personal development reflective essay

Digging Deep into Purpose and Importance of Reflective Essay

Reflection writing is a powerful tool for students and professionals as they offer a unique opportunity for self-exploration, growth, and understanding. This guide on the importance and purpose of  reflective essays  aims to change your perception of writing and shed light on the many benefits of incorporating reflection into your life. With our amazing  paper help  resources and expert guidance, you can master the art of reflective essay writing and unlock your full potential.

Table of Contents

What is a Reflective Essay?

A reflective essay is a type of writing that allows the author to explore their thoughts, feelings, and experiences in a structured and analytical manner. This form of writing encourages critical thinking and personal growth by examining the author’s experiences, thoughts, actions, and reactions. 

Reflective essays often focus on personal development, learning experiences, or the impact of specific events on the author’s life. However, reflection writing is also used for  college essays  or other forms of academic writing.

Types of Reflection Writing

Reflection essays come in various forms, each with its unique focus and purpose. In this note, we will delve into five types of reflective writing;

Personal Reflective Writing

Professional reflection, academic reflective essay, creative reflection.

• Social or Cultural Reflection Writing

Understanding these different approaches will enable you to choose the most suitable reflection essay type for your needs and make your writing more coherent, insightful and trustworthy.

Journaling, manifestation dairies, and written meditations are common ideas. But would you believe these are all forms and branches of personal reflection writing?

Personal reflection essays explore what you’re going through, emotionally, mentally, and provide insights. These could be about their learning, inner conflicts, resolutions and growth.

This type of reflective writing allows individuals to examine their values, beliefs, and actions, fostering self-awareness and personal development. 

Personal reflection essays may focus on topics such as significant life events, personal challenges, or the impact of relationships on one’s identity and growth.

Professional reflection writing is common in academic or workplace settings. They involve analyzing personal and professional skills and challenges and identifying areas for improvement. 

This reflection essay encourages individuals to examine their professional experiences, decisions, and outcomes, fostering critical thinking and problem-solving skills. 

Professional reflection essays may focus on workplace conflicts, leadership experiences, or developing specific professional competencies.

As a  college paper writing service  platform, we know that most students are intimidated by reflective essay writing. In an academic setting, the reflection essay blurs the lines between informal and formal writing. 

You might be assigned an essay account of your experience with an event, but you’ll still need to follow strict rules of academic writing, i.e., formatting or  organizing a paper . 

Academic reflective writing involves analyzing and evaluating academic materials, such as readings, lectures, or research projects, and connecting them to personal experiences or broader concepts. 

It encourages students to engage with course content on a deeper level, fostering a better understanding of the material and its relevance to their lives and future careers.

For example:

You can be assigned to write a reflection essay on  modernism in literature . You’d have to write your thoughts and observations about this era. Still, you must follow the rules like citation, proper referencing, and contextual analysis of the ideas presented in that era. 

Creative reflection essays are often utilized in artistic or creative fields, allowing individuals to examine their creative process, inspirations, and outcomes. 

This reflective writing fosters self-awareness, critical thinking, and artistic growth, enabling individuals to explore their creative motivations, challenges, and successes. 

Creative reflection essays may focus on topics such as the development of a specific artistic project, the influence of personal experiences on one’s creative work, or the role of collaboration in the creative process.

Social or Cultural Reflection

These reflection essays focus on exploring and understanding social or cultural phenomena. It involves analyzing personal experiences, observations, or interactions with others and reflecting on their significance and broader societal implications. 

Social or cultural reflection essays encourage individuals to engage with the world around them, fostering empathy, critical thinking, and a deeper understanding of social and cultural issues. 

These essays may focus on topics such as the impact of social media on interpersonal relationships, the role of cultural identity in shaping one’s worldview, or the challenges of navigating diverse social environments.

Students must grasp all of these forms of reflective essay writing. Understanding the different types of reflective writing and their unique purposes is required for crafting effective reflection essays.

By selecting the most appropriate reflection essay type for your needs, you can create a coherent, understandable, and persuasive piece of writing that fosters personal and professional growth.

Reflective writing offers a valuable opportunity for self-exploration, critical thinking, and meaningful learning, whether you are exploring your personal experiences, professional challenges, academic materials, creative endeavors, or social and cultural phenomena.

 What is the Purpose of Reflective Essay Writing?

The amazing thing about reflective essay writing is that, although we have discussed its few meaningful purposes, there’s still a long list to cover. 

These numerous goals are particularly for students dealing with academic stress and professionals experiencing work-related challenges. Here are 8 key purposes of reflective paper writing. 

• Self-awareness : Reflective essays help individuals develop a deeper understanding of themselves, their values, beliefs, and emotions.
• Critical thinking : It encourages the examination of one’s thoughts and experiences, fostering the development of critical thinking skills.
• Personal growth : Reflection writing enables individuals to learn from their experiences, identify areas for improvement, and set goals for personal development.
• Problem-solving : Reflection essay writing can help identify the root causes of problems and generate potential solutions.
• Emotional processing : Writing about emotional experiences can help individuals process and cope with their feelings.
• Learning from mistakes : Reflection writing encourages individuals to examine their failures, learn from them, and develop resilience.
• Enhancing communication skills : Reflective writing helps improve written communication skills and promotes effective self-expression.
• Empathy development:  The reflective essays can foster empathy by encouraging individuals to consider the perspectives and experiences of others.

Why Is Reflection Essay Important for Students?

Reflection writing is a crucial aspect of a student’s academic journey. Here are several reasons why reflection writing is essential for students:

Promotes Self-Awareness

Self-awareness in a student involves recognizing their academic learning style, studying habits, strengths, and weaknesses. Reflective Writing plays a crucial role in building self-awareness in students. 

Most students struggle with consulting adults or peers with issues like processing information, retaining knowledge, and solving problems effectively. They have a hard time coming to terms with certain values, beliefs, goals, and emotions. 

And an even harder time in exploring and creating their identities. Practicing reflective thought writing enables students to make informed decisions, set realistic goals, and develop healthy relationships. 

Self-aware students take ownership of their learning and personal development, seeking feedback, reflecting on experiences, and adapting their approaches. Thus, reflective essay writing contributes to effective communication, collaboration, and navigating challenges.

Develops Critical Thinking Skills

Reflective writing develops critical thinking skills in students by prompting them to analyze and evaluate their thoughts, experiences, and perspectives. 

It encourages questioning assumptions, considering alternative viewpoints, and making informed judgments. Students practice higher-order thinking skills such as analysis, synthesis, and evaluation through reflection. 

They learn to articulate their ideas clearly and support them with evidence. Overall, reflective writing plays a crucial role in fostering critical thinking by promoting deep thinking, evaluation of evidence, and effective communication of thoughts.

Practical Academic Stress Dealing

Reflective writing induces practical academic stress dealing in students by improving self-expression, facilitating self-composition, promoting goal-setting and problem-solving, enhancing writing skills, and fulfilling academic requirements. These benefits empower students to navigate their academic challenges more effectively and succeed in their studies.

• Improves self-expression : Reflection writing helps students enhance their written communication skills and promotes effective self-expression, which is vital for academic success and personal growth.
• Self-composition:  Reflective writing allows students to compose their thoughts and ideas in a structured and coherent manner. It encourages them to organize their reflections, leading to clearer and more articulate writing.
• Setting better goals:  Engaging in reflective writing prompts students to set better academic goals. It helps them assess their strengths and weaknesses, identify areas for improvement, and establish realistic objectives for their studies.
• Problem-solving : Reflective writing encourages students to analyze academic challenges and develop strategies to overcome them. It fosters critical thinking and problem-solving skills, enabling students to tackle obstacles and find effective solutions.
• Organized and better-polished writing skills : Regular practice of reflective writing hones students’ writing skills. It enhances their ability to structure their thoughts, use appropriate language, and present coherent arguments, leading to more organized and polished writing.
• Fulfills academic requirements : Reflective essays are often assigned as part of the coursework, and students need to write them to meet academic requirements. Developing reflection writing skills ensures students can effectively complete these assignments while meeting the expectations of their instructors.

Navigating Life Transitions 

Students often face significant life transitions, such as moving away from home or choosing a career path. Reflection essay writing can help them process these changes, identify their goals, and make informed decisions. 

By engaging in reflective writing, students can explore their thoughts, emotions, and experiences related to the transitions they are facing. This process allows them to gain clarity, understand their values and aspirations, and evaluate different options. 

Reflective writing is a valuable tool for self-reflection and self-discovery, empowering students to navigate life’s transitions with a deeper understanding of themselves and their desired path forward.

Addresses Emotional and Mental Conflicts 

Students may experience emotional or  mental conflicts  due to various factors, such as relationships, academic pressure, or personal issues. Reflection writing provides an opportunity to explore and resolve these conflicts, promoting mental well-being. 

By engaging in reflective writing, students can express and process their emotions, gain insights into their turmoil’s underlying causes, and develop coping and problem-solving strategies. It offers a safe and therapeutic outlet for self-expression, self-reflection, and self-care. 

Reflective essay writing empowers students to navigate their emotional and mental challenges, fostering resilience, self-awareness, and overall psychological well-being.

Balancing Work and Studies 

Many students juggle work and studies simultaneously. Reflection writing can help them assess their time management and prioritization skills, identify areas for improvement, and develop strategies to maintain a healthy work-study balance.

Encourages Empathy Development

Reflective essays can foster empathy by encouraging students to consider the perspectives and experiences of others, an essential skill for building strong relationships and navigating diverse social environments.

Reflection Essay Writing Format

Reflection essays require a structured approach to ensure coherence and clarity in presenting one’s thoughts, emotions, and experiences. This detailed tutorial will provide an overview of the reflection essay writing format and offer instructions on how to apply APA and  MLA formatting to your reflection essay.

A well-structured reflection essay typically includes the following elements:

• Introduction : Provide an overview of the topic or experience you will be reflecting on and briefly explain its significance.
• Description : Describe the experience or event in detail, including relevant facts, feelings, and observations.
• Analysis : Examine your thoughts, emotions, and reactions to the experience, and consider the factors that influenced your response.
• Evaluation : Assess the impact of the experience on your personal growth, learning, or development and discuss any lessons learned.
• Conclusion : Summarize your reflections, reiterate the significance of the experience, and discuss any future implications or goals.

