skip to main | skip to sidebar
Reflective Online Teaching
My Personal Site for Reflective Teaching
RSS
    Jonathan Acuña Solano, Post Author
    Contact Email: jonacuso@gmail.com

Showing posts with label Thomistic Ethics. Show all posts
Showing posts with label Thomistic Ethics. Show all posts

The Paradox of Sanctity: Moral Irony, Ethical Blindness, and Philosophical Judgment in Frei Genebro by Eça de Queirós

Deontology, Eça de Queirós, Ethical Judgment, Irony, Literary Criticism, Moral Responsibility, Morality, Sanctity, Social Critique, Thomistic Ethics, Utilitarianism 0 comments

 

Sanctity and Judgement
AI-generated picture by Prof. Jonathan Acuña Solano in April, 2026

Introductory Note to the Reader

     The reading of Frei Genebro by Eça de Queirós invites a profound and, at times, unsettling reflection on the nature of ethical behavior and moral judgment. As I engaged with the story, I found myself questioning how a character whose life is defined by compassion, generosity, and unwavering commitment to others could ultimately be “expelled” from heaven. Genebro’s understanding of goodness, deeply rooted in friendship, sacrifice, and responsiveness to human need, appears to align with the highest ideals of moral conduct. Yet, paradoxically, it is precisely this understanding that leads to his condemnation, as a divine authority denies him entry into eternal bliss.

     This contradiction opens a space for critical inquiry. When one analyzes Genebro’s actions through different ethical frameworks, it becomes evident that moral evaluation is far more complex than the mere accumulation of good deeds. Even individuals regarded as saintly can commit actions that carry unintended ethical consequences. The story thus destabilizes the assumption that virtue, as perceived by society, guarantees moral righteousness.

     Furthermore, the narrative raises an unresolved and provocative question: had Frei Genebro refused to fulfill Frei Egídio’s final wish, would he have been judged differently? Or would such refusal, interpreted as a failure of compassion, have equally condemned him? This dilemma underscores the tension between competing moral imperatives and highlights the difficulty of navigating ethical decisions in situations where every possible action entails a form of wrongdoing. In this sense, Frei Genebro does not offer clear answers but instead compels readers to confront the ambiguity and fragility of moral judgment.

Jonathan Acuña Solano


The Paradox of Sanctity: Moral Irony, Ethical Blindness, and Philosophical Judgment in Frei Genebro by Eça de Queirós

 

Abstract

This essay examines the moral paradox at the center of Frei Genebro by Eça de Queirós, focusing on the tension between intention, ethical responsibility, and divine judgment. Through a close reading of the narrative, the analysis explores how a character widely perceived as saintly is ultimately condemned for an act committed in the name of compassion. Drawing on philosophical frameworks such as Kantian deontology, utilitarianism, and Thomistic ethics, the essay argues that the story critiques the insufficiency of intention-based morality and challenges the notion that goodness can be measured quantitatively. Additionally, the study incorporates a Pasolinian perspective to demonstrate how Queirós employs literary strategies such as moral provocation, mythic reinterpretation, and the exposure of institutional hypocrisy to destabilize conventional understandings of sanctity. By integrating literary analysis and ethical theory, the essay highlights the complexity of moral judgment and underscores the necessity of critical reflection in ethical decision-making.

Keywords:

Morality, Sanctity, Ethical Judgment, Irony, Deontology, Utilitarianism, Thomistic Ethics, Literary Criticism, Moral Responsibility, Social Critique, Eça de Queirós

 

 

Resumen

Este ensayo analiza la paradoja moral presente en Frei Genebro de Eça de Queirós, centrándose en la tensión entre la intención, la responsabilidad ética y el juicio divino. A través de una lectura detallada del texto, se examina cómo un personaje considerado santo es finalmente condenado por un acto realizado en nombre de la compasión. El estudio incorpora marcos filosóficos como la deontología kantiana, el utilitarismo y la ética tomista para demostrar que la obra cuestiona la suficiencia de la intención como base moral y rechaza la idea de que la bondad pueda medirse de forma cuantitativa. Asimismo, se integra una perspectiva pasoliniana para evidenciar cómo Queirós utiliza estrategias literarias como la provocación moral, la reinterpretación mítica y la crítica a la hipocresía institucional. En conjunto, el ensayo resalta la complejidad del juicio moral y la necesidad de una reflexión crítica en la toma de decisiones éticas.

 

 

Resumo

Este ensaio analisa o paradoxo moral presente em Frei Genebro de Eça de Queirós, enfatizando a tensão entre intenção, responsabilidade ética e julgamento divino. Por meio de uma leitura atenta do conto, discute-se como um personagem considerado santo é, paradoxalmente, condenado por um ato realizado em nome da compaixão. A análise fundamenta-se em diferentes correntes filosóficas, como a deontologia kantiana, o utilitarismo e a ética tomista, demonstrando que a narrativa questiona a suficiência da intenção como critério moral e rejeita a ideia de que a bondade possa ser avaliada de forma quantitativa. Além disso, incorpora-se uma perspectiva pasoliniana para evidenciar como Queirós utiliza estratégias como provocação moral, releitura mítica e crítica à hipocrisia institucional. O ensaio, portanto, destaca a complexidade do julgamento moral e a importância da reflexão crítica nas decisões éticas.

 


Introduction

Eça de Queirós’s short story Frei Genebro presents one of the most unsettling moral paradoxes in nineteenth-century Portuguese literature: a man universally regarded as saintly is condemned after death for a single act that appears, at first glance, to be compassionate. Frei Genebro, a Franciscan friar defined by humility, charity, and self-sacrifice, devotes his entire life to alleviating the suffering of others. Yet, in a striking reversal of moral expectations, his soul is ultimately cast into damnation due to an act of cruelty committed in the service of kindness. This narrative outcome destabilizes conventional assumptions about virtue, intention, and divine justice.

Rather than functioning as a didactic tale that rewards goodness and punishes evil, Frei Genebro, as a short story, not as a character in a plot, challenges the reader to reconsider the ethical foundations of moral judgment. The narrative suggests that virtue cannot be reduced to a quantitative accumulation of good deeds along a person’s life, nor can intention alone absolve morally questionable actions like mutilating a swine. Through irony, narrative economy, and philosophical tension, Queirós constructs a critique of unreflective sanctity and exposes the dangers of ethical absolutism devoid of critical awareness.

This essay argues that Frei Genebro, the story, reveals the insufficiency of intention-based morality and critiques religious notions of sanctity by demonstrating that ethical responsibility requires true reflective judgment. Drawing on philosophical frameworks from Immanuel Kant, utilitarianism, and Thomistic ethics, as well as literary criticism, this analysis will show that Queirós’s tale is not merely ironic but profoundly philosophical, engaging with enduring questions about moral agency, responsibility, and the nature of goodness.

The Illusion of Sanctity: Constructing the Saintly Persona

Frei Genebro is introduced as an exemplary figure of Christian virtue, embodying the ideals of Franciscan humility and compassion. His entire life is marked by an unwavering commitment to helping others, often at great personal cost. The narrator emphasizes his generosity in unequivocal terms:

“Frei Genebro era um santo homem, de uma bondade sem limites, sempre pronto a acudir à dor alheia” (Queirós, 1902).

This characterization situates him within a recognizable hagiographic tradition, where sanctity is defined by self-denial and service.

However, beneath this idealized portrayal lies a subtle critique. Genebro’s virtue is not reflective but automatic; it looks like Genebro has already been programmed to behave accordingly without questioning why. He responds to suffering instinctively, without pausing to consider the ethical implications of his actions. This lack of critical awareness becomes a defining feature of his character. As Siqueira (2019) argues, Queirós often constructs characters whose apparent moral clarity conceals a deeper “incapacidade analítica,” revealing the limitations of unexamined virtue.

Genebro’s saintliness, therefore, is not the result of ethical deliberation but of habitual “ethical” behavior. He does good because it is expected of him as a religious man, not because he has engaged in a thoughtful evaluation of what goodness entails and its impact on his and others’ lives. This distinction is crucial, as it anticipates the central conflict of the story: the divergence between intention and moral responsibility, something which is not fully perceived by the readers till they get to the narrative’s denouement.

The Ethical Dilemma: Compassion at the Expense of Violence

The narrative reaches its moral climax when Genebro encounters Frei Egídio, a fellow friar on the brink of death. Egídio expresses a final, seemingly innocent desire: he wishes to eat roasted pork before he dies. Genebro, driven by compassion, immediately seeks to fulfill this request. However, the means by which he does so introduces a profound ethical dilemma, which readers don’t normally label as Genebro’s wrongdoing.

