The Tempest

IntroductionThe Tempest belongs to the set of Shakespeare's late romances. In this work, the author shows his interest in family relations and reconciliation in a mythical setting. Prospero, the rightful Duke of Milan, has been expelled from his position by his brother, and is in a desert island after his ship wrecked. The play begins with a strong storm, sparked by Ariel (a term of Prospero) when it guesses that his brother, Antonio, travels on a ship near the island on which it is located (Auberlen, p. 71). In it, Prospero has the company of his daughter Miranda. Prospero comes into contact with spirits like Ariel. With Ariel's help, Prospero weaves a spell that allows him to take his revenge. In the end, he gives up his magic and forgives his enemies. He agrees on marrying his daughter, Miranda, with Ferdinand.The role of education is evident in both the Caliban's learning on the island, and studies of Prospero during his dukedom. This paper first explores the key themes of the drama, and then moves to assess the value of learning reflected in the world of "The Tempest". The paper argues that the post colonial readings had had drawn extensively from the value of learning inherent in The Tempest (Shaughnessy, p. 125).

Discussion and AnalysisThe Tempest is considered to be the will of William Shakespeare, because it was probably his final work. Many parallels in play reflect his correspondence with the leading personalities of the Jacobean period. Interest in magic and witchcraft was widespread. These practices were considered taboo at the time in question, and this faith give us some documents that constitute the burning of women, usually in flames, between centuries XVI and XVIII. In this sense, James I was sentenced to death, similar to those who were suspected of carrying out such actions. Similarly, The Tempest shows a monarch manifested Prospero interested in ending the curse of an old witch, who breaks into the social order of the island (Forsyth, p. 94). The sovereign also enjoyed exhibitionism and livelier dance-drama settings known as masques. The theme of the play witnesses processions, stage movements mythological figures, songs, and children dressed as Moors and natives of Virginia (Gilman, p.230).Underlying ThemesThe essays by Paul Brown and Francis Barker and Peter Hulme both argue that Shakespeare tries to tell a unified story in The Tempest but ultimately fails to do so. Shakespeare tries to resolve the conflict between the different “stories” of the action — and European colonialism — that come from different characters in the play. On the one hand, we have Prospero's story, given largely in his account to Miranda in act 1, scene 2, of the usurpation by Antonio of his dukedom and his consequent banishment to the island. On the other hand, we have the very different and conflicting story told by Caliban in the same scene, in which Prospero is the usurper in his dispossession and enslavement of Caliban.Brown and Barker and Hulme maintain that Prospero's version of the story echoes the official defense of colonial rule assumed by cultivated European society, ...