APA Formatting for Reflection Essays

The American Psychological Association ( APA ) formatting style is commonly used in social sciences and education. Here are the key formatting instructions for a reflection essay in  APA  style:

• Title Page : Include a title page with the title of your essay, your name, and the name of your institution, all centered and double-spaced.
• Running Head : Include a running head on the top-left corner of each page, consisting of a shortened version of your essay title (in capital letters) and the page number.
• Font and Spacing : Use a 12-point, Times New Roman font with double-spacing throughout the essay.
• Margins : Set 1-inch margins on all sides of the page.
• Headings : Use headings to organize your essay, with level one headings centered and bold, level two headings flush left and bold, and level three headings flush left, bold, and italicized.
• Citations :  If you refer to any external sources, use in-text citations with the author’s last name and the publication year in parentheses.
• Reference List : Include a reference list at the end of your essay, with a centered and bold “References” heading, and list all cited sources in alphabetical order by the author’s last name.

MLA Formatting for Reflection Essays

The Modern Language Association (MLA) formatting style is commonly used in humanities and liberal arts. Here are the key formatting instructions for a reflection essay in MLA style:

• Header :  Include a header on the top-right corner of each page, consisting of your last name and the page number.
• Title :  Center the title of your essay at the top of the first page, using standard capitalization. Do not underline, italicize, or place the title in quotation marks.
• Indentation : Indent the first line of each paragraph by 0.5 inches.
• Citations :  If you refer to any external sources, use in-text citations with the author’s last name and the page number in parentheses.
• Works Cited : Include a Works Cited page at the end of your essay, with a centered “Works Cited” heading, and list all cited sources in alphabetical order by the author’s last name.

Topics for Reflection Essays

Reflective essay topics can vary widely, depending on the individual’s experiences, interests, and goals. Some examples of reflective essay topics include:

• A significant personal experience and its impact on your life.
• A challenging academic or professional situation and the lessons learned.
• A personal or professional failure and how it has shaped your development.
• A meaningful relationship or encounter with someone who has influenced your perspective.
• A volunteer or community service experience and its effect on your values or beliefs.
• A time when you faced a moral or ethical dilemma and how you resolved it.
• A personal or professional goal and the steps taken to achieve it.
• A cultural or travel experience that broadened your understanding of the world.

Examples of Reflective Essay

Our writers have written numerous examples of reflective essays here are some of them. 

Reflection Essay Example 1

A Poetic Turnaround: How an Online Assignment Platform Reshaped My Perception

Reflection Paper Example 2 

A Day Among Colors and Canvas: Art Exhibition at School 

Reflection Writing Example 3 

Spinning the Semester Around: Witnessing a Friend Succeeding in Their Academic Battles 

Reflective essay writing can polish your being in many ways. By understanding the purpose and importance of reflective essays, as well as mastering the format and selecting meaningful topics, you can transform your writing and unlock the full potential of self-reflection. For additional help, you can avail of our top-of-the-line writing service and confidently pursue your goals, knowing you have the best support for securing impressive grades.

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Ultimate guide to writing a reflective essay, carla johnson.

• June 14, 2023
• Essay Topics and Ideas , How to Guides

Writing about yourself is a powerful way to learn and grow as a person. It is a type of writing that makes you think about your thoughts, feelings, and experiences and how they have affected your personal and professional growth. A reflective essay is a type of writing that lets you talk about your own experiences, thoughts, and insights. In this article , we’ll tell you everything you need to know about writing a reflective essay, from how to define it and figure out what it’s for to how to do it well.

What You'll Learn

Definition of a Reflective Essay

A reflective essay is a type of writing in which you write about your own thoughts, feelings, and experiences. It is a type of personal writing that lets you talk about your own thoughts and experiences and share them with other people. Students are often asked to write reflective essays for school, but they can also be used for personal or professional growth.

Purpose of a Reflective Essay

The goal of a reflective essay is to get you to think about your life and how it has affected your personal and professional growth. Reflective essays can help you learn more about yourself and your experiences, as well as find places where you can grow and improve. They can also help you get better at writing and better at getting your ideas across.

Importance of Reflective Writing

Writing about yourself and your work is an important way to grow personally and professionally. It can help you learn more about yourself, figure out where you need to grow and change, and learn more about how you think and feel. Writing about yourself can also help you get better at critical thinking and analysis , and it can help you get your ideas across better. It is a useful tool for anyone who wants to grow personally and professionally, and it can be used in many different situations, from academic writing to keeping a personal journal.

Writing about yourself and your work is a powerful way to grow personally and professionally. Reflective essays give you a chance to think about your own life and how it has affected your personal and professional growth. By writing about your thoughts and feelings, you can learn more about them, find ways to grow and improve, and improve your writing and communication skills . In the next parts of this article, we’ll show you how to write a good reflective essay step by step, from choosing a topic and organizing your thoughts to writing and revising your essay.

Elements of a Reflective Essay

A reflective essay is a type of writing that allows you to reflect on your personal experiences, thoughts, and feelings. There are several essential elements that should be included in a reflective essay to ensure that it is effective in conveying your personal reflections and experiences.

Personal Reflection

The first essential element of a reflective essay is personal reflection. This involves exploring your own thoughts and feelings about the experience you are reflecting on. It is important to be honest and open about your thoughts and feelings, as this will make your essay more authentic and meaningful.

Description of the Experience

The second element of a reflective essay is a description of the experience that you are reflecting on. This includes providing details about the experience, such as where it took place, who was involved, and what happened. The description should be clear and concise, and should provide enough detail for the reader to understand the context of your reflection.

Analysis of the Experience

The third element of a reflective essay is analysis of the experience. This involves exploring the experience in more depth, and examining your thoughts and feelings about it. You should consider what you learned from the experience, and how it impacted your personal and professional growth .

Evaluation of the Experience

The fourth element of a reflective essay is evaluation of the experience. This involves examining the experience from different perspectives, and considering its strengths and weaknesses. You should reflect on what you would do differently if you were in the same situation again, and how you could improve your response or approach.

Identification of Key Learning

The fifth element of a reflective essay is identifying the key learning that you gained from the experience. This involves reflecting on the insights and lessons that you learned from the experience, and how these have impacted your personal and professional growth. This can include new skills, knowledge, or perspectives that you gained from the experience.

Planning for Future Action

The final element of a reflective essay is planning for future action. This involves considering how you can apply the lessons and insights gained from the experience to improve your future actions. You should reflect on how you can use what you learned to approach similar situations differently in the future.

How to Write a Reflective Essay

Writing a reflective essay can be a challenging task, but by following a few simple steps, you can write an effective and meaningful essay .

Steps for Writing a Reflective Essay:

1. Brainstorming and Selecting a Topic

Begin by brainstorming and selecting a topic for your reflective essay. Think about a personal experience or event that had a significant impact on your personal or professional growth.

2. Creating an Outline

Create an outline for your essay . This should include an introduction, body, and conclusion, as well as sections for each of the essential elements described above.

3. Writing the Introduction

Write the introduction for your essay . This should include a brief overview of the experience that you will be reflecting on, as well as the purpose and focus of your essay.

4. Writing the Body

Write the body of your essay, which should include the personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action . Make sure to use specific examples and details to support your reflection.

5. Writing the Conclusion

Write the conclusion for your essay , which should summarize the key points of your reflection and provide closure for the reader. You can also include a final reflection on the experience and what it means to you.

6. Revising and Editing

Pay close attention to grammar, spelling, and sentence structure as you reread and edit your essay . Make sure your essay is easy to read and flows well. You might also want someone else to look over your essay and give you feedback and ideas.

If you follow these steps, you should be able to write a good reflective essay. Remember to be honest and open about your thoughts and feelings, and to support your reflection with specific examples and details. You can become a good reflective writer with practice , and you can use this skill to help your personal and professional growth.

Reflective Essay Topics

Reflective essays can be written on a wide range of topics, as they are based on personal experiences and reflections. Here are some common categories of reflective essay topics:

Personal Experiences

– A time when you overcame a personal challenge

– A difficult decision you had to make

– A significant event in your life that changed you

– A moment when you learned an important lesson

– A relationship that had a significant impact on you

Professional Experiences

– A challenging project or assignment at work

– A significant accomplishment or success in your career

– A time when you had to deal with a difficult colleague or boss

– A failure or setback in your career and what you learned from it

– A career change or transition that had a significant impact on you

Academic Experiences

– A challenging course or assignment in school

– A significant accomplishment or success in your academic career

– A time when you struggled with a particular subject or topic and how you overcame it

– A research project or paper that had a significant impact on you

– A teacher or mentor who had a significant impact on your academic career

Cultural Experiences

– A significant trip or travel experience

– A significant cultural event or celebration you participated in

– A time when you experienced culture shock

– A significant interaction with someone from a different culture

– A time when you learned something new about a different culture and how it impacted you

Social Issues

– A personal experience with discrimination or prejudice

– A time when you volunteered or worked for a social cause or organization

– A significant event or moment related to a social issue (e.g. protest, rally, community event)

– A time when you had to confront your own biases or privilege

– A social issue that you are passionate about and how it has impacted you personally

Reflective Essay Examples

Example 1: Reflecting on a Personal Challenge

In this reflective essay, the writer reflects on a personal challenge they faced and how they overcame it. They explore their thoughts, feelings, and actions during this time, and reflect on the lessons they learned from the experience.

Example 2: Reflecting on a Professional Experience

In this reflective essay, the writer reflects on a challenging project they worked on at work and how they overcame obstacles to successfully complete it. They explore their thoughts and feelings about the experience and reflect on the skills and knowledge they gained from it.

Example 3: Reflecting on an Academic Assignment

In this reflective essay, the writer reflects on a challenging academic assignment they completed and how they overcame difficulties to successfully complete it. They explore their thoughts and feelings about the experience and reflect on the skills and knowledge they gained from it.

Example 4: Reflecting on a Cultural Experience

In this reflective essay, the writer reflects on a significant cultural experience they had, such as traveling to a new country or participating in a cultural event. Theyexplore their thoughts and feelings about the experience, reflect on what they learned about the culture, and how it impacted them personally.

Example 5: Reflecting on a Social Issue

In this reflective essay, the writer reflects on their personal experiences with discrimination or prejudice and how it impacted them. They explore their thoughts and feelings about the experience, reflect on what they learned about themselves and the issue, and how they can take action to address it.