In one of the most striking passages of the story, Genebro captures a pig and mutilates it:

“E, sem hesitar, agarrou um dos porcos, e com a faca, cortou-lhe um bom naco da perna, enquanto o animal, em gritos lancinantes, se torcia de dor” (Queirós, 1902).

This moment is deeply unsettling. The vivid description of the pig’s suffering, “gritos lancinantes,” forces the reader to confront the violence inherent in Genebro’s act. Importantly, this violence is not incidental; it is instrumental. The pig’s suffering is the means by which Genebro achieves his compassionate goal to satisfy Frei Egídio’s wish before he goes to meet his maker.

From a utilitarian perspective, one as a reader and fellow person might argue that Genebro’s action is fully justified. If the pleasure or relief experienced by Egídio outweighs the suffering of the pig, then the action could be considered morally acceptable. However, Queirós complicates this reasoning by emphasizing the disproportionate nature of the harm. The pig’s suffering is intense and prolonged, while Egídio’s benefit is fleeting.

In contrast, a Kantian framework would unequivocally condemn Genebro’s action. Immanuel Kant’s moral philosophy insists that individuals must never treat others merely as means to an end. Although Kant’s original formulation applies primarily to rational beings, its ethical logic can be extended to include sentient creatures such as swines. Genebro’s treatment of the pig reduces it to a mere instrument of human satisfaction, violating the principle of respect for moral subjects. Thus, the story exposes the limitations of both intention-based morality and simplistic utilitarian calculations. Genebro’s compassion, while genuine, is ethically compromised by his failure to consider the moral status of the being he harms.

The Judgment Scene: The Collapse of Moral Arithmetic

The most powerful and ironic moment in Frei Genebro occurs after the friar’s death, when his soul is subjected to divine judgment. Expecting to be rewarded for his lifetime of virtue, Genebro is instead confronted with a shocking verdict. His good deeds are weighed against his sins, but the balance does not favor him.

The narrator of the short story describes the scene with striking imagery:

“E na balança, onde se pesavam as suas obras, os seus atos de bondade eram leves como penas, enquanto aquele pecado pesava como chumbo”. (Queirós, 1902).

This metaphor of moral weighing reveals the inadequacy of a quantitative approach to ethics. Genebro assumes that his numerous acts of kindness will outweigh any minor wrongdoing. However, the narrative subverts this expectation by assigning disproportionate weight to his single act of cruelty.

Carvalho (2021) notes that Queirós frequently critiques the mechanistic moral frameworks associated with institutional religion, highlighting the contradictions inherent in such systems. In this context, the judgment of Genebro serves as a rejection of moral bookkeeping. Good deeds do not simply cancel out bad ones; each action carries its own ethical significance.

From a Thomistic perspective, this outcome can be interpreted as a reflection of the concept of moral gravity. According to Thomas Aquinas (1947), certain sins are intrinsically more serious than others, regardless of the number of virtuous acts performed by the individual. Genebro’s sin is not trivial because it involves unnecessary suffering inflicted on a defenseless creature to satisfy Egídio’s final desire.

The story’s narrative thus challenges the reader to reconsider the nature of moral evaluation. It suggests that ethical judgment is not a matter of accumulation but of discernment, requiring an understanding of the qualitative dimensions of each action. Qualitatively speaking, Frei Genebro did not measure the consequences of this “pious” act to make his partner’s  eating want satisfied.

Irony as Ethical Critique

Irony plays a central role in Frei Genebro, shaping both its narrative structure and its moral implications. The story’s conclusion is profoundly ironic: a man who appears destined for sainthood is condemned, while his life of virtue is rendered insufficient. This reversal forces the reader to question the assumptions that underpin conventional moral narratives. As Siqueira (2019) observes, Queirós’s use of irony demands an active and critical reading. The apparent simplicity of the story conceals a deeper critique of moral complacency. Genebro’s failure is not immediately obvious; it emerges gradually as the implications of his actions become clear.

The irony of the story also extends to its portrayal of self-sacrifice. Genebro’s willingness to do anything for others is initially presented as admirable. However, this same quality becomes the source of his downfall to a hell’s circle to pay for his wrongdoing. His lack of boundaries and critical judgment leads him to commit an act of violence that ultimately condemns him. This ironic structure aligns with Queirós’s broader literary project, which often seeks to expose the contradictions and hypocrisies of social and religious institutions. In Frei Genebro, irony becomes a tool for ethical inquiry, revealing the complexity of moral judgment and the dangers of unexamined virtue.

Literary Strategies of Social Critique: A Pasolinian Reading of Frei Genebro

The ironic dismantling of Frei Genebro’s sanctity can be further illuminated through the critical lens of Pier Paolo Pasolini, whose reflections on culture, morality, and ideology provide a useful framework for understanding how literature exposes ethical contradictions. Although Eça de Queirós predates Pasolini, the latter’s articulation of literary and cultural critique, particularly through moral provocation, mythic reinterpretation, and the exposure of institutional hypocrisy, resonates strongly with the narrative strategies employed in Frei Genebro. By applying a Pasolinian perspective, one can see how Queirós constructs not merely a moral tale, but a destabilizing critique of sanctity itself.

One of the most striking Pasolinian elements in the story is its reliance on moral provocation. Pasolini argues that true art must unsettle the audience, forcing a confrontation with uncomfortable ethical realities (Pasolini, 1972). Queirós achieves precisely this through the shocking conclusion of the narrative: a friar widely perceived as saintly is condemned for an act committed in the name of compassion. The scene in which Genebro mutilates the pig, “cortou-lhe um bom naco da perna… enquanto o animal… se torcia de dor”, is not only viscerally disturbing but ethically destabilizing. The reader is compelled to question whether intention can ever justify such violence. This provocation reaches its apex in the judgment scene, where “aquele pecado pesava como chumbo,” overturning the expectation that a lifetime of virtue guarantees salvation. In Pasolinian terms, the narrative refuses moral comfort, instead exposing the fragility of ethical assumptions.

Closely related to this is Queirós’s mythic reinterpretation of Christian hagiography. Pasolini frequently reworked religious and cultural myths to reveal their ideological underpinnings (Pasolini, 1976). Similarly, Frei Genebro subverts the traditional narrative of sainthood. Rather than ascending to divine reward, the friar becomes an example of moral failure. The structure of the story mirrors that of a saint’s life, humility, sacrifice, devotion, only to invert it at the moment of judgment. This inversion transforms the tale into an allegorical critique of sanctity, suggesting that adherence to external forms of goodness does not guarantee ethical integrity.

Furthermore, the story exposes a form of institutional and moral hypocrisy, another central concern in Pasolini’s work. While Genebro embodies the ideals promoted by religious doctrine, his ultimate condemnation reveals a disjunction between those ideals and their ethical consequences. As Carvalho (2021) observes, Queirós frequently interrogates the contradictions within religious morality, and here that critique is sharpened through irony. Genebro’s unquestioning obedience to the imperative of charity leads him to commit an act that violates a deeper ethical principle. In this sense, the narrative suggests that institutionalized virtue may obscure rather than clarify moral truth.

Finally, a subtler Pasolinian element emerges in the story’s implicit attention to the marginalized victim. Although the pig occupies a peripheral narrative role, its suffering becomes the decisive moral factor in Genebro’s fate. The animal’s cries, “em gritos lancinantes”, interrupt the friar’s act of compassion, revealing the hidden cost of his goodness. This displacement of moral focus from the human subject to the silenced victim aligns with Pasolini’s broader concern for those excluded from dominant moral narratives.

Through these strategies, Queirós anticipates a mode of critique that Pasolini would later theorize: one that exposes the instability of moral systems by confronting readers with their contradictions. In Frei Genebro, sanctity is not affirmed but interrogated, and the reader is left to grapple with the unsettling realization that goodness, when unexamined, may conceal its own form of violence.

Philosophical Framework: Intention, Duty, and Moral Responsibility

The ethical tension at the heart of Frei Genebro can be illuminated through a comparison of three major philosophical frameworks: Kantian deontology, utilitarianism, and Thomistic ethics. From a Kantian perspective, Genebro’s action is morally impermissible because it violates the principle of treating others as ends in themselves. His intention, while benevolent, does not justify the means by which he achieves his goal. Kant’s (1993) emphasis on duty and universal moral law highlights the importance of ethical consistency, which Genebro fails to uphold.

Utilitarianism, by contrast, evaluates actions based on their consequences. While Genebro’s intention aligns with the utilitarian goal of maximizing happiness, the disproportionate suffering inflicted on the pig undermines the moral justification of his action. The story thus reveals the limitations of utilitarian reasoning when it fails to account for the intensity and distribution of suffering.

