A Doll's House: Feminist or Humanist in Nature?

By Sonakshi Bhatnagar 

The category under which Ibsen’s ’A Doll’s House’, classes itself has been argued. Some say that the bases of the play is humanist, some say feminist. Both the themes are evidently prevalent in the play, both with equal amounts of emphasis. But to understand why Ibsen, himself, has titled ‘A Doll’s House’ to be a humanist play in nature, we need to understand the qualities and differences between the two concepts.

Humanism, refers to a train of thought in which human interests, values, and dignities predominate. Feminism, on the other hand, only caters to the advocacy of women’s rights on social, political, and economic matters, in relation to men. Naturalism, was a movement, which was prevalent during the time, and of which, Ibsen has made use. What it employed was the idea of creating an illusion of reality, by tackling everyday issues in a relatable form of entertainment. Ibsen, often brought in controversial subjects to this set. 

Due to the societal values of the time, and the obvious differences between the two sexes, it may be blatant in nature that the play directs its attention to Nora, a woman. However, the depth of the issue which is addressed, has it roots planted in much deeper than what meets the eye. These strict morals, and stereotypical bounds weren’t only placed upon women. Each individual, every member of the society was oppressed by expectations which they were expected to meet. There was very little to no freedom which allowed the people to just be, and discover their identities. Their lives were dictated by predestined roles. 

One needs to meet the play with a keen eye, to better understand the structuring and working of life during that time. With Nora as a lead character, we may omit certain details because we feel they may not hold any relevancy. What we fail to see the ample number of instances in which this humanist theme reoccurs, and is visible in the path of many characters; male or female. Krogstad, would be a fair example. Nora and him, had both been responsible for a crime of the same nature. It dictated how it is the circumstances which demanded these actions, and not their individual minds. Their actions were the cause and the effect, both at the same time— The causation to the climax, and the effect of their surrounding circumstances. 

Speaking of giving into their emotions, we often found these characters to conform to the society. They were merely another brick in the wall, but the play acted as a ground for them to all grow and progress as characters. This happened in the form of revelations, climaxes, and plot twists. Nora walking out, wasn’t just a symbolic movement for feminism; it was one for all humans. Her leaving should be taken in a metaphoric and symbolic manner, rather than a literal one. The world she thought she existed in, simply was an illusion of freedom. She did leave behind her family, but she did it to exercise her right to merely be her own person. Whereas, when we looked at Torvald, he was simply bound by the life she left behind. This also acted to further emphasise how contrasting the two were. Two sides of the same coin. 

Obviously, the intent of the playwright, and the way a viewer perceives it, can be and is completely varying in nature. One cannot pin down a piece of literature onto a single wooden board, when it spreads itself over several. Different people will perceive this differently, will interpret it differently, and will learn from it differently. Regardless of how they do so, all paths lead to the point that the purpose of the text was fulfilled, i.e. to address critical social issues. These social issues still embody themselves in hidden corners, of today’s society, as his work remains relevant and true, upto this point in time.

Group 4 project

Harveen Anand

The IB requires us to do group four wherein we are introduced to the idea that the sciences require teamwork. The project allows us to apply the various skills learnt in the classroom, to the real life.

For this year’s group four project, we were required to research and design a greenhouse. Even

though divided into various subject groups, the entire grade 11 was to work on creating one

greenhouse. This, in many ways, allowed us to work in teams and be considerate of another’s

perspective. This, I believe, was a major skill that we acquired through this process.

Being a part of the physics group, we brainstormed and researched the various aspects of physics

that go into designing a greenhouse. While researching we came across various aspects which may

be included in a greenhouse. After many group discussions, we decided that we would like to

research about the materials that may be used to create the greenhouse, and the ways in which light

rays penetrate each of the materials. We also research about sensors and how they may be used in a

greenohuse.

We began by researching and brainstorming about the material that we may use to build the

greenhouse. Our research led us to two materials, polythylene and polycarbonate, which could be

used to build the green house. After a lot of discussions, and after weighing out the pro and cons, we

decided that polycarbonate would be a better option out of the two. The DT group, however, had

conflicts with this decision. They believed that costs would increase majorly if we were to use

polycarbonate instead of polythylene. After a lot of discussion, they were convinced that

polycarbonate was the better of the two option because even though it may have been slightly more

expensive, polythylene would have required changing of sheets very often which would have made

it cost more in the long run. Herein, we also kept in mind that polycarbonate was a better conductor

of UV rays as compared to polythylene. We kept this in mind after a discussion with the biology group which allowed us to understand the condition that would be required by the plants for better

growth.