These examples demonstrate how reflective essays can be used to explore a wide range of personal experiences and reflections. By exploring your own thoughts and feelings about an experience, you can gain insights into your personal and professional growth and identify areas for further development . Reflective writing is a powerful tool for self-reflection and personal growth, and it can be used in many different contexts to help you gain a deeper understanding of yourself and the world around you.

Reflective Essay Outline

A reflective essay should follow a basic outline that includes an introduction, body, and conclusion. Here is a breakdown of each section:

Introduction: The introduction should provide an overview of the experience you will be reflecting on and a preview of the key points you will be discussing in your essay .

Body: The body of the essay should include several paragraphs that explore your personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action.

Conclusion: The conclusion should summarize the key points of your reflection and provide closure for the reader.

Reflective Essay Thesis

A reflective essay thesis is a statement that summarizes the main points of your essay and provides a clear focus for your writing. A strong thesis statement is essential for a successful reflective essay, as it helps to guide your writing and ensure that your essay is focused and coherent.

Importance of a Strong Thesis Statement

A strong thesis statement is important for several reasons. First, it provides a clear focus for your writing, which helps to ensure that your essay is coherent and well-organized. Second, it helps to guide your writing and ensure that you stay on topic throughout your essay . Finally, it helps to engage your reader and provide them with a clear understanding of what your essay is about.

Tips for Writing a Thesis Statement

To write a strong thesis statement for your reflective essay, follow these tips:

– Be clear and concise: Yourthesis statement should clearly state the main focus and purpose of your essay in a concise manner.

– Use specific language: Use specific language to describe the experience you will be reflecting on and the key points you will be discussing in your essay .

– Make it arguable: A strong thesis statement should be arguable and provide some insight or perspective on the experience you are reflecting on.

– Reflect on the significance: Reflect on the significance of the experience you are reflecting on and why it is important to you.

Reflective Essay Structure

The structure of a reflective essay is important for ensuring that your essay is well-organized and easy to read. A clear structure helps to guide the reader through your thoughts and reflections, and it makes it easier for them to understand your main points.

The Importance of a Clear Structure

A clear structure is important for several reasons. First, it helps to ensure that your essay is well-organized and easy to read. Second, it helps to guide your writing and ensure that you stay on topic throughout your essay. Finally, it helps to engage your reader and provide them with a clear understanding of the key points you are making.

Tips for Structuring a Reflective Essay

To structure your reflective essay effectively, follow these tips:

– Start with an introduction that provides an overview of the experience you are reflecting on and a preview of the key points you will be discussing in your essay .

– Use body paragraphs to explore your personal reflection, description of the experience, analysisof the experience, evaluation of the experience, identification of key learning, and planning for future action. Ensure that each paragraph has a clear focus and supports your thesis statement .

– Use transition words and phrases to connect your paragraphs and make your essay flow smoothly.

– End your essay with a conclusion that summarizes the key points of your reflection and provides closure for the reader.

– Consider using subheadings to organize your essay and make it more structured and easy to read.

By following these tips, you can create a clear and well-structured reflective essay that effectively communicates your personal experiences and reflections. Remember to use specific examples and details to support your reflection, and to keep your focus on the main topic and thesis statement of your essay .

Frequently Asked Questions (FAQs)

1. what is a reflective essay.

A reflective essay is a type of writing that allows you to reflect on your personal experiences, thoughts, and feelings. It involves exploring your own thoughts and feelings about an experience, and reflecting on what you learned from it.

2. What are the elements of a reflective essay?

The essential elements of a reflective essay include personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action.

3. How do I choose a topic for a reflective essay?

To choose a topic for a reflective essay, think about a personal experience or event that had a significant impact on your personal or professional growth. You may also consider professional experiences, academic experiences, cultural experiences, or social issues that have impacted you personally.

Reflective writing is a powerful tool for personal and professional development. By exploring your own thoughts and feelings about an experience, you can gain insights into your personal and professional growth and identify areas for further development. To write an effective reflective essay, it is important to follow a clear structure, use specific examples and details to support your reflection, and stay focused on the main topic and thesis statement of your essay . By following these tips and guidelines, you can become a skilled reflective writer and use this tool to improve your personal and professional growth.

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Personal Development Plan Final Reflection Essay

In my previous personal development plan , I had made several initiatives through which I hoped to achieve certain goals both in academics and in social life. In the previous personal development plan, I had embarked more on the process that I believe would help me to think about my own learning, performance and achievements as well as to plan my personal, educational, social and career development. Since I made the plan within the PDP , there are certain changes that I have witnessed happening in my career, social and learning areas. For example, I have noted that for the last one semester, I have improved in a number of areas that I had pointed in my last PDP.

In academics, I have achieved a lot, as my average grades have improved from the previous B+ to an A. This is primarily because I was able to develop clear SWOT analysis , in which I recognized my strengths, weaknesses, opportunities and threats not only in academics, but also in my social life, extra-curricular activities and any other activity I took. With this plan, I worked hard to perfect my strengths, correct the weaknesses and make them my strong points, utilize the opportunities placed within my abilities and finally recognize and avoid any negative effect that was posed by the threats in the SWOT analysis (Bolton 2010).

From these considerations, I recognized that some of my strengths were the ability to work under strict deadlines, carry out extensive research, attend classes, and do personal studies and to submit all the papers and assignments at the right time. However, I also recognized that I actually had some weaknesses that caused my performance to dwindle in certain areas. For example, I realized that I had a problem relating with other students, tutors and friends. I did not attend discussion and group work, and seemed to ignore the strength of teamwork. I realized that I did not consult my tutors in academics; rather I attempted to do my own research. In co-curricular activities, I realized that I had done little in games and clubs within the university, despite having a number of athletic teams, training personnel as well as other facilities. I was not able to attend any of the activities before I made the last PDP, and even spent much time playing games on my personal computer rather than being involved in real athletics. In this plan, I set strict schedules to allow me attend my favorite games – soccer and American football. Within this reflection, I had also recognized a number of opportunities that I should have utilized to perfect my skills in education and social life. For example, the university has a number of games, societies and clubs, all of which are equipped and staffed to help the students achieve their goals in academics and other activities important in social and personal life. In addition, the university encourages teamwork, from which students realize their weaknesses and strengths, and work to perfect their strengths and to improve their weak areas. These were opportunities that I ought to have utilized before, but which had been the priority in the previous personal reflection plan . I further realized that there were certain threats that challenged my performance. For example, I was running a risk of being lonely due to my weak approach to teamwork. In addition, it was possible that I would face academic failures in future because I was becoming possessed with video and computer games rather than being involved in real physical exercises.

Several significant changes have resulted from the previous personal reflection plan . For example, apart from the increase in the academic grades, I have developed a good habit of relating with others in the university, and especially in my department. In addition, I have been involved in a number of discussion groups and even contributed to the development of general classroom discussion groups, in which students present their findings to the class during discussion time, while others try as much as possible to challenge the presenter. This has increased my confidence in academics, and I am more able to express myself than I would have done some few months ago before I embarked on self-reflection plan. Moreover, I am perfect in both soccer and football because I have dedicated enough time for these activities, and in fact, I have joined the university teams in both of these games. Moreover, I have joined the rangers association, a university society that is involved in environmental issues. I have realized that I am good in keeping and maintaining a good environment within our localities. During the last semester, we have taken part in national environmental programs, workshops and seminars, in which we have been taught the importance of maintaining good environment. In addition, we have organized a number of workshops for the community, where we teach elementary and high school students about the benefits of a good environment. In this way, I have realized that I have perfected my teaching, social and organizational management skills.

From the personal development plan I created last semester, I have pointed out three main key learning areas that need much attention, and which have been very pivotal as far as the incline in my grades is concerned. First, I have realized that education is not all about understanding of what has been taught in class, and thereafter reproducing it in the examinations. It is a fact that education is not all about passing exams, rather it is a matter of understanding the courses, and how the classroom gained knowledge can be applied in the real life (Bolton 2010). Therefore, I have learned that one needs to do a lot of research and experiments to practice the classroom gained knowledge in the related fields, and to imply the information gained in books to the actual world. Secondly, I have learned that time management is the most critical tool towards achieving personal goals not only in education, but also in the other aspects of life. From the reflection, I have realized that the increase in my overall academic grades, as well as in extracurricular activities, is a result of proper time management, and the ability to work with strict time schedules. Lastly, I have learned that education required coordination of activities between personal efforts and the teamwork. I have observed that students perform better when they participate in class activities, work in groups and challenge each other (Jasper 2007). Moreover, it makes one obtain courage to conduct a research on vital topics, and have the pride to present it in front of the others. This is important for future researchers and scholars like me because at least, I am able to express ideas and ideologies to a number of people, and to meet the challenges they pose (Jasper 2007).

Analysis of the Current Situation

Currently, there is a number of issues that have to bbe improved as far as academics and other activities are concerned. I have achieved a lot in education, sports and social activities in general. Moreover, I have improved my communicative skills. However, I still have to target my main goal, which is to obtain straight A’s in all the courses I take each semester, and at the same time, achieve other goals in other activities apart from education.

Currently, there are certain internal factors that are affecting me in a number of ways, both positively and negatively. For example, when I develop a personal SWOT analysis, I realize that I have internal strengths, weaknesses, opportunities and threats to my education as well as other activities. Currently, my strengths in education are defined by my abilities to correct my past mistakes and improve weaknesses. I never ignore my weak points, though it is very common for a number of students in my faculty. In addition, I am able to learn from daily life experiences, especially from other people’s mistakes. Apart from these strengths, I have also realized that I am able to identify opportunities within my learning environment, and utilize them to increase my knowledge and skills in education and career. However, I have some weak points, which are currently affecting my performance. For instance, I do not possess even basic skills to lead other people in the class, groups and the teams, which means that I may not become a good organizational leader unless I perfect my leading skills. I also do not have the courage to communicate with my tutors more. I have one more weak point – I tend to believe that I can perfect my skills either on my own, or with the help of small groups of students. This is not quite good for my educational development, as I require help from my tutors in order to achieve best results. The main reason of my weak points is that I started using personal development and reflection plans only two semesters ago. Earlier, I did not consider such plans to be of great importance. But now, as I see a great progress in my personal development, and taking into account that the university provides a lot of resources for each student to master all the necessary skills, I will continue planning my self development.