Thomistic ethics offers a more nuanced perspective, emphasizing the role of intention, circumstance, and the intrinsic nature of the act. According to Aquinas (1947), a morally good action must satisfy all three criteria. In Genebro’s case, the intention is good, but the act itself, inflicting unnecessary suffering, is intrinsically problematic. As a result, the action cannot be considered morally justifiable.

By engaging with these philosophical frameworks, Frei Genebro transcends its narrative context and becomes a meditation on the nature of ethical judgment. It demonstrates that morality is not reducible to a single principle but requires careful consideration of multiple factors.

Human Weakness and Ethical Blindness

At its core, Frei Genebro is a study of ethical blindness. Genebro is not a villain; he is a fundamentally good person who fails to recognize the moral implications of his actions. His tragedy lies in his inability to think critically about the consequences of his compassion.

This theme resonates with Queirós’s broader exploration of human limitations. As Carvalho (2021) suggests, his works often reveal the gap between intention and action, highlighting the complexity of moral responsibility. Genebro’s failure is not due to malice but to a lack of awareness, suggesting that ethical behavior requires more than good intentions. The story thus serves as a cautionary tale, reminding readers that virtue must be accompanied by reflection. Without critical thinking, even the most well-intentioned actions can lead to harm.

Conclusion

Frei Genebro is a profoundly ironic and philosophically rich narrative that challenges conventional notions of sanctity and moral judgment. Through the shocking condemnation of a seemingly saintly figure, Eça de Queirós exposes the limitations of intention-based morality and critiques the superficial understanding of virtue.

The story demonstrates that ethical responsibility requires more than compassion; it demands critical reflection and an awareness of the consequences of one’s actions. By engaging with philosophical frameworks such as Kantian deontology, utilitarianism, and Thomistic ethics, Frei Genebro offers a nuanced exploration of moral complexity.

Ultimately, the tale reminds us that goodness is not a matter of accumulating virtuous acts but of understanding the ethical dimensions of each decision. In this sense, Queirós’s work remains deeply relevant, inviting readers to reconsider the nature of morality and the true meaning of sanctity.

San José, Costa Rica

Sunday, April 19, 2026



📚 References

Aquinas, T. (1947). Summa Theologica. Benziger Bros.

Carvalho, V. J. S. (2021). A crítica à moral religiosa na obra de Eça de Queirós. Universidade Federal do Ceará.

Kant, I. (1785/1993). Groundwork of the Metaphysics of Morals (M. Gregor, Trans.). Hackett Publishing.

Mill, J. S. (1863/2001). Utilitarianism. Hackett Publishing.

Pasolini, P. P. (1972). Empirismo eretico. Garzanti.

Pasolini, P. P. (1976). Scritti corsari. Garzanti.

Pasolini, P. P. (1988). Heretical Empiricism (L. K. Barnett, Trans.). Indiana University Press.

Siqueira, A. M. A. (2019). A história de Frei Genebro segundo a estética do pormenor. Universidade de São Paulo.

Queirós, E. de. (1902). Contos.


Click to enlarge the infographic



The Paradox of Sanctity - Moral Irony, Ethical Blindness, And Philosophical Judgment by Jonathan Acuña



Tune in to the podcast version of this article and explore the ideas in a new way.

If the Google Drive player doesn’t load right away, a quick page refresh should do the trick.

Prefer your favorite podcast app? 

Simply copy the link below and paste it into your app to enjoy the conversation wherever you are:

https://podpod.me/rss/1worOGGkLrw1Z.rss




Sunday, April 26, 2026


Location: San José, Curridabat, Freses, Costa Rica

Cannibalism and Conscience: The Ethics of Revenge in Dante’s Inferno Canto XXXIII

Betrayal, Dante Alighieri, Dante Studies, Ethics, Inferno XXXIII, Moral Cannibalism, Moral Theology, Thomistic Ethics, Ugolino, Vengeance 0 comments

 

Frozen Horror of Eternal Vegeance
AI-generated picture by Prof. Jonathan Acuña Solano in November 2025

Introductory Note to the Reader

     This is the third time in my life that I have the opportunity to read The Divine Comedy. Each reading has revealed new layers of meaning, but this time, I chose to delve specifically into the disturbing episode of Count Ugolino’s eternal feast on Archbishop Ruggieri’s skull.

     I wanted to better understand what Dante was ethically and theologically exposing through this grotesque and unforgettable scene.

     The following paper represents that exploration, an attempt to see beyond the horror and uncover the moral architecture that Dante constructs around betrayal, vengeance, and the dark logic of sin. And here it is.

 

Cannibalism and Conscience: The Ethics of Revenge in Dante’s Inferno Canto XXXIII

 

Abstract

This essay examines the ethical implications of Count Ugolino’s eternal act of cannibalistic vengeance in Canto XXXIII of Dante Alighieri’s Inferno. Situated in the Ninth Circle, this episode dramatizes themes of betrayal, corrupted reason, political treachery, moral cannibalism, and the tension between human revenge and divine justice. Drawing on scholarly analyses by Hollander, Singleton, Barolini, and others, the paper argues that Dante’s portrayal of Ugolino serves as a symbolic critique of unregulated vengeance and the spiritual self-devouring that results from rejecting forgiveness. Through close textual analysis of the Italian and English verses and references to Thomistic moral philosophy, the essay situates Ugolino’s punishment within Dante’s larger ethical vision, where sin becomes an inward-turning act that annihilates both self and community. The episode ultimately reveals how hatred, when allowed to reign unchecked, becomes an eternal feast upon one’s own damnation.

Keywords:

Dante Alighieri, Ugolino, Inferno XXXIII, Vengeance, Betrayal, Thomistic Ethics, Ethics, Moral Cannibalism, Moral Theology, Dante Studies

 

 

Resumen

Este ensayo analiza las implicaciones éticas del acto eterno de venganza caníbal del conde Ugolino en el Canto XXXIII del Infierno de Dante Alighieri. Situado en el Noveno Círculo, este episodio dramatiza temas de traición, corrupción de la razón, conflicto político, canibalismo moral y la tensión entre la venganza humana y la justicia divina. A partir de análisis de Hollander, Singleton, Barolini y otros críticos, el ensayo sostiene que la representación de Ugolino funciona como una crítica simbólica contra la venganza descontrolada y el autoaniquilamiento espiritual que surge cuando se rechaza el perdón. Mediante un análisis textual detallado de los versos en italiano e inglés y referencias a la ética tomista, el ensayo ubica el castigo de Ugolino dentro de la visión ética más amplia de Dante, donde el pecado se convierte en un acto que se vuelve hacia dentro y destruye tanto al individuo como a la comunidad. El episodio revela, en última instancia, cómo el odio perpetuo se transforma en un banquete eterno sobre la propia condenación.

 

 

Resumo

Este ensaio investiga as implicações éticas do ato eterno de vingança canibal do conde Ugolino no Canto XXXIII do Inferno de Dante Alighieri. Localizado no Nono Círculo, o episódio dramatiza temas de traição, razão corrompida, conflito político, canibalismo moral e a tensão entre a vingança humana e a justiça divina. Com base em estudos de Hollander, Singleton, Barolini e outros, o ensaio argumenta que a representação de Ugolino funciona como uma crítica simbólica à vingança descontrolada e ao autoaniquilamento espiritual resultante da recusa do perdão. Por meio de análise textual dos versos em italiano e inglês e referências à ética tomista, o estudo insere o castigo de Ugolino na visão ética mais ampla de Dante, segundo a qual o pecado é um movimento interior que destrói o indivíduo e a comunidade. O episódio demonstra que o ódio eterno se converte em um banquete interminável sobre a própria perdição.

 

Introduction

At the lowest depth of the Inferno, Dante encounters a bizarre scene of frozen hatred: two souls locked in a grotesque intimacy, one gnawing on the skull of the other. In Inferno Canto XXXIII, Count Ugolino della Gherardesca is eternally devouring the head of Archbishop Ruggieri degli Ubaldini, symbolizing vengeance perpetuated beyond death. Dante introduces them in the Ninth Circle, specifically in Antenora, “which holds traitors to country, city, and party” Armenikus & Statler 2025). The episode is a masterpiece of ethical symbolism, portraying how betrayal and vengeance consume both body and soul.

