soorte humor gebruik om te wys op die moets en moenies, die regte en die verkeerde in die lewe, kan die ervaringshorison van die luisteraar/leser verruim word. So ’n luister-/leeservaring kan bydra tot die ontwikkel van die jong leser se kognitiewe, emosionele, sosiale en morele waardes, omdat dit aansluit by onbewuste of bewuste keuses en besluite oor die lokus van kontrole in sy/haar lewe.