There are also some external factors that affect me in one way or the other, and which can be regarded as threats and opportunities. For instance, a number of opportunities are evident in my current situation. Other students in my class and the faculty have intensified their need to have personal reflection programs, and are in fact comparing their performances with the others in the class. This implies that we, as a class, have a chance to develop our skills together, as we have common goals in learning (Jasper 2007). Earlier, the students were allowed to participate only in 2 of the university clubs at once. Now we have the ability to participate in four of them, which will help me to gain much more experience. I will need to manage all my plans wisely, as apart from the extra-curricular activities, I need to perform well in the classroom too.

Personal development plan

I hope to come up with new ideas for my personal development, which will ensure success in both academic and social life. In regards of education, I want to try to approach my tutors for help in difficult situations, and to acquire skills needed for my future job. In addition, I must embark on increasing my grades from B+ to an A. Another desired outcome is to be a full time member of at least three clubs or societies, and to participate in all the events planned by these groups. I hope to achieve these goals within the next four months, which is till the end of this semester.

Bolton, G, 2010, “ Reflective Practice: Writing and Professional Development ”, SAGE Publications Ltd, Hoboken, NY.

Jasper, M, 2007, “ Professional development, reflection and decision-making ”, Wiley-Blackwell, New York.

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Personal, Professional, and Career Development Reflective Essay

Personal and career purpose, career decision.

The ideal development of a person follows a unique route directing resources, facilities, capabilities, abilities, potentials, and interest among other in a line of presumed achievement. Most researchers argue that there are intuitive characters and motivations that shape how an individual grows and becomes prevalent in a community.

Essentially, these developments are associated with personalities, professionalism, career and career paths. There are processes and tactical handling of issues that must be conjoined to direct growth and development on these four aspects. In this regard, it is apparent that the fundamentality of managing and planning these attributes is beyond reproach.

An individual needs to set a line of interests to ensure that his or her working path has objectives and goals. In this manner, the person can develop personality, career and become a professional in his or her area. This paper evaluates a case of development in various aspects and comparisons. In a bid to perform this task, I have evaluated my strategy while striving to develop into a career warranting me a sustainable future.

The presence of a goal or a future aspiration allows me to plan and change my attitudes and characters. Primarily, individual characters determine the people I can interact with and set my social class into a disclosed discourse. The most tactical strategies may involve developing skills and experiences through employment and education.

First, education has allowed me to gain skills and attain credential for employment with reputable and well paying firms. Several personalities like patience and persistence have developed subconsciously and through training systems. Such personalities have significant outcomes in the real life. They make me competitive while searching for employment or any other work related issue.

These situations revealed that I knew how to outline my plan in creating meaning to every situation. At several instances I have managed to create and organize peoples into groups handling various issues as well as lead them tactically pursuant of my leadership dreams. Furthermore, I had managed to identify opportunity where I could develop my talents as I proceeded with further studies.

I have become an experienced and competitive artisan in a way that I can use it to earn a living. Furthermore, it is apparent that people are convinced by my inspirational encouragements, which attract them towards personal development. Therefore, I have become a person to encourage and motivate others.

These aspects are part of a plan developing my skills and experiences to facilitate the integration of huger ideas and knowledge. They have allowed me to attain insight into various levels of my career. Tactically, there have been adequate concerns regarding the credibility of ideas.

Motivation is an aspect that can be implemented to improve the performance of employees and boosting their tactical approaches in attaining customer satisfaction. Essentially, maintaining the workforce of a business in a critical tool for ensuring that secrets and skills are retained within the business. This aspect implies that a business must be conscious about the working conditions of its esteems employees.

In fact, most of the employees working in such a business as the Luxury Hotel undertake shores within a career path where they improve their skills. The employees become the managers and end up becoming significant operators for business proceedings. In this regard, it is vital to create a system that allows employees to show their competitiveness and abilities.

The management may formulate model involving increment in salaries, elevating the working class, and initiating competition plan involving winning prizes among others. All these aspects do not only improve the overall business performance, but also isolate the dedicated employees to work and become future managerial workforce.

The employee would view this process of reward as an opportunity to earn extra income and attain better-working conditions within the business. In essence, some issues related to authoritative management may be transformed to situations where employees work under minimal supervision since they have set goals at a personal level.

This research presents these incentives and shows how they are applied to become beneficial to an organization. In so doing, it reaches the managerial and non-managerial workforce to attain all diverse incentives that may assist businesses to become productive and inspiring.

In essence, the process of making this decision was consistent to some of the theories of decision making. It is an indication that people make decisions in ways that can be generalized to apply to majority. Evidently, the process was characterized by some aspects envisaged in bounded rationality.

The theory of bounded rationality reveals that there are two systems of thoughts, including emotional and rational approaches to decision making (Schiavone 2011). When the parents were making this decision, the mother had taken an emotional approach while the father was rational. Clearly, the mother feared that the financial and moral destructions were beyond repair.

She felt that the family might become financially incapacitated if they bought the private school. However, she did not have the actual figures to support the fact that the current financial capability of the family could not handle the destructions. In essence, it was a decision that was based merely on the outward perception of the school rather than facts.

On the other hand, the father argued that the mismanagement prevailing in the school wasted the lives of many pupils. As a result, it was important to offer a solution to the problem. In his case, he stated that there were two options that included building another school or acquiring the existing one. However, he argued that building another school was more costly that acquisition.

Further, he pointed out that the family cannot make a conclusion on whether the investment was too taxing without getting all the facts first. He also indicated that the family would invest despite financial incapability because he was confident that the school could bring good returns if it were managed correctly.

The theory of common biases was also evident in this entire scenario and the holistic process of making the decision. In this regard, the misconception of chance was the most evident bias. The theory states that people have a tendency to misconceive that the probability of getting a certain outcome is less than another one (Adair 2010). This perception is informed by emotions and past experiences (Choi 2011).

However, present and future events are not necessarily consistent with the past ones (Xu 2011). In this case, the mother had a misconceived perception that the chances of succeeding in an attempt to renovate and improve the school were minimal. However, this perspective was not informed by factual financial figures that could provide a rationale. In essence, it can be considered as a perfect case of misconceived chance.

In a broader perspective, it cannot be disputed resolutely that people are more pessimistic about success (Dolton 2011). Only a few people who have strong will, passion, and determination envisage optimism. As such, the mother was a victim of this general condition since she did not find a good chance of success.

Besides the two theories of decision making, the process also envisaged clear indications of heuristics. In theoretical understanding, heuristics purports that people have certain ways of simplifying information and factor of decision making (Missier 2011). These simplifications create a situation in which the decision maker does not consider the factors with due diligence.

Further, the theory asserts that simplifying the aspects of decision making might lead to a misconception of the reality (Nooraie 2011). Such misconceptions are informed by concentrating on the wrong focus and disregarding the real one (Su 2011). For example, the father asserted that acquiring a constructed school is less costly than building a new one.

However, it is evident that the school, which was in question, had gained a bad reputation among parents and was in a financial crisis. As a result, the cost of acquisition was not the only factor in decision making. Instead, it was important to consider other crucial factors such as reputation and precedence. Whereas these two aspects were important to the investment decision, the father overlooked them.

This ignorance and assumption were caused by the simplification of the scenario in a manner that considered cost as the only important variable.

As a result, it can be concluded that bounded rationality, common biases, and heuristics were among the critical decision-making theories that characterized the entire process of purchasing the school. Indeed, this process contained two parties and hence the analysis is based on both of them.

Having reflected on the event that took place when the decision was being made by the parents, there were critical undertaking that were crucial to notice. First, rationality is a better approach to making a decision that emotional perspective. When a decision makers embrace rationality, they can conceptualize issues from a sober position. In that regard, their decisions are not hasty.

Instead, they are procedural and sequential in nature. Therefore, the approach allows the decision maker to pass through the necessary steps when making a determination. For example, the father’s rationality enabled him to wait and assess the financial requirements before dismissing the acquisition.

On the other hand, an emotional approach is a fundamentally flawed method of making decisions. In this regard, decision makers who used this method rush to determine the way forward without deep and profound considerations. For example, the mother had already dismissed the acquisition of the schools just because of the fear that the family was going to run short of funds.

Whereas this was the core determining factor of her decision, she did not have any convincing figures to show that the family would become incapacitates if they purchased the school. Biases are also important when it comes to the decision-making process. In fact, it is evident that people become biased even without noticing.

Lastly, I would have made this decision in a pretty different manner than how it was done in this case. Personally, I would have talked to some able parents and friends about the challenges facing the school and the community. In the discussion, the issue of poor management and quality of the education provided in the school could be the core agendas.

Afterwards, I would propose to join hands with those colleagues and acquire the school as a group. This decision could have been better than the latter because the potential financial risk would be shared. Additionally, acquiring the school as a group would eliminate the notion of private school and bring a picture of a community-based school.

In essence, this would be an appropriate strategy for removing the bad reputation that had been painted by the previous management. Further, managing the school as a group would allow the availability of diverse intellectual ideas of improving it.

The management of virtual teams may depict various fundamental challenges. The researchers laying arguments in the literature depict the need and effectiveness of virtual teams. They are identified as prevailing businesses effective in reaching the final outcomes of the researchers. The developments of the virtual teams are improving continuously as the information technology proceeds to attain integration across the globe.

The review indicates the proper management allows the teams to attain clients and loyalty for the services they offer. The use of internet in reaching their target members depict the impending quorum required. Presently, the teams have managed to penetrate and unity many people across the globe making the accessibility of services such as marketing easy. The virtual teams have allowed globalization to take place easily.

In fact, such social companies do make not only huge profits due to the prevalence of members and common interests, but also creates global civilization and understanding of cultural differences. Such interactions are similar to the application of virtual teams in handling issues throughout the globe. They bring the human resources at one point where they may be accessed and exploited by firms or business easily.

The most fundamental achievement of the development is attaining a workforce striving the meet the company goals in a willing manner. In businesses that do not consider motivating the employees, their work is usually directed by the salary earning the get from the business.

However, the motivation oriented workforce does not target the salaries solely. The workforce works hard to attain salaries among other benefits being offered. In fact, businesses managed through authoritative systems fail the employees in working effectively due to lack of peaceful and free mind. In this regard, there must be proper developmental capabilities to deal with issues personally and organizationally.