“His mouth uplifted from his horrid meal,
that sinner wiped his lips upon the hair
of the head he had laid waste behind.”
(Inferno XXXIII.1–3, trans. Musa, 2003)

“La bocca sollevò dal fiero pasto
quel peccator, forbendola a’ capelli
del capo ch’elli avea di retro guasto.”
(Inferno XXXIII.1–3)

The act of biting another’s skull evokes primal savagery, yet Dante’s moral vision extends beyond the literal image: it becomes a mirror of moral cannibalism, where revenge feeds endlessly upon itself. For Vasquez (2020), “Dante's portrayal of Count Ugolino implies deeper crimes beyond cannibalism, suggesting pedophilia and betrayal.”

Political Betrayal and the Context of Ugolino’s Damnation

Historically, Count Ugolino was a Pisan noble accused in 1289 of treason by Archbishop Ruggieri, “whose alliance he had sought, had him imprisoned with his two sons and two grandchildren in a tower, where the whole family was left to die of starvation” (Borges Center, n.d.) Dante’s retelling transforms this political tragedy into an allegory of corrupted reason and spiritual blindness.

Ugolino narrates his imprisonment, starvation, and the deaths of his children with chilling restraint:

“Then fasting got the better of grief.” (Inferno XXXIII.75, trans. Musa, 2003)

“Poscia, più che ‘l dolor, poté ‘l digiuno.” (Inferno XXXIII.75)

This ambiguous line, whether Ugolino succumbed to hunger or resorted to cannibalism, reveals the moral paradox Dante constructs: Ugolino is both victim and sinner. As Hollander (2001) argues, “Dante portrays Ugolino not simply as an object of pity, but as one who internalizes the very cruelty he suffered” (p. 212). His eternal punishment, gnawing the skull of his betrayer, embodies a cyclical vengeance that perpetuates the sin of betrayal he once endured.

Ethical Dimensions: Justice, Vengeance, and Sin

The moral teaching in this episode lies in Dante’s confrontation between human revenge and divine justice. While Ugolino seeks vengeance through eternal violence, Dante’s theology insists that true justice belongs only to God. Thomas Aquinas (Summa Theologica, II–II, Q.108) warns that “vengeance is lawful only when directed by justice, not by passion.” Ugolino’s endless feeding on Ruggieri’s skull is therefore not justice but the eternalization of passion, a moral imprisonment within wrath and pride.

“If I speak ill of him, I do not weep.” (Inferno XXXIII.8)

“S’io dico il vero, piangi tu di lui.” (Inferno XXXIII.8)

His inability to forgive, even in death, signals the final corruption of his moral will. Singleton (1977) notes that “Ugolino’s crime is the refusal of transcendence; he cannot cease to be his own avenger” (p. 227). This refusal renders his suffering unredemptive, contrasting with the penitents of Purgatorio, who transform pain into purification.

Dante’s Role as Witness and Moral Interpreter

Dante’s dialogue with Ugolino blurs the line between empathy and condemnation. The poet listens with horror yet does not intervene; his silence signifies both compassion and moral distance. When Dante hears Ugolino’s story, he is moved to curse Pisa itself:

“Ah, Pisa, shame of all the people of that fair land where ‘si’ is heard,
since your neighbors are slow to punish you,
may Capraia and Gorgona move and dam the Arno at its mouth!”
(Inferno XXXIII.79–83)

“Ahi Pisa, vituperio de le genti
del bel paese là dove ‘l sì suona,
poi che i vicini a te punir son lenti,
muovasi la Capraia e la Gorgona,
e faccian siepe ad Arno in su la foce.”
(Inferno XXXIII.79–83)

Here, Dante acts as a moral intermediary, condemning not just the sinner but the entire political system that enabled betrayal. Barolini (1992) explains that “Dante’s condemnation of Pisa reflects his moral vision that sin is not private—it infects the body politic” (p. 112).

Symbolism of Cannibalism: The Devouring of Humanity

The image of Ugolino gnawing Ruggieri’s skull is not mere grotesque invention; it dramatizes the spiritual cannibalism of sin. As pointed out by Cotton, K. (2015), “Historians believe that, in fact, Ugolino did try to preserve his life by eating on his dead family there in the tower. Not once does Dante the Poet consider that Ugolino offered his own flesh and blood to preserve these little ones. He engages in cannibalism in life and engages in cannibalism in death. He loved only himself in life and gets to devour his enemy in death.” The act of devouring symbolizes a will turned inward, feeding upon hatred rather than love. Aquinas defined sin as “a turning away from God toward mutable good” (Summa Theologica, I–II, Q.71), and here the mutable “good” is revenge itself.

Ugolino’s eternal consumption of Ruggieri’s skull becomes a perverse Eucharist, an inversion of the sacrament of communion. As explained by Warlick (n.d.), “We receive the Eucharist under the appearance of basic, elemental foods, bread and wine. And the sacrament brings about spiritually the nourishment it symbolizes, for in it Christ provides us richly with all that we need for healing and nourishment in the life of grace.” Instead of receiving divine grace, Ugolino partakes in endless hatred. Hollander (2001) describes this inversion as “a blasphemous parody of sacred eating, where the soul consumes not God, but its own damnation” (p. 215).

The Ethics of Pity and the Reader’s Moral Response

Dante’s ethical genius lies in his ability to implicate the reader in the moral dilemma. Are we to pity Ugolino or condemn him? For Hollander, “Dante's risky technique was to trust us, his readers, with the responsibility for seizing upon the details in the narratives told by these sympathetic sinners in order to condemn them on the evidence that issues from their own mouths.” Dante’s narrative style, blending pathos with horror, forces the reader to experience moral ambivalence. The Inferno thus becomes a test of ethical discernment, not mere observation.

As Ugolino finishes his tale, Dante says nothing. The silence following the story mirrors the collapse of moral categories: the victim and perpetrator are fused in shared damnation. Singleton (1977) concludes that “Dante’s silence is the ethical recognition that vengeance without grace annihilates both self and other” (p. 231).

Conclusion

In Inferno Canto XXXIII, Dante encapsulates one of the most complex moral paradoxes of his entire Commedia: the interplay between justice and revenge. The image of Ugolino devouring Ruggieri’s skull dramatizes how hatred perpetuates itself, even beyond death, when love and forgiveness are absent. Through this scene, Dante teaches that ethical salvation requires transcendence of vengeance, a surrender of one’s moral will to divine order.

Dante’s moral universe, grounded in Thomistic and Augustinian ethics, reveals that the punishment of the damned is not imposed from without but arises from within. As it is explained by Thomistic Guy (2025), “Dante creates a work which has long inspired both Catholic and non-religious images of hell and suffering, and all centred around values and morality based long in both Thomistic, and to some extent, Aristotelian thought.” Ugolino’s eternal feast is the embodiment of his own moral choice: to feed on vengeance rather than grace.


📚 References

Aquinas, T. (1981). Summa theologica (Fathers of the English Dominican Province, Trans.). Christian Classics. (Original work published 1265–1274) https://www.documentacatholicaomnia.eu/03d/1225-1274,_Thomas_Aquinas,_Summa_Theologiae_%5B1%5D,_EN.pdf

Armenikus, V. and Statler, L. (2025, May 1). Breaking the Ice Within ❄️: The Line Between Good and Evil Passes Through Every Heart. Retrieved form Genius & Ink. https://armenikus.substack.com/p/breaking-the-ice-within-the-line

Barolini, T. (1992). The undivine comedy: Detheologizing Dante. Princeton University Press.

Cotton, K. (2015, March 21). Category: Cannibalism. (n.d.). PERPETUAL ASTONISHMENT. https://perpetualastonishment.weebly.com/inferno/category/cannibalism#:~:text=Historians%20believe%20that%2C%20in%20fact,a%20totally%20self%2Dreferent%20reality.

Dante Alighieri. (2003). The divine comedy: Inferno (M. Musa, Trans.). Penguin Classics.

Hollander, R. (1988). The moral situation of the reader of Inferno (2.0). Princeton Dante Project. https://dante.princeton.edu/pdp/moralsit.html#:~:text=If%20we%20are%20struck%20by,coming%20of%20Beatrice%20to%20Limbo.

Hollander, R. (2001). Dante: A life in works. Yale University Press. https://www.researchgate.net/publication/348496243_Dante_A_Life_in_Works

Singleton, C. S. (1977). Dante studies II: Journey to Beatrice. Harvard University Press. https://share.google/FDgCJXKjaGAJPVfmz

The Holy Bible, English Standard Version. (2001). Crossway.