Adair, J 2010, Decision making and problem solving strategies , Kogan Page, London.

Choi, A 2011, Multiple-Criteria Decision-Making Based On Probabilistic Estimation with Contextual Information For Physiological Signal Monitoring, International Journal of Information Technology & Decision Making , vol. 10 no. 1, pp. 109.

Dolton, T 2011, Medical Decision Making: Supplement Policy. Medical Decision Making , vol. 31 no. 3, pp. 376-377.

Missier, F 2011, Decision-making Competence, Executive Functioning, and General Cognitive Abilities, Journal of Behavioral Decision Making , vol. 7, 127-129.

Nooraie, M 2011, Decision’s familiarity and strategic decision-making process output: the mediating impact of rationality of the decision-making process, International Journal of Applied Decision Sciences , vol. 4 no. 4, pp. 385.

Schiavone, F 2011, Strategic reactions to technology competition: A decision-making model, Management Decision , vol. 49 no. 5, pp. 801-809.

Su, Z 2011, A Hybrid Fuzzy Approach to Fuzzy Multi-Attribute Group Decision-Making. International Journal of Information Technology & Decision Making , vol. 10 no. 4, pp. 695.

Xu, Z 2011, Approaches to Multi-Stage Multi-Attribute Group Decision Making, International Journal of Information Technology & Decision Making , vol. 10 no. 1, pp. 121.

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Bibliography

IvyPanda . "Personal, Professional, and Career Development." December 24, 2019. https://ivypanda.com/essays/personal-professional-and-career-development/.

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• Rationality vs. Instinct in Bartleby by H. Melville
• Rationality in Decision-Making
• Management Consulting. Rationality and Its Symbols.
• US Legal System in Weber’s Formal Legal Rationality
• The Feeling of Rationality: The Meaning of Neuroscientific Advances for Political Science
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How to Reflect on Personal Development: A Practical Guide

No matter what we do, it is important to take the time to reflect on our progress and development.

Reflection is a powerful tool that can help us to assess our progress, identify our strengths and weaknesses, learn from our mistakes, and celebrate our successes.

This practical guide will provide you with the steps necessary to reflect on your personal development and to make sure that you are continuing to grow and improve.

Jump to Section

Introduction

Reflection is an essential part of personal and professional development. It is a process of examining and evaluating our experiences, actions, and beliefs in order to gain insight and understanding.

Reflection allows us to identify our strengths and weaknesses, and to recognize areas for improvement. It also helps us to gain a greater understanding of ourselves and our capabilities.

Defining Personal Reflection

Personal reflection is the process of taking a step back from our lives and examining our experiences, beliefs, and actions. It is a way of understanding our strengths and weaknesses, and of recognizing areas for improvement.

Reflection can help us to gain insight into our own behavior and to develop an understanding of ourselves and our capabilities.

Reflection can be done in a variety of ways, including journaling, meditation, and self-assessment. It can also take the form of conversations with friends and family, or with a mentor or coach.

Understanding Personal Development

Personal development is the process of improving ourselves and our skills in order to achieve our goals.

It involves setting goals, assessing progress, and recognizing our strengths and weaknesses.

It also entails learning from our mistakes and rewarding ourselves for our achievements.

To achieve personal development, it is important to have a clear understanding of what we want to achieve and how we plan to achieve it. It is also important to recognize our strengths and weaknesses, and to use this knowledge to guide our development.

Setting Goals

The first step in personal development is to set goals. Goals should be specific, measurable, achievable, realistic, and time-bound.

Setting goals will help to keep us motivated and on track, and will provide us with a clear sense of direction.

Assessing Progress

Once goals have been set, it is important to assess progress. This can be done by measuring progress against the goals that have been set.

It is also important to recognize successes and to celebrate small victories. This will help to keep us motivated and on track.

Identifying Strengths

The next step in personal development is to identify our strengths. This can be done by reflecting on our experiences and assessing our capabilities.

It is important to recognize our strengths and to use them to our advantage.

Recognizing Weaknesses

Identifying our weaknesses is also an important part of personal development. This can be done by looking at our mistakes and identifying areas for improvement.

It is important to be honest with ourselves and to recognize our weaknesses in order to make progress.

Learning from Mistakes

Once we have identified our strengths and weaknesses, it is important to learn from our mistakes. This can be done by reflecting on our experiences and understanding what we could have done differently.

It is important to recognize our mistakes and to use them as an opportunity to learn and grow.

Rewarding Achievements

Rewarding ourselves for our achievements is an important part of personal development. This can be done by celebrating our successes and rewarding ourselves for our hard work.

It is important to recognize our progress and to reward ourselves for our efforts.

Celebrating Success

Celebrating our successes is another important part of personal development. This can be done by taking the time to reflect on our progress and to recognize our achievements.

It is important to celebrate our successes and to recognize our progress.

Practicing Self Care

Practicing self-care is an essential part of personal development. This can be done by taking the time to rest and recharge, and by engaging in activities that bring us joy.

It is important to take care of ourselves and to make time for self-care.

Conclusion Reflection is an important part of personal development. It is a process of examining and evaluating our experiences, beliefs, and actions in order to gain insight and understanding.

Taking the time to reflect on our progress and development can help us to identify our strengths and weaknesses, to learn from our mistakes, and to celebrate our successes.

By following this practical guide, you will be able to reflect on your personal development and to ensure that you are continuing to grow and improve.

What is personal reflection? Personal reflection is the process of taking a step back from our lives and examining our experiences, beliefs, and actions.

It is a way of understanding our strengths and weaknesses, and of recognizing areas for improvement.

What is personal development? Personal development is the process of improving ourselves and our skills in order to achieve our goals.

How can I practice self-care? Practicing self-care is an essential part of personal development.

This can be done by taking the time to rest and recharge, and by engaging in activities that bring us joy.

With a deep passion for personal development, Ben has dedicated his career to inspiring and guiding others on their journey towards self-improvement.

His love for learning and sharing knowledge about personal growth strategies, mindfulness, and goal-setting principles has led him to create My Virtual Life Coach.

Contact Ben at [email protected] for assistance.

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Marx and Engels On Literature and Art

Source : Marx Engels On Literature and Art . Progress Publishers. Moscow 1976; Transcribed : by Andy Blunden .

This volume offers the reader a selection of both excerpts and complete works and letters by Karl Marx and Frederick Engels, giving their views on art and its place in society. Though it contains far from all that was written by the founders of scientific communism on this subject, it will nevertheless acquaint the reader with Marx’s and Engels’ most important ideas about artistic work.

Karl Marx and Frederick Engels had an excellent knowledge of world art and truly loved literature, classical music, and painting. In their youth both Marx and Engels wrote poetry; in fact Engels at one time seriously contemplated becoming a poet.

They were well acquainted not only with classical literature, but also with the works of less prominent and even of little known writers both among their contemporaries and those who lived and worked in more distant times. They admired Aeschylus, Shakespeare, Dickens, Fielding, Goethe, Heine, Cervantes, Balzac, Dante, Chernyshevsky and Dobrolyubov, and mentioned many other less famous people who had also made their mark in the history of literature. They also displayed a great love for popular art, for the epics of various nations and other types of folklore: songs, tales, fables and proverbs.

Marx and Engels made extensive use of the treasures of world literature in their own works., Their repeated references to literary and mythological figures, and use of aphorisms, comparisons and direct quotations, masterfully woven into their works, are a distinctive feature of their style. The writings of Marx and Engels are notable not only for profundity of content, but also for their exceptional artistic merits. Wilhelm Liebknecht gave high praise to Marx’s style, citing his The Eighteenth Brumaire of Louis Bonaparte as an example. “If ever hatred, scorn and passionate love of liberty were expressed in burning, devastating, lofty words,” wrote Liebknecht, “it is in The Eighteenth Brumaire, which combines the indignant severity of a Tacitus with the deadly satire of a Juvenal and the holy wrath of a Dante. Style here is the stilus that it was of old in the hand of the Romans, a sharp stiletto, used to write and to stab. Style is a dagger which strikes unerringly at the heart” ( Reminiscences of Marx and Engels , Moscow, 1956, p. 57).

Marx and Engels used artistic imagery to express their thoughts more forcefully and vividly in their journalistic and polemical works, and even in their fundamental theoretical works such as Capital and Anti-D�hring. Marx’s pamphlet Herr Vogt, directed against Karl Vogt who was slandering the proletarian party, is one of the most striking examples. The biting sarcasm of this pamphlet is particularly effective due to the author’s skilful use of works by classical writers such as Virgil, Plautus, and Persius, by the medieval German poets Gottfried von Strassburg and Wolfram von Eschenbach, and also by such classics of world literature as Balzac, Dickens, Schiller and Heine.

Their superb knowledge of world art helped Marx and Engels to elaborate genuinely scientific aesthetic principles. The founders of scientific communism were thus not only able to answer the complex aesthetic questions of the previous age, but also to elaborate a fundamentally new system of aesthetic science. They did so only as a result of the great revolutionary upheaval they had brought about in philosophy by creating dialectical and historical materialism and laying down the foundations for the materialist conception of history. Though Marx and Engels have left no major writings on art, their views in this field, when collected together, form a harmonious whole which is a logical extension of their scientific and revolutionary Weltanschauung. They explained the nature of art and its paths of development, its tasks in society and social aims. Marxist aesthetics, like the whole teaching of Marx and Engels, are subordinated to the struggle for the communist reorganisation of society.

When developing their theory of aesthetics, Marx and Engels naturally based themselves on the achievements of their predecessors. But the main aesthetic problems — and above all the problem of the relationship between art and reality — were solved by them in a fundamentally new way, on the basis of materialist dialectics. Idealist aesthetics considered art as a reproduction of the ideal, standing over and* above actual reality. The origin of any art form, its development, flowering, and decay, all remained incomprehensible to the art theoreticians and historians of the pre-Marxian period, inasmuch as they studied these in isolation from man’s social existence.

Marx and Engels considered it absolutely impossible to understand art and literature proceeding only from their internal laws of development. In their opinion, the essence, origin, development, and social role of art could only be understood through analysis of the social system as a whole, within which the economic factor — the development, of productive forces in complex interaction with production relations — plays the decisive role. Thus art, as defined by Marx and Engels, is one of the forms of social consciousness and it therefore follows that the reasons for its changes should be sought in the social existence of men.

Marx and Engels revealed the social nature of art and its development in the course of history and showed that in a society with class antagonisms it was influenced by class ‘contradictions and by the politics and ideologies of particular classes.

Marx and Engels gave a materialist explanation of the origin of the aesthetic sense itself. They noted that man’s artistic abilities, his capacity for perceiving the world aesthetically, for comprehending its beauty and for creating works of art appeared as a result of the long development of human society and were the product of man’s labour. As early as in his Economic and Philosophic Manuscripts of 1844 , Marx pointed to the role of labour in the development of man’s capacity to perceive and reproduce the beautiful and to form objects also “in accordance with the laws of beauty” (Marx and Engels, Collected Works, Vol. 3, Moscow, 1975, p. 277).

This idea was later developed by Engels in his work Dialectics of Nature, in which he noted that efforts of toil “have given the human hand the high degree of perfection required to conjure into being the pictures of a Raphael, the statues of a Thorwaldsen, the music of a Paganini” (see pp. 128-29 of this book). Thus both Marx and Engels emphasise that man’s aesthetic sense is not an inborn, but a socially-acquired quality.

The founders of Marxism extended their dialectical view of the nature of human thought to analysis of artistic creativity. In examining the development of art together with that of the material world and the history of society, they noted that the content and forms of art were not established firmly once and for all, but that they inevitably developed and changed according to definite laws along with the development of the material world and of human society. Each historical period has inherent aesthetic ideals and produces works of art corresponding to its particular character and unrepeatable under other conditions. Comparing, for example, the works of Raphael, Leonardo da Vinci and Titian, Marx and Engels emphasised that “Raphael’s works of art depended on the flourishing of Rome at that time, which occurred under Florentine influence, while the works of Leonardo depended on the state of things in Florence, and the works of Titian, at a later period, depended on the totally different development of Venice” (p. 177).

The fact that the level of development of society and its social structure determine the content of artistic works and the prevalence of any particular literary or artistic genre was seen by Marx as the main reason that art in different periods never repeats itself and, in particular, that there was no possibility to create the mythology or epic poetry similar to those of the ancient Greeks under the conditions of the nineteenth century. “Is the conception of nature and of social relations which underlies Greek imagination and therefore Greek (art),” wrote Marx, “possible when there are self-acting mules, railways, locomotives and electric telegraphs?” (p. 83).

It goes without saying that Marxism has a far from open-and-shut understanding of the relations between the forms of social consciousness (and of art in particular) and their economic basis. For Marx and Engels, any social formation constituted a complex and dynamic system of interacting elements, each influencing the other — a system in which the economic factor is the determining one only in the final analysis. They were in no way inclined to qualify art as a passive product of the economic system. On the contrary, they emphasised that the various forms of social consciousness — including, of course, artistic creation — actively influence the social reality from which they emerge.

As if to forestall sociological vulgarisations of the problems of artistic creation, Marx and Engels drew attention to the fact that social life and the ideology of particular classes are reflected in art in a far from mechanistic manner. Artistic creativity is subordinate to the general laws of social development but, being a special form of consciousness, has its own distinctive features and specific patterns.

One of art’s distinctive features is its relative independence as it develops. The fact that works of art are connected historically with particular social structures does not mean that they lose their significance when these social structures disappear. On this point Marx cites the art and epic poetry of the ancient Greeks which “still give us aesthetic pleasure and are in certain respects regarded as a standard and unattainable ideal” (p. 84). He also provides a profound explanation for this phenomenon: Greek art reflected the naive and at the same time healthy, normal perception of reality characteristic of mankind in those early stages of its development, the period of its childhood; it reflected the striving for “natural veracity,” with its unique attractiveness and special charm for all (p. 84).

This example expresses an important Marxist aesthetic principle: in looking at works of art as basically reflections of particular social conditions and relationships, it is imperative also to see the features that make the lasting value of these works.

Marx and Engels considered as another particular feature of art the fact that its periods of upsurge do not automatically coincide with social progress in other fields, including that of material production. Thus Marx wrote in the Introduction to his Economic Manuscripts of 1857-1858: “ As regards art, it is well known that some of its peaks by no means correspond to the general development of society; nor do they therefore to the material substructure” (p. 82 of this book). Marx and Engels saw the reason for this imbalance between the development of art and of society as a whole in the fact that the spiritual culture of any period is determined not only by the level of development of material production — the “material basis” of society — but also by the character of the social relations peculiar to that period. In other words, such factors as the specific character of social relations, the degree of development of class antagonisms and the existence in any period of specific conditions for the development of man’s individuality, all have an important bearing on art, determining its nature and development.

As far as capitalist society is concerned, this imbalance, according to Marx and Engels, must be considered as an expression of capitalism’s fundamental contradiction, the contradiction between the social nature of production and the private form of appropriation. From his analysis of the contradictions of capitalism, Marx draws a conclusion which is of extraordinary importance for aesthetics, namely that “capitalist production is hostile to certain branches of spiritual production, for example, art and poetry” (p. 141). This proposition in no way denies the development of literature and art under capitalism, but means that the very nature of the capitalist system of exploitation is in profound contradiction with the humanist ideals which inspire genuine artists. The more conscious artists are of the contradiction, between their ideals and the capitalist reality, the louder and clearer do their works (often despite the class origin of the very author) protest against the inhumanity of capitalist relations. Bourgeois society’s hostility towards art begets, even in bourgeois literature, criticism of capitalism in one form or another, with capitalist reality being depicted as one filled with tragic collisions. This, in Marx’s and Engels’ opinion, is a dialectical feature of the development of art under capitalism. It is for this very reason that bourgeois society has produced Shakespeare, Goethe, Balzac and other writers of genius who were capable of rising above their epoch and class environment and condemning with immense artistic power the vices of the capitalist system of exploitation.

In their works, Marx and, Engels set forth a number of profound ideas on the class nature of art in a society of antagonisms. They showed that even great writers, who were able, often despite their own class positions, to give a true and vivid picture of real life, were, in a class society, pressured by the ideas and interests of the ruling classes and frequently made serious concessions to these in their works. Taking Goethe, Schiller, Balzac, and other writers as examples, Marx and Engels found that the contradictions peculiar to them were not the result of purely individual features of their psychological make-up, but an ideological reflection of real contradictions in the life of society.

The founders of Marxism emphasised that art was an important weapon in the ideological struggle between classes. It could reinforce just as it could undermine the power of the exploiters, could serve to defend class oppression or, on the contrary, contribute to the education and development of the consciousness of the toiling masses, bringing them closer to victory over their oppressors. Marx and Engels therefore called for a clear distinction to be made between progressive and reactionary phenomena in feudal and bourgeois culture and put forward the principle of the Party approach to art that it be evaluated from the position of the revolutionary class.

While showing that a link existed between art and the class struggle, Marx and Engels always fought against attempts to schematise this problem. They pointed out that classes were not static and unchangeable but that class interrelationships changed in the course of history, the role of the classes in the life of society undergoing complex metamorphoses. Thus, in the period of struggle against feudalism, the bourgeoisie was able to create considerable spiritual values, but having come to power as a result of the anti-feudal revolutions, it gradually began to reject the very weapon it had itself forged in the struggle against feudalism. The bourgeoisie accomplishes this break with its revolutionary past when a new force appears on the historical arena — the proletariat. Under these conditions, attempts by individual members of the bourgeois intelligentsia, in particular cultural and artistic figures, to gain a deeper understanding of reality, to go beyond the framework of bourgeois relations and express their protest against these in some art form, inevitably lead them to conflicts with official bourgeois society and to their departure from bourgeois positions.

Marx and Engels apply their dialectical and materialist theory of knowledge to analysis of art and literature. In their opinion, artistic creation is one of the ways of reflecting reality and, at the same time, of perceiving and apprehending it; it is also one of the strongest levers of influencing the spiritual development of humanity. This approach to art forms the basis of the materialist understanding of its social importance and prominent role in the progress of society.

Naturally enough, when examining literature and art, Marx and Engels concentrated their attention on the problem of realism — the most accurate depiction of reality in an artistic work.

They considered realism, as a trend in literature and a method of artistic creation, to be the supreme achievement of world art. Engels formulated what is generally recognised as the classical definition of realism. “Realism, to my mind,” he wrote, “implies, besides truth of detail, the truthful reproduction of typical characters under typical circumstances” (p. 90). Realistic representation, Marx and Engels emphasised, is by no means a mere copy of reality, but a way of penetrating into the very essence of a phenomenon, a method of artistic generalisation that makes it possible to disclose the typical traits of a particular age. This is what they valued in the work of the great realist writers such as Shakespeare, Cervantes, Goethe, Balzac, Pushkin and others. Marx described the English realists of the 19th century — Dickens, Thackeray, the Bront�s, and Gaskell — as a brilliant pleiad of novelists “whose graphic and eloquent pages have issued to the world more political and social truths than have been uttered by all the professional politicians, publicists and moralists put together” (p. 339). Engels developed a similar line of thought when analysing the works of the great French realist writer Balzac. Writing about the Com�die humaine, he noted that Balzac gave the reader “a most wonderfully realistic history of French society ... from which, even in economic details (for instance the re-arrangement of real and personal property after the Revolution) I have learned more than from all the professed historians, economists and statisticians of the period together” (p. 91).

Marx and Engels set out some very important ideas about realism in their letters to Lassalle in the spring of 1859, in which they sharply criticise his historical drama Franz von Sickingen dealing with the knights’ rebellion of 1522-23, on the eve of the Peasant War in Germany. These two letters are of great. significance because they contain a statement of the fundamental principles of Marxist aesthetics (pp. 98-107).

Marx’s and Engels’ demands on the artist include truthfulness of depiction, a concrete historical approach to the events described and personages with live and individual traits reflecting typical aspects of the character and psychology of the class milieu to which they belong. The author of genuinely realistic works communicates his ideas to the reader not by didactic philosophising, but by vivid images which affect the reader’s consciousness and feelings by their artistic expressiveness. Marx and Engels considered that Lassalle had carried even further some of the weaknesses in the artistic method of the great German poet and playwright Schiller — in particular his penchant for abstract rhetoric, which resulted in his heroes becoming abstract and one-dimensional declaimers of certain ideas. In this regard they preferred Shakespeare’s realism to Schiller’s method. Both pointed out to Lassalle that, in imitating Schiller, he was forgetting the importance for the realist writer to* combine depth of content and lofty ideals with efforts to achieve a Shakespearian ability to depict genuine passions and the multiple facets of the human character.