Guy, T. (2025, January 31). Ethics in the Inferno: Aquinas, Aristotle, and Dante’s Vision of Virtue. Thomistic Guy. https://thomisticguy.substack.com/p/ethics-in-the-inferno-aquinas-aristotle?utm_campaign=post&utm_medium=web

Ugolino della Gherardesca | Borges Center. (n.d.). University of Pittsburgh https://www.borges.pitt.edu/i/ugolino-della-gherardesca#:~:text=Index:%20La%20espera%2C%20El%20Aleph,damnation%20in%20the%20same%20circle.

Vasquez, P. (2020). Dante's Cannibal Count: Unnatural Hunger and its Reckoning. Retrieved from Academia.Com https://www.academia.edu/43990092/Dantes_Cannibal_Count_Unnatural_Hunger_and_its_Reckoning

Warlick, D. (n.d.). Holy Eucharist. St. Mary Catholic Church and School - Derby, KS. https://www.stmarysderby.com/sacraments/holy-eucharist#:~:text=We%20receive%20the%20Eucharist%20under%20the%20appearance,and%20nourishment%20in%20the%20life%20of%20grace.


Reader's Handout

Reader's Handout by Jonathan Acuña



The Ethics of Revenge in Dante’s Inferno Canto XXXIII by Jonathan Acuña




Sunday, November 16, 2025



Older Posts Home
Subscribe to: Posts (Atom)

    Blog Stats

    Blog Stats
    Sunday, August 2, 2026

    Reflective Online Teaching

    Reflective Online Teaching
    Since 2010

    Costa Rica

    Costa Rica
    My Home Country

    +550 Posts and counting

    +550 Posts and counting

    TESOL Certified Instructor

    TESOL Certified Instructor

    Certified Virtual Instructor

    Certified Virtual Instructor

    PD Talks & NCTE-Costa Rica

    PD Talks & NCTE-Costa Rica

    Copyscape

    Protected by Copyscape

    Blog Archive

    • ▼  2026 (71)
      • ▼  August (3)
        • Learning Begins with the Learner: Adapting ELT Res...
        • The Yellow Submarine to Pepperland: Art, Imaginati...
        • From Isolation to Collaboration: Adapting Communit...
      • ►  July (8)
      • ►  June (5)
      • ►  May (7)
      • ►  April (6)
      • ►  March (15)
      • ►  February (15)
      • ►  January (12)
    • ►  2025 (81)
      • ►  December (10)
      • ►  November (12)
      • ►  October (11)
      • ►  September (10)
      • ►  August (8)
      • ►  July (7)
      • ►  June (6)
      • ►  May (3)
      • ►  April (4)
      • ►  March (6)
      • ►  February (2)
      • ►  January (2)
    • ►  2024 (28)
      • ►  December (3)
      • ►  November (2)
      • ►  October (4)
      • ►  September (4)
      • ►  August (5)
      • ►  July (3)
      • ►  June (2)
      • ►  May (2)
      • ►  April (3)
    • ►  2023 (6)
      • ►  September (1)
      • ►  August (5)
    • ►  2022 (1)
      • ►  July (1)
    • ►  2020 (54)
      • ►  November (4)
      • ►  October (7)
      • ►  September (11)
      • ►  August (15)
      • ►  July (10)
      • ►  April (2)
      • ►  March (5)
    • ►  2019 (13)
      • ►  August (5)
      • ►  July (8)
    • ►  2018 (11)
      • ►  June (2)
      • ►  May (7)
      • ►  April (2)
    • ►  2017 (6)
      • ►  May (2)
      • ►  April (2)
      • ►  January (2)
    • ►  2016 (101)
      • ►  November (4)
      • ►  October (7)
      • ►  September (10)
      • ►  August (4)
      • ►  May (22)
      • ►  April (17)
      • ►  March (21)
      • ►  February (14)
      • ►  January (2)
    • ►  2015 (53)
      • ►  November (5)
      • ►  October (13)
      • ►  August (4)
      • ►  July (8)
      • ►  June (5)
      • ►  May (14)
      • ►  April (4)
    • ►  2014 (40)
      • ►  October (5)
      • ►  September (11)
      • ►  August (4)
      • ►  June (3)
      • ►  May (8)
      • ►  April (5)
      • ►  February (1)
      • ►  January (3)
    • ►  2013 (46)
      • ►  December (1)
      • ►  November (1)
      • ►  October (3)
      • ►  September (5)
      • ►  August (6)
      • ►  July (7)
      • ►  June (6)
      • ►  May (7)
      • ►  April (1)
      • ►  March (4)
      • ►  February (3)
      • ►  January (2)
    • ►  2012 (17)
      • ►  December (3)
      • ►  November (4)
      • ►  October (4)
      • ►  September (6)
    • ►  2011 (5)
      • ►  September (2)
      • ►  August (2)
      • ►  January (1)
    • ►  2010 (46)
      • ►  December (9)
      • ►  November (14)
      • ►  October (3)
      • ►  March (4)
      • ►  February (8)
      • ►  January (8)