In their letters to Lassalle, Marx and Engels also touched upon the question of the links between literature and life, between literature and the’ present day. Marx by no means condemned Lassalle for his intention to draw an analogy between the events of the 16th century described in the play and the situation in the mid-19th century, and to bring out the truly tragic collision which “spelled the doom ... of the revolutionary party of 1848-1849” (p. 98). He saw the author’s mistake in his incorrect, idealistic interpretation of this collision, in the reduction of the reasons for it to the allegedly age-old abstract “tragedy of revolution,” which lacks any concrete historical or class content. Marx criticised Lassalle not for the political tendency of his drama, but for the fact that it was essentially mistaken from the point of view of the materialist conception of history and of the world outlook of the proletarian revolutionaries. Marx and Engels were highly critical of attempts to place literature above politics and of the theory of “art for art’s sake.” They insisted that the works of realist writers should reflect a progressive world outlook, be permeated with progressive ideas and deal with truly topical problems. It was in this sense that they welcomed tendentiousness in literature, interpreted as ideological and political partisanship. “I am by no means opposed to tendentious poetry as such,” wrote Engels to the German writer Minna Kautsky on November 26, 1885. ‘Aeschylus, the father of tragedy, and Aristophanes, the father of comedy, were highly partisan poets, Dante and Cervantes were so no less, and the best thing that can be said about Schiller’s Kabale und Liebe is that it represents the first German political problem drama. The modern Russians and Norwegians, who produce excellent novels, all write with a purpose” (p. 88). Marx and Engels were at the same time resolute opponents of stupid tendentiousness — bare-faced moralising, didacticism instead of artistic method, and abstract impersonations instead of live characters. They criticised the poets in the “Young Germany” literary movement for the artistic inferiority of their characters and attempts to make up for their lack of literary mastery with political arguments. Engels provides an apt definition of genuine tendentiousness in his letter to Minna Kautsky: “I think however that the purpose must become manifest from the situation and the action themselves without being expressly pointed out and that the author does not have to serve the reader on a platter the future historical resolution of the social conflicts which he describes” (p. 88).

Both Marx and Engels were deeply convinced that progressive literature had to reflect truthfully the deep-lying, vital processes of the day, to promulgate progressive ideas, and to defend the interests of the progressive forces in society. The modern term the Party spirit in literature expresses what they understood by this. They felt that the very quality that was lacking in Lassalle’s play — the organic unity of idea and artistry — was the sine qua non of genuinely realistic art.

In setting out the principles of materialist aesthetics and the fundamental and most general laws governing the development of art, the founders of scientific communism laid the basis of Marxist literary and art criticism and proposed the primary tenets of the materialist interpretation of the history of art and literature. In their works and correspondence, they threw new light on the most important questions of the historical and literary process and revealed such aspects in the works of both classical and contemporary writers which were beyond the comprehension of bourgeois literary historians. In the present collection, the reader will find Marx’s and Engels’ views of the artistic works of the most important ages in mankind’s history — their evaluation of art in ancient and medieval times, of Renaissance culture and literature, of literature in the period of the Enlightenment, and, finally, of the work of the romantic and realist writers of the 19th century. In addition, the reader will discover the attitude of the founders of Marxist aesthetics towards the main literary and artistic trends in general and their opinions on individual writers and other artists.

Marx’s and Engels’ view of ancient art has already been discussed briefly above. Let us now turn to their evaluation of the art of other ages.

Their genuinely scientific explanation of the specific features of the social system and culture of medieval times is of exceptional interest. Marx and Engels stripped away the romantic idealisation of the Middle Ages and, at the same time, demonstrated the inconsistency of the abstract view held by the Enlighteners that this was merely an age of social and cultural regression. They pointed out that the transition from slave-owning to feudal society was historically inevitable and showed that the establishment of the feudal mode of production was a step forward in the development of human society, compared to the reign of slavery which had preceded it. This enabled Marx and Engels to form a new approach to medieval culture and art and point out those features in them which reflected the progressive course of historical development. Engels wrote that “. . as a result of the intermingling of nations in the early Middle Ages new nationalities gradually developed” (Marx/Engels, Werke, Bd. 21, S. 395), the appearance of which was a prerequisite for further social and cultural development of mankind. Analysing various epic poems of the early Middle Ages such as the Elder Edda and other Icelandic and Irish sagas, Beowulf, the Lay of Hildebrand and the Chanson de Roland, Marx and Engels showed that they reflected the gradual transition from the earliest stages of the tribal system to new levels of social consciousness connected with the early period of the formation of European nationalities. The epic and national-heroic poetry of the Middle Ages is notable, as Engels pointed out, for characteristics which show their new cultural-historical and aesthetic quality, as compared with the classical epic poetry of the ancient world. The same also applies to the later lyric poetry of the feudal Middle Ages — the medieval romance lyrics, best exemplified by the works of the Provencal troubadours. In his The Origin of the Family, Private Property and the State Engels wrote that “no such thing as individual sex love existed before the Middle Ages” (p. 215). For this reason, he said, the appearance and poetic glorification of individual love in the Middle Ages was a step forward compared to antiquity. Moreover, the medieval love poems influenced the following generations and prepared the ground for the flowering of poetry in the modern age.

Marx and Engels formulated and substantiated a new view of the Renaissance, one which differed radically from the views of earlier bourgeois cultural historians and also in many ways from those of contemporary and later bourgeois historiography. This new understanding of the basic historical meaning of the Renaissance in Western Europe was presented by Engels in its most developed form in 1875-76 in one of his versions for the Introduction to the Dialectics of Nature (pp. 251-53). Engels emphasised that, contrary to the traditional view of bourgeois science, the Renaissance must not be seen as merely an upheaval in the ideological and spiritual life of the times. The origins of this new age, he states, should be sought above all in the economic and political. changes that brought about the transition from the Middle Ages to modern times. Engels penetrated to the very essence of the phenomena which made possible the immense leap forward in the culture, literature and art of that period, some achievements of which remained unequal led even in the more mature bourgeois society. The art of the Renaissance, as Engels noted, developed not in a period of already settled bourgeois society but “in the midst of the general revolution” (Frederick Engels, Dialectics of Nature, Moscow, 1974, p. 21). Social relations were at that time in a state of constant flux and change and had not yet become, as they did in mature bourgeois society, a force which to a certain extent limited the development of personal initiative, talent and capabilities but, on the contrary, actively contributed to their development. Because of its revolutionary character this age, the one of “the greatest progressive revolution that mankind had so far experienced,” stated Engels, “called for giants and produced giants ... in power of thought, passion and character, in universality and learning.” This is why “the men who founded the modern rule of the bourgeoisie had anything but bourgeois limitations” (pp. 252-53).

Engels also noted that “the heroes of that time were not yet in thrall to the division of labour, the restricting effects of which, with its production one-sidedness, we so often notice in their successors” (p. 253). To clarify his idea, Engels described Leonardo da Vinci who “was not only a great painter but also a great mathematician, mechanic and engineer, to whom the most diverse branches of physics are indebted for important discoveries” and reviewed the work of Albrecht D�rer, a “painter, engraver, sculptor, and architect” and inventor of a fortification system. Engels also pointed to the great diversity of interests and erudition of other Renaissance figures (p. 253).

Marx’s and Engels’ evaluation of the Renaissance as an age of “the general revolution,” “the greatest progressive revolution,” explains the warm sympathy they felt for the “giants” of that age. They saw the great men of the Renaissance not just as outstanding scholars, artists, or poets, but, at the same time, as great revolutionaries in world science and culture.

Engels considered the most important trait of the heroes of the Renaissance to be that “they almost all live And pursue their activities in the midst of the contemporary movements, in the practical struggle; they take sides and join in the fight, one by speaking and writing, another with the sword, many with both” (p. 253). It is not difficult to see that this was also what Engels expected of the artists of the future. Referring to the ability of the people of the Renaissance to live by the interests of their time, to “take sides,” Engels emphasised those traits which lifted them above the level of the professionally narrow, armchair science of the bourgeoisie, and above the level of the 19th-century bourgeois writers and artists who preached “non-partisanship” and “pure art.” These traits brought the great men of the Renaissance closer to the ideals of socialist culture and of the revolutionary movement of the working class.

Marx and Engels considered Dante one of the great writers whose works announced the transition from the

Middle Ages to the Renaissance. They saw him as a poet and thinker of genius and, at the same time, as an inflexible warrior whose poetic works were infused with Party spirit (Marx and Engels, Collected Works, Vol. 6, Moscow! 1976, p. 271) and were inseparable from his political ideals and aspirations. According to Wilhelm Liebknecht, Marx knew the Divina Commedia almost by heart and would often declaim whole sections of it aloud. Marx’s “Introduction” to Capital in fact ends with the great Florentine’s proud words: “Go your own way, and let people say what they will!” The author of Capital placed Dante among his most beloved poets — Goethe, Aeschylus, and Shakespeare. Engels called Dante a person of “unequalled classic perfection” (p. 247) and “a colossal figure” (p. 248). Marx and Engels held the great Spanish writer Cervantes in high esteem too. Paul Lafargue noted that Marx set the author of Don Quixote, together with Balzac, “above all other novelists” (p. 439). Finally, Marx’s and Engels’ admiration for Shakespeare, one of their most beloved writers, is known to all. Both considered his plays with their far-ranging depiction of the life of his time and their immortal characters to be classical examples of realist drama. Lafargue wrote that Marx “made a detailed study” of Shakespeare’s works. “His whole family had a real cult for the great English dramatist” (p. 438). Engels shared his friend’s views on Shakespeare. On December 10, 1873, he wrote to Marx. “There is more life and reality in the first act of the Merry Wives than in all German literature” (p. 260).

The most important comment by the founders of scientific communism about classicism, the literary movement of the 17th-18th centuries, was made by Marx in a letter to Lassalle on July 22, 1861 (p. 269). On the basis of a materialist understanding of the development of culture, Marx in his letter rejected the unhistorical idea that classicism was the result of a misunderstanding of the laws of classical drama and of classical aesthetics, with their famous principle of the three unities. He pointed out that, though the theoreticians of classicism had misunderstood classical Greek drama and Aristotle’s Poetics, this was no accident or a misunderstanding of history, but a historical inevitability. Classicist playwrights “misunderstood” Aristotle because the “misunderstood” Aristotle corresponded exactly to their taste in art and their aesthetic requirements, formed by the specific social and cultural conditions of the time.

Unlike previous historians of culture who were unable to understand the class content of ideas, Marx and Engels uncovered the social, class-historical basis of the ideas of the 18th-century Enlightenment. They showed that the Enlightenment was not just a movement in social thought, but an ideological expression of the interests of the progressive bourgeoisie, which was rising up to struggle against feudal absolutism on the eve of the Great French Revolution.

Marx and Engels held in high esteem the heritage of the English and French 18th-century Enlighteners including their fiction and works on aesthetics. Their comprehensive analysis of the activity of the Enlighteners explains its close links with the life of society and the class struggle during the preparation for the French bourgeois revolution and draws a line between the moderately bourgeois and the democratic elements in their heritage.

Marx’s and Engels’ works and letters show that they had a superb knowledge of both English and French philosophical and economic literature and fiction of the age of the Enlightenment. They do not merely mention Defoe, Swift, Voltaire, Diderot, Rousseau, the Abb� Pr�vost, Beaumarchais, but give laconic and at the same time brilliantly profound and accurate evaluations of them, while also using their works to draw generalisations concerning the most important aspects of literary life in the age of the Enlightenment.

It should also be noted that Marx included Denis Diderot among his favourite writers. He delighted in Diderot’s novels, especially Le Neveu de Rameau, which he called a “unique masterpiece” (p. 279). Engels shared his friend’s

opinion on Diderot and wrote in 1886: “If ever anybody dedicated his whole life to the ‘enthusiasm for truth and justice’ — using this phrase in the good sense — it was Diderot, for instance” (p. 279).

Marx and Engels also wrote about the leading men of the Enlightenment in Germany — Lessing, Goethe, Schiller, Herder, Wieland. Revealing the economic and socio-political conditions in Germany, whose feudal division and reactionary small-power absolutist system had been hardened as a result of the Thirty Years’ War (1618-48), they showed that these conditions had made a definite mark on the ideas and feelings of the majority of the most prominent figures of the “great age of German literature” (p. 346). Together with the rebellious spirit and indignation at the social system of the time that were characteristic of German classical literature, it also reflected the feelings of the petty bourgeoisie (the predominating social stratum in Germany) whose inherent characteristic was admiration for and servility towards the powers that be. “Each of them was an Olympian Zeus in his own sphere,” Engels wrote about Goethe and Hegel, “yet neither of them ever quite freed himself from German Philistinism” (p. 349). In spotlighting not only the strong, but also the weaker points in Goethe, Schiller, and other German writers and thinkers of that period, Marx and Engels in no way sought to belittle their immense, world-wide importance. This is confirmed by Marx’s attitude towards Goethe, who, as already mentioned, was one of his most beloved poets. Contemporaries who knew Marx well stated that he was a constant reader of the great German poet’s works. In their writings and conversations, both Marx and Engels frequently quoted from Faust and other works by Goethe. In 1837 the young Marx, while still a student at Berlin University, wrote an epigram defending Goethe against the Lutheran pastor Pustkuchen, who was one of the leaders in the struggle of German reactionaries of the 1830s against the poet. Engels devoted one of his essays in literary criticism to an analysis of Goethe’s

work. This was “German Socialism in Verse and Prose” (pp. 361-74) in which he attacked the aesthetics of German philistine “true socialism.”

Marx’s and Engels’ analysis of West European romanticism is of great importance to the elaboration of a genuinely scientific history of literature. Considering romanticism a reflection of the age beginning after the Great French Revolution, of all its inherent social contradictions, they distinguished between revolutionary romanticism, which rejected capitalism and was striving towards the future, and romantic criticism of capitalism from the point of view of the past. They also differentiated between the romantic writers who idealised the pre-bourgeois social system: they valued those whose works concealed democratic and critical elements under a veneer of reactionary utopias and naive petty-bourgeois ideals, and criticised the reactionary romantics, whose sympathies for the past amounted to a defence of the interests of the nobility. Marx and Engels were especially fond of the ‘Works of such revolutionary romantics as Byron and Shelley.

Marx’s and Engels’ evaluation of the works of 19th-century realist writers has already been mentioned. Marx and Engels considered realist traditions to be the culmination of the whole of the previous literary process. Engels traced their development and enrichment in the works of Guy de Maupassant, of the creators of the Russian realist novel of the second half of the 19th century, and of Norway’s contemporary dramatists. Marx and Engels had a lively interest in Russia and attached great importance to the Russian revolutionary movement. To be better able to follow the development of the economic and social life of Russia, they both learnt Russian. They were well acquainted not only with socio-economic and journalistic writings in Russia, but also with the country’s fiction. They both read the works of Pushkin, Turgenev, Saltykov-Shchedrin, Chernyshevsky, and Dobrolyubov in Russian, while Marx also read Gogol, Nekrasov, and Lermontov in the original. Engels was also acquainted with English translations of the works of Lomonosov, Derzhavin, Khemnitser, Zhukovsky, Batyushkov, and Krylov. Marx and Engels thought Pushkin’s Eugene Onegin to be an amazingly accurate depiction of Russian life in the first half of the 19th century. Both were especially fond of Chernyshevsky and Dobrolyubov. Engels considered these revolutionary writers “two socialist Lessings” (p. 414) and Marx called Chernyshevsky a “great Russian scholar and critic” (p. 415), while comparing Dobrolyubov “as a writer to Lessing and Diderot” (p. 415).

Characteristic of Marx and Engels was their profoundly internationalist approach to literature and art. They paid equal attention to the art of all nations, European and non, European, large and small, believing that every people makes its own unique contribution to the treasure-house of world art and literature. Their interests included the development of art and literature in England, France, Germany, Italy, Spain, and Russia as well as the artistic and cultural treasures of the East or of such small countries as Ireland, Iceland, and Norway. judging by their notes, the ancient cultures of the indigenous inhabitants of the New World also came within their field of vision.

Marx and Engels had a special attitude towards the democratic and revolutionary poets and writers who were close to the proletariat. Throughout their lives, they strove to draw the best progressive writers of their time to the side of the socialist movement and to educate and temper them, while helping them to overcome the weaker aspects of their work. Marx and Engels actively contributed to the formation of a proletarian revolutionary trend in literature.

Marx’s influence on the work of the great German revolutionary poet Heinrich Heine was immense. They met in Paris in 1843. The prime of Heine’s political lyrics and satire comes in 1843-44, when he was in close and friendly contact with Marx. Marx’s influence on Heine is clear in such remarkable works as his poems The Silesian Loom Workers and Germany. A Winter Tale. All his life Marx admired Heine, who was one of the favourite poets in Marx’s family. Engels was in complete agreement with his friend’s sympathies and considered Heine to be “the most eminent of all living German poets” (p. 375). In their struggle against German reaction, Marx and Engels often quoted from Heine’s bitingly satirical poems. Marx’s and Engels’ ideological influence played an exceptional role in Heine’s development as an artist and helped him to realise that the communist revolution would inevitably be victorious.

Marx and Engels were close friends of the German poets Georg Weerth and Ferdinand Freiligrath, with whom they worked side by side on the Neue Rheinische Zeitung during the revolution of 1848-1849, Engels called Weerth “the German proletariat’s first and most important poet” (p. 402). After Weerth’s death, Marx and Engels carefully collected his literary works. In the 1880s Engels vigorously promoted these in the German Social-Democratic press.

It was only thanks to ‘Marx’s and Engels’ influence that Freiligrath became, in 1848-49, one of the classics of German revolutionary poetry. His poems written at that time are closely linked to Marx’s and Engels’ ideas and are his best. The care and attention Marx and Engels showed for Freiligrath is a good example of their attitude towards revolutionary poets and of how they tried to help them in their noble cause. When Marx recommended Freiligrath to his comrade Joseph Weydemeyer, in 1852, for work on the journal Revolution, he specially asked Weydemeyer to write a friendly, praising letter to the poet to encourage him. It is no coincidence that Freiligrath’s importance as a poet began to decline as soon as he moved away from Marx and Engels in the 1850s.

Marx and Engels had close links with many French and English revolutionary writers, in particular with the Chartist leader Ernest Jones. His best poems, written in the latter 1840s, show the influence of Marx’s and Engels’ ideas.

After Marx’s death, Engels continued in the 1880s and 1890s to keep careful track of the revolutionary writings of those English authors who were ideologically close to the English socialist movement. This can be seen from Engels’ letter to the writer Margaret Harkness (pp. 89-92) who had sent him her short story “A Poor Girl,” his numerous comments about the plays of the English socialist Edward Aveling, and his notes on the ideological development of a number of other writers.

Important statements by Engels on the subject of proletarian art can also be found in his letters written toward the end of his life to German Social-Democratic leaders.

In this way, Marx and Engels strove to foster a new type of writer and artist who, assimilating the finest traditions of classical literature, would take an active, creative part in the proletariat’s struggle for emancipation, proceeding from a broad understanding of the experiences and the tasks of the revolutionary struggle.

This collection also contains valuable statements by Marx and Engels on the flowering of art in the future communist society. The founders of Marxism saw the contradictions in the development of art under capitalism as a manifestation of the antagonistic nature of bourgeois society as a whole and considered the solution of these problems to be possible only after the proletarian revolution and the social reorganisation of society.

Marx and Engels showed brilliant foresight in anticipating the basic traits of the new, communist society. Communism is above all true freedom for the all-round and harmonious development of the individual. “The realm of freedom,” said Marx, ‘actually begins only where labour which is determined by necessity and mundane considerations ceases...” (p. 183).

Labour freed from exploitation becomes, under socialism, the source of all spiritual (and aesthetic) creativity. Marx and Engels point out that only given true economic, political, and spiritual freedom can man’s creative powers develop to the full and that only proletarian revolution offers unbounded opportunities of endless progress in the development of literature. The great historical mission of the proletariat consists in the communist rebuilding of the world. It was in the proletariat that Marx and Engels saw the social force which could change the world and provide for further progress not only in economics and politics, but also in culture, the force which would bring about the conditions required for the full realisation of mankind’s higher moral and aesthetic values.

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