    Labels

    • #EdChat (8)
    • #LTTO (14)
    • A Princess of Mars (1)
    • A Tale of Two Cities (1)
    • A Woman fo No Importance (1)
    • A1 Learners (1)
    • ABLA (9)
    • Academic Integrity (1)
    • Academic Research (9)
    • Adaptation (1)
    • Adaptive Expertise (1)
    • Adaptive Learning (1)
    • ADDIE Model (7)
    • Adult Education (3)
    • Adult ELT (1)
    • Adult Learners (3)
    • Adult Learning (3)
    • Adult Online Learning (1)
    • Adventure Fiction (2)
    • Aesthetics (1)
    • Affective Filter (3)
    • Afro-Caribbean Lore (1)
    • Agile Professional Development (1)
    • AI Detection (1)
    • AI Ethics (1)
    • AI in ELT (1)
    • Alberto Delgado Alvarez (1)
    • Aldous Huxley (1)
    • Aldus Huxley (1)
    • Alexander Luria (5)
    • Algorithmic Bias (2)
    • Alienation (2)
    • Ambiguity (1)
    • Analytical Thinking (1)
    • Anansi (1)
    • Ancient Astronaut Theory (1)
    • Ancient Civilizations (1)
    • Ancient Mysteries (1)
    • Andragogy (5)
    • Andy Curtis (1)
    • Angelology (2)
    • Animal Consciousness (1)
    • Animal-Machine (1)
    • António Vieira (1)
    • Aouda (1)
    • Apps for Education (1)
    • Archaeoastronomy (1)
    • Archaeology (1)
    • Archetypal Analysis (1)
    • Archetype (1)
    • Archetypes (1)
    • Archimedes (1)
    • Aristocracy (1)
    • Arsène Lupin (1)
    • Art and Technology (1)
    • Artificial Intelligence (4)
    • Artistic Philosophy in ELT (1)
    • Assessment (12)
    • Assessment in Action (2)
    • Assessment Literacy (1)
    • Assessment Practices (6)
    • ASSURE (1)
    • Asynchronous Tools (2)
    • Attention Span (1)
    • Augustine (1)
    • Aural/oral skills (1)
    • Authenticity (1)
    • Authoritarianism (1)
    • autonomous learning (1)
    • Autonomy (1)
    • Bamboo (1)
    • Baroque Thought (1)
    • Barsoom (1)
    • Barthesian Analysis (6)
    • Behavior (1)
    • Being vs. Having (1)
    • Benjamin Button (1)
    • Bergson (1)
    • Bernardo Soares (1)
    • Betrayal (2)
    • Bettelheim (1)
    • Biblical Monotheism (1)
    • Biblical Text Analysis (1)
    • Big Data (6)
    • Bilingualism (1)
    • Biopolitics (1)
    • Blended Learning (1)
    • BlendIt Course (8)
    • Blind Faith (1)
    • Blind Observations (1)
    • Bloom's Taxonomy (5)
    • Blue Meanies (1)
    • BNCs (9)
    • Board Work (2)
    • Book Critique (2)
    • Book of Enoch (1)
    • Book of Job (1)
    • Book of Revelation (1)
    • Bookmarking Sites (1)
    • Bourgeois Society (1)
    • Brave New World (1)
    • Brazilian Literature (4)
    • Brazilian Romanticism (2)
    • Breakout Rooms (3)
    • British Council (23)
    • Brotherhood (1)
    • Bureaucracy (3)
    • Burnout Prevention (1)
    • Cain (1)
    • Carl Jung (3)
    • Case Study (4)
    • Catalog of Rubrics (1)
    • Catastrophism (1)
    • Catholic Storytelling (1)
    • CEF (2)
    • CEFR (1)
    • CEFR-Aligned Assessment (1)
    • Centro Universitario de Desarrollo Intelectual (1)
    • Character Analysis (3)
    • Character Development (1)
    • Characterization (3)
    • Charles Dickens (1)
    • Christian Demonology (1)
    • Civil Obedience (1)
    • Civilization (1)
    • Classical Biography (1)
    • Classical Literature (1)
    • Classroom Interaction (2)
    • Classroom Management (8)
    • Classroom Organization (1)
    • Classroom Practice (1)
    • Classroom Routines (1)
    • Cloud Reader (1)
    • CLT (6)
    • Coaching (1)
    • Coaching in Teacher Classroom Observation (2)
    • Code of Ethics (1)
    • Cognition (1)
    • Cognitive Load (1)
    • Collaboration (1)
    • Collaborative Learning (1)
    • Collaborative Noticing (1)
    • Collectivism (1)
    • Colombian Poetry (1)
    • Color Motifs (1)
    • Communicating about Uncertainty (1)
    • Communicative Competence (4)
    • Communicative Language Teaching (7)
    • Communities of Practice (3)
    • Community of Practice (8)
    • Comparative Mythology (2)
    • Comparative Religion (2)
    • Comparative Studies (1)
    • Competency-Based Learning (9)
    • Conformity (2)
    • Conformity Pressure (1)
    • Connectivism (1)
    • Conscience (3)
    • Constructive Alignment (1)
    • Constructivism (1)
    • Contemporary Aesthetics (1)
    • Contemporary Short Fiction (1)
    • Content Assimilation (1)
    • Content Design (1)
    • Cooperative Learning (2)
    • CoP (3)
    • Corrective Feedback (4)
    • Cosmology (1)
    • Costa Rica (2)
    • Costa Rican Literature (1)
    • Course Project (2)
    • Coursebook Adaptation (1)
    • Creative Agility (1)
    • Creativity (2)
    • Critical reflection (1)
    • critical skills (1)
    • Critical Thinking (1)
    • Critical Thinking Skills (2)
    • Cultural Allegory (1)
    • Cultural Assimilation (1)
    • Cultural Centers (1)
    • Cultural Criticism (1)
    • Cultural responsiveness (1)
    • Culture (12)
    • Culture Framework (2)
    • Culture Teaching (8)
    • Curriculum Design (3)
    • Curriculum Development (7)
    • Custom eLearning (2)
    • Custom Training (1)
    • Dante Alighieri (2)
    • Dante Studies (2)
    • Darwinism (1)
    • Data Science (7)
    • Data-Driven Teaching (5)
    • Data-Informed Leadership (1)
    • David Fincher (1)
    • DDT (1)
    • Death (1)
    • Deborah Tannen (1)
    • Decadence (1)
    • Deductive Grammar Instruction (2)
    • Deep Ecology (1)
    • Dehumanization (1)
    • Demonology (2)
    • Demonology and Devil-Lore (2)
    • Demythologization (1)
    • Deontology (2)
    • Desire (3)
    • Determinism (1)
    • Developmental Feedback (1)
    • Dialogism (1)
    • Diane Larsen-Freeman (1)
    • Dictator (1)
    • Didactics (4)
    • Differentiation (4)
    • Digital Culture (1)
    • Digital Inequality (1)
    • Digital Pedagogy (2)
    • Digital Resources (1)
    • Dignity (1)
    • Dino Buzzati (1)
    • Discourse Analysis in ELT (1)
    • Distance Education (2)
    • Dreams (1)
    • Dualism (1)
    • Dysfunctional Families (1)
    • Dystopia (2)
    • Dystopian Fiction (1)
    • Dystopian Society (1)
    • E-Portfolios (1)
    • Eça de Queirós (11)
    • Eco-Criticism (1)
    • Edgar Rice Burroughs (3)
    • Education (1)
    • Education and Learning (34)
    • Education Policy (2)
    • Education Technologies (9)
    • Educational Evolution (1)
    • Educational Leadership (1)
    • Educational Philosophies (1)
    • EFL/ESL Activities (1)
    • El Clis de Sol (1)
    • eLearning (1)
    • Electracy (1)
    • ELF (1)
    • Elicitation (1)
    • ELL (17)
    • Elohim (3)
    • Elora Hary (1)
    • ELT (64)
    • ELT Conference (1)
    • ELT Institutions (1)
    • ELT Leadership (1)
    • ELT Methodology (1)
    • ELT Pedagogy (2)
    • ELT Professional Development (3)
    • ELT. Teacher Growth (1)
    • Emotional Intelligence (1)
    • Emotional Literacy (2)
    • Emotional Repression (1)
    • Empathy (1)
    • English Grammar (3)
    • English Language Teaching (15)
    • English Teaching (1)
    • Enkidu (1)
    • Environmental Destruction (1)
    • Environmental Philosophy (1)
    • Envy (1)
    • Epistemology (1)
    • Equity (1)
    • Eric Mazur (1)
    • Erich Fromm (4)
    • Error Correction (2)
    • Escape from Freedom (1)
    • Eschatology (1)
    • Esotericism (1)
    • ESP (2)
    • Ethical Inaction (1)
    • Ethical Judgment (1)
    • Ethical Judgments (1)
    • Ethical Leadership (1)
    • Ethical Sacrifice (1)
    • Ethics (47)
    • Ethics Analysis (2)
    • Ethics Education (1)
    • Ethics of Care (1)
    • Etiological Storytelling (1)
    • Evaluating Digital Tools (1)
    • Evaluation (4)
    • Evil (1)
    • Evolution (1)
    • Executives' School (9)
    • Existentialism (1)
    • Ezekiel (1)
    • F. Scott Fitzgerald (1)
    • Fairy Tales (2)
    • Faivre (1)
    • False Positives (1)
    • Fantastic (2)
    • Fatalism (2)
    • Fear (1)
    • Feedback (5)
    • Female Identity (1)
    • Fernando Pessoa (1)
    • Flipped Classroom (1)
    • Flipped Learning (1)
    • Focus on Form (1)
    • Folklore (1)
    • Formative Assessment (5)
    • Forums (1)
    • Fossilization (1)
    • Frames-Based Teaching (1)
    • Framing in Discourse (1)
    • Frankenstein (1)
    • Franz Kafka (1)
    • Freedom (1)
    • French Literature (2)
    • Freudian Analysis (3)
    • From theory to practice (2)
    • Frommian Analysis (2)
    • Fulfillment (1)
    • Future for Education? (2)
    • Gabriel Escorcia Gravini (1)
    • Gamification (1)
    • Genesis (1)
    • George Orwell (1)
    • George Sand (1)
    • Global Competence (1)
    • Global Ethics (7)
    • Gnosticism (1)
    • Gothic Literature (1)
    • Gothicism (1)
    • Grading Ranges (1)
    • Graham Hancock (1)
    • Grammar (3)
    • Greed (1)
    • Group Dynamics (2)
    • Group Work (2)
    • Guest Author (1)
    • Guided Practice (2)
    • Guilt (1)
    • H. G. Wells (1)
    • H.P. Lovecraft (3)
    • Haiku (2)
    • Hanegraaff (1)
    • HD Brown (1)
    • Hebrew Mythology (1)
    • Hermeticism (2)
    • Hero's Journey (1)
    • Hero’s Journey (1)
    • Hesitation (1)
    • Higher Education (49)
    • Higher Education Ethics (1)
    • Historical Context (1)
    • Historical–Biographical Criticism (1)
    • History (2)
    • Holistic Education (1)
    • Homer (1)
    • Homerton College Cambridge Course (2)
    • Hootcourse (1)
    • Horacio Quiroga (1)
    • Human Dignity (1)
    • Human Rights (1)
    • Human-Centered Narrative (1)
    • Human-Centered Pedagogy (1)
    • Humanistic Morality (1)
    • Humanity (1)
    • Hybrid and Blended Learning (61)
    • Hybrid In-person Teaching (1)
    • Hybrid Learning Models (1)
    • Ice Age (1)
    • Identit (1)
    • Identity (2)
    • Ideology (3)
    • Idioms (1)
    • Iktomi (1)
    • Imagery (2)
    • Imagination (1)
    • Inclusive Education (1)
    • Inclusive Pedagogy (2)
    • Independent Practice (1)
    • Indianism (1)
    • Indigenous Heroism (1)
    • Individuation (3)
    • Inductive Grammar Instruction (2)
    • Inferno XXXIII (1)
    • infographic (1)
    • Institutional Culture (1)
    • Institutional Improvement (1)
    • Institutional Memory (1)
    • Instruction-Giving (1)
    • Instructional Design (4)
    • Integration of Technology into Teaching (10)
    • Interaction (1)
    • Interaction Patterns (2)
    • Intercultural Awareness (1)
    • Interdisciplinary Inquiry (1)
    • Interlanguage (2)
    • Intertextuality (1)
    • Interventions in ELL (1)
    • Irony (4)
    • Isaac Asimov (1)
    • Issus (1)
    • Italian Literature (1)
    • Jacqueline Alves Souza (1)
    • Jacques de Molay (1)
    • Jacques Lacan (4)
    • James Knowles (1)
    • James Thurber (1)
    • Japanese Folklore (1)
    • Jehovah (1)
    • Jeremiah (1)
    • Jewish Apocalypticism (1)
    • Jewish Mysticism (1)
    • John Carter (3)
    • José de Alencar (2)
    • JotForm (1)
    • Journey (1)
    • Journey to the Center of the Earth (1)
    • Jules Verne (3)
    • Jungian Analysis (9)
    • Just-in-Time Training (1)
    • Kabbalah (1)
    • Kahlil Gibran (2)
    • Kathleen M. Bailey (1)
    • Kazinczy (1)
    • Kindness (1)
    • King Arthur and his knights (1)
    • Kirkpatrick Model (15)
    • Knight Templars (1)
    • Knowledge (1)
    • Kurt Vonnegut (1)
    • La gran miseria humana (1)
    • La Insolación (1)
    • Lacan (1)
    • Lacanian Analysis (7)
    • Lacanian Psychoanalysis (1)
    • Language (1)
    • Language Competences (1)
    • Language Education (2)
    • Language Institutions (1)
    • Language Learning (15)
    • Language Series Comparative Analysis (1)
    • Language Teaching (9)
    • Latin American Literature (3)
    • Laureate Course Module 3 Teaching with Technology (19)
    • Laureate Educator (4)
    • Laureate Educator in the XXI Century (2)
    • Laureate Educator-Week 1 (1)
    • Laureate Educator-Week 2 (1)
    • Laureate Educator-Week 3 (1)
    • Le Drac (1)
    • Leadership (10)
    • Learner Agency (1)
    • Learner Anxiety (1)
    • Learner Attention (1)
    • learner autonomy (5)
    • Learner Confidence (1)
    • Learner Diversity (3)
    • Learner Engagement (1)
    • Learner Experience (1)
    • Learner Grouping (2)
    • Learner Uptake (1)
    • Learner-Centered Instruction (2)
    • Learner-Centered Pedagogy (1)
    • Learner-Centered Teaching (1)
    • Learner-Centeredness (1)
    • Learning (8)
    • Learning Activities (1)
    • Learning Analytics (1)
    • Learning Objectives (2)
    • Learning Preferences (1)
    • Learning Styles (1)
    • Learning Technologies (1)
    • Leopoldo Lugones (1)
    • Les Demoiselles d’Avignon. Pablo Picasso (1)
    • Lesson Closure (1)
    • Lesson Design (2)
    • Lesson Openings (1)
    • Lesson Planning (6)
    • Lev Vygotsky (4)
    • Libraries (1)
    • Life is a Dream (1)
    • Life Stories (1)
    • Linguistics (2)
    • Listening (1)
    • Literary Analysis (8)
    • Literary Criticism (28)
    • Literary Ethics (1)
    • Literary Psychology (1)
    • Literature (36)
    • Livro do Desassossego (1)
    • LMS (6)
    • Lord’s Prayer (1)
    • Lost Civilization (1)
    • LOTI Profile (5)
    • Love (2)
    • Lycurgus (1)
    • Machado de Assis (2)
    • Machiavellian Narration (1)
    • Mãe (1)
    • Magón (1)
    • MakerSpace (1)
    • Manuel González Zeledón (1)
    • Marcel Duchamp (6)
    • Marcellus (1)
    • Marxist Literary Approach (1)
    • Mary Shelly (1)
    • Materials Design (1)
    • Materials Development (3)
    • Maurice Leblanc (1)
    • Meaning of Justice (1)
    • Megalithic Architecture (1)
    • Melodrama (1)
    • Mentalism (1)
    • Mentorship (1)
    • MEP (Ministerio de Educación Pública) (1)
    • Metacognition (3)
    • Metadata (1)
    • Metalinguistic Feedback (1)
    • Metaphor (1)
    • Metaphysics. Self-Mastery (1)
    • Methodology (3)
    • Micro-Ethics (1)
    • microcelebrities (1)
    • Microlearning (1)
    • Mimetic Desire (1)
    • Mind Maps (2)
    • Mindfulness (12)
    • Misogyny (1)
    • Mistake vs. Error (1)
    • Mixed-Ability Classes (1)
    • Mixed-Methods Research (4)
    • Mobile Learning (1)
    • Modeling in ELT (1)
    • Modern Realism (1)
    • Modernity (3)
    • Modular Learning (1)
    • Moncure Daniel Conway (5)
    • MOOCs (1)
    • Moodle (5)
    • Moral Agency (1)
    • Moral Allegory (1)
    • Moral Biography (1)
    • Moral Cannibalism (1)
    • Moral Education (1)
    • Moral Failure (1)
    • Moral Lesson (1)
    • Moral Philosophy (2)
    • Moral Responsibility (2)
    • Moral Theology (2)
    • Moral-Humanistic Criticism (1)
    • Morality (2)
    • Motherhood (1)
    • Motivation (3)
    • Multimedia Learning (1)
    • Music (1)
    • Music and Learning (1)
    • Myth (1)
    • Myth Interpretation (1)
    • Myth of Evil (1)
    • Mythic Narrative (1)
    • Mythological Archetypes (1)
    • Mythology (3)
    • Narrative (1)
    • Narrative Distance (1)
    • Narrative Empathy (1)
    • Narrative Irony (1)
    • Narrative pedagogy (1)
    • Narrative Structure (5)
    • Narrative Voice (1)
    • Nature (1)
    • Nature Spirits (1)
    • Necropolitics (1)
    • Needs Assessment (3)
    • Netiquette (1)
    • Network Community (1)
    • NGL (1)
    • Nicaraguan Literature (2)
    • Nicatesol (1)
    • Nietzsche (1)
    • Nive Events of Instruction (1)
    • Nonviolent Communication (6)
    • ñor Cornelio Cacheda (1)
    • Noticing (1)
    • Noticing Hypothesis (2)
    • Nouns in English (1)
    • Novice Teachers (3)
    • Nudos (1)
    • O Mandarim (2)
    • Objective Writing (1)
    • Odysseus (1)
    • OER (1)
    • Off-the-Shelf Learning (1)
    • Online Community (1)
    • Online EFL (1)
    • Online English Language Teaching (1)
    • Online Instruction (55)
    • Online Language Teaching (2)
    • online learning (50)
    • Online Learning Programs (1)
    • Online Persona (9)
    • Online Program Design (1)
    • online teaching (9)
    • Online Teaching Approach (1)
    • Online Teaching Practices (72)
    • Oral Assessment (1)
    • Oral Communication (1)
    • Oral Skills (2)
    • Organizational Learning (1)
    • Orientalism (1)
    • Origins (1)
    • Oscar Wilde (1)
    • Output Hypothesis (1)
    • Padre Luis Coloma (1)
    • Paideia (1)
    • Paper.li (1)
    • Pasolini (2)
    • Passepartout (1)
    • Pater Noster (1)
    • Paul of Tarsus (1)
    • Paz a los muertos! (1)
    • PBL (1)
    • PD (2)
    • Peace to the Dead! (1)
    • Pedagogy (2)
    • Pedro Calderón de la Barca (1)
    • Peer Correction (1)
    • Peer Instruction (1)
    • Penitence (1)
    • Penny Ur (2)
    • Pepperland (1)
    • Persona (2)
    • Personal Learning Networks (2)
    • Personalization (1)
    • Pessimism (1)
    • Phileas Fogg (1)
    • Philip K. Dick (1)
    • Philosophy (1)
    • Phonemics (4)
    • Phonetics (4)
    • Phonotactics (3)
    • Pilot Programs (1)
    • PLEs and PLNs for Lifelong Learning Competencies Week 1 (1)
    • Plot Analysis (2)
    • Plutarch (6)
    • Poetry (2)
    • Poetry Analysis (1)
    • Political Discourse (1)
    • Political Heroism (1)
    • Political Terminology (1)
    • Popol Vuh (1)
    • Population Control (1)
    • Portuguese Literature (3)
    • Portuguese Realism (1)
    • Postcolonialism (1)
    • Posthumanism (1)
    • Prehistory (1)
    • Pride (1)
    • Procrustean Syndrome (1)
    • Produsage (1)
    • Produser (1)
    • Professional Capital (2)
    • Professional Competencies (1)
    • Professional Development (11)
    • Professional Growth (1)
    • Professional Identity (2)
    • Projec-Based Learning (1)
    • Promethean Myth (1)
    • Pronunciation (7)
    • Psychoanalysis (2)
    • Psychological Analysis (1)
    • Psychological Punishment (1)
    • Psychological Resilience (1)
    • Psychological Transformation (1)
    • Psychology (1)
    • Public Speaking (1)
    • Purgatorio XI (1)
    • Qualitative Research (4)
    • Quantitative Research (4)
    • Quest (1)
    • Rapport (2)
    • rationality (1)
    • Reading (1)
    • Reading and Vocabulary (2)
    • Realism (3)
    • Recasts (1)
    • Reception Theory (1)
    • Recruitment (1)
    • Recycling in Education (1)
    • Reflective Communities (1)
    • Reflective Evaluation (2)
    • Reflective Journaling (5)
    • Reflective Practice (23)
    • Reflective Reading (1)
    • Reflective Teacher Communities (1)
    • Reflective Teacher Leadership (1)
    • Reflective Teaching (60)
    • Religion (1)
    • Religious Authority (1)
    • Religious Critique (1)
    • Religious Evolution (1)
    • Research (9)
    • Resilience (3)
    • Resource Adaptation (2)
    • Responsibility (1)
    • Return on Investment (1)
    • Richard Schmidt (2)
    • Risk Communication (1)
    • Robert Frost (1)
    • Robert Gagné (2)
    • ROI (1)
    • ROI in ELT (1)
    • Roland Barthes (3)
    • Roman Conquest (1)
    • Roman Offices (1)
    • Roman Republic (1)
    • RTC (1)
    • Ruben Puentedura (1)
    • Rubric-Based Planning (1)
    • Rubrics (3)
    • Samael (1)
    • SAMR Model (1)
    • Sanctity (1)
    • Scaffolding (3)
    • Schema (1)
    • Scholasticism (1)
    • Science Fantasy (1)
    • Science Fiction (2)
    • Science Fiction Studies (1)
    • Scoop.it! (1)
    • Second Language Acquisition (5)
    • Secret Societies of the Middle Ages (1)
    • Self-Fulfilling Prophecy (1)
    • Semantic Change (1)
    • Semiotics (2)
    • Sentence Patterns (1)
    • Sermão de Santa Teresa (1)
    • Shadow (3)
    • Short Films (1)
    • Short Stories (4)
    • Short Story Analysis (1)
    • Simplicity (1)
    • Sioux Legends (3)
    • Sir Gareth (1)
    • Sir Gawain (1)
    • Sir Lancelot (1)
    • Sir Tristam (1)
    • Skepticism (1)
    • Sketchpads (1)
    • Skill Gap Analysis (1)
    • SLA (4)
    • Slavery in Brazil (1)
    • Social Agency (1)
    • Social Criticism (1)
    • Social Critique (2)
    • Social Language (3)
    • Social Media (29)
    • Social Networking in Education (3)
    • Social Perception (1)
    • Social Satire (1)
    • Social Transformation (1)
    • Sociocultural Theory (1)
    • Son of Man (1)
    • Sparta (1)
    • Speaking (1)
    • Speaking Scenarios (1)
    • Stephen Krashen (1)
    • Sticky Curriculum (1)
    • Storytelling (1)
    • Strategies for online teaching (2)
    • Student Agency (1)
    • Student Assessment (1)
    • Student Engagement (2)
    • Student Interest (3)
    • Student Motivation (2)
    • Student Talk Time (1)
    • Student Tips (2)
    • Subjectivity (1)
    • Sumerian (1)
    • Summative Assessment (2)
    • Supernatural (1)
    • Supernaturalism (1)
    • Supervision (1)
    • Supplementary Materials (1)
    • Sustainability (2)
    • Symbolic Philosophy (1)
    • Symbolism (6)
    • Synchronous Online Teaching (1)
    • Syntax (2)
    • Syracuse (1)
    • Task-Based Instruction (1)
    • Task-Based Language Teaching (1)
    • Task-Based Learning (1)
    • TBI (1)
    • TBLT (3)
    • Teacher Agency (3)
    • Teacher Cognition (1)
    • Teacher Correction (1)
    • Teacher Development (25)
    • Teacher Education (1)
    • Teacher Evaluation (2)
    • Teacher Feedback (2)
    • Teacher Identity (2)
    • Teacher Inquiry (1)
    • Teacher Mentoring (2)
    • Teacher Mentorship (1)
    • Teacher Observation (1)
    • Teacher Professional Development (2)
    • Teacher Reflection (2)
    • Teacher Training (5)
    • Teacher Well-being (4)
    • Teacher Well-Being. Kirkpatrick Model (1)
    • Teacher–Student Relationships (1)
    • Teaching (47)
    • Teaching Adolescents (1)
    • Teaching Aids (1)
    • Teaching ePortfolio (1)
    • Teaching Grammar (2)
    • Teaching Models (1)
    • Teaching Online (9)
    • Teaching Philosophy (4)
    • Teaching Portfolio (1)
    • Teaching Practices (49)
    • Teaching Practicum (22)
    • Teaching Presence (2)
    • Teaching Styles (8)
    • Teaching Tips (9)
    • Teaching With Technology (4)
    • Teaching With Technology-Week 1 (1)
    • Teaching With Technology-Week 2 (1)
    • Teaching With Technology-Week 3 (2)
    • Teaching With Technology-Week 4 (4)
    • Teaching With Technology-Week 5 (3)
    • Teaching With Technology-Week 6 (2)
    • Teaching With Technology-Week 7 (3)
    • Teaching With Technology-Week 8 (2)
    • Teaching With Technology-Week 9 (1)
    • Tech Tip (5)
    • Technocriticism (1)
    • Technological Assessment (2)
    • Technology Use Tips (1)
    • TED (1)
    • Templars (1)
    • Temporal Paradox (1)
    • Temporality (1)
    • Temptation (2)
    • Teodoro (1)
    • Testing (1)
    • The Art of Loving (1)
    • The Assassins (1)
    • The Beatles (1)
    • The Book of Proverbs (1)
    • The Butterfly Circus (1)
    • The Cats of Ulthar (1)
    • The Data Scientist (5)
    • The Epic of Gilgamish (1)
    • The Gods of Mars (1)
    • The Kybalion (2)
    • The Loincloth (1)
    • The New Normal (1)
    • The Noticing Hypothesis (2)
    • The Outsider (1)
    • The Prophet (2)
    • The Real (1)
    • The Road Not Take (1)
    • The Skull (1)
    • The Time Machine (1)
    • Theater Criticism (1)
    • Themistocles (1)
    • Theophoric Names (1)
    • Theseus (1)
    • Thomas Keightley (2)
    • Thomistic Ethics (2)
    • Thomistic Grace (1)
    • Timing of Correction (1)
    • Todorov (1)
    • Tolkien (1)
    • Transformation (1)
    • Trickster (1)
    • Trinity (1)
    • Turnitin (1)
    • Tzvetan Todorov (1)
    • UCC (1)
    • Ugarit (1)
    • Ugolino (1)
    • Universidad Mariano Gálvez (2)
    • Unreliable Narration (1)
    • Unreliable Narrator (1)
    • Utilitarianism (2)
    • Utopia (1)
    • Vengeance (1)
    • Videoconferencing Platforms (1)
    • Virtual Classroom Features (1)
    • Virtual Classroom Management (1)
    • Virtual Classrooms (1)
    • Virtual Learning Environments (8)
    • Virtual Teaching (5)
    • Virtualized Teaching (1)
    • Virtue (1)
    • Visual Literacy (1)
    • Visual Scaffolding (1)
    • VLE (47)
    • VLEs (38)
    • Vocabulary learning (10)
    • WAS (14)
    • Wealth (1)
    • Web 2.0 (4)
    • Web search engine options (1)
    • Web Tools (6)
    • WebQuests (1)
    • Western Esotericism (1)
    • Western Mysticism (1)
    • Wilbert Salgado (12)
    • William Elliot Griffis (1)
    • Willingness to Communicate (1)
    • Working Adult Student (5)
    • Workplace Dynamics (1)
    • writing (2)
    • Writing Skills (1)
    • Yahweh (1)
    • Yzur (1)
    • Zecharia Sitchin (1)
    • Zone of Proximal Development (1)
    • ZPD (1)

Copyright © All Rights Reserved. Reflective Online Teaching | Converted into Blogger Templates by Theme Craft