Next, we researched about the sensors and how these can be used to make the greenhouse more

efficient. For this, we worked closely with the computer science group. We identified the following

sensors which could be used in a greenhouse: temperature sensors, pH testers, and humidifiers. We

came to the conclusion that along with the pH tester we can also add a water sensor. We identified

that a temperature sensor woulb be extremely costly and would not do much benefit to the

greenhouse as it would only identify the temperature and the rest would have to be manual work.

While doing the group four project I feel that we became better communicators. The group

discussions enabled us to discuss ourr thoughts, ideas, and research in a much more effective

manner. It also somewhere made us more considerate of another’s ideas and perspectives and

allows us to understand those better making us more open minded. This understanding also allowed

us to connect our research, across disciplines, to obtain our final goal.  Apart from this, I believe that

we were also inquirers throughout this project as we always tried to find a new more efficient aspect

to be added to the project. 

How far was Nora responsible for how she was treated?

By Sonakshi Bhatnagar

Understanding Nora’s complex character is a journey which is adventurous in its own right. Nora isn’t constructed as a character, with whom one falls in love with at first sight. We, as readers, notice the revolutionary and prominent change in her character, throughout the course of the play. This change, is what ties us emotionally to the character that Ibsen has created; the audience feels as if they’ve grown with her, uniting the two as one. Hot and cold, is what describes her personality, at a glance.

In regards to the initial act, she comes across as a character with a very fluctuating temperament. The answer to the question—till what extent did she hold responsibility for the way she was treated— requires the audience to have established a connection with the character, as well as have sound knowledge of the context it is set in. When we look at her character, it is very we must be cognisant of the times the play was set in, and how women in that time were treated and functioned.

During the Victorian era, a woman like Nora would’ve been an ideal example to display, albeit the secret she held. Her rights, as a human being, or rather as a woman were limited to something as close to nothing. There was no room for intellectual, or professional growth for women during that period, for they were thought to lose their naïveté; a core quality required in women. Women were seen as a child, a toy, an object, one which could be manipulated to fit the likings of what their husbands desired. We often noticed a plethora of characters to treat Nora as a child, not just Torvald. The causation for this can be established to be Nora’s lack of retaliation. With the exception of Mrs. Linde, to whom Nora gave away her secret, the rest of the characters remained oblivious to her true self, because she limited what they saw. In this right, she is a powerful and clever character. Her actions were a slave to the role the society desired her to play.

To conclude, I personally feel, that we, as individuals will always hold control over the way we are treated, because it is us, who permits that behaviour to persevere. However, the responsibility isn't on just a sole being, but also upon us collectively to ensue appropriate behaviour. We must take into account any extenuating circumstances which may lead us to blur the lines between society and us as an individual. What permits us to act mindfully with a degree of self respect, is the fact that we are aware of our rights. When narrowing down onto Nora and her situation, her being cognisant of said rights; be it societal or personal, was missing due to the overbearing boundaries of the time. So, I would say, that she as a character isn't one to blame, but the blame is held largely by the society.

Group 4 Project

By Sonakshi Bhatnagar

The ‘Group 4’ project is a project which makes use of our chosen sciences, placing us in groups to work alongside each other and our respective subject areas. This year, each subject was clubbed separately. We were to design an energy efficient, self sustaining greenhouse. I worked alongside the D&T group, where we were responsible for the primary output of the entire project— the making of the greenhouse. This project proved to be a great form of exposure, as we got to communicate and work with people of various other disciplines. It showed us how everything bleeds into one another.  

It tested our time-management skills, for we worked independent of any supervision. Our idea was to use our own research framework, as well as, other subjects’ to formulate a design for the prospective greenhouse. We started off, by looking at suitable materials for the greenhouse in terms of its contextual placement. After analysing a variety of options which included, but weren’t limited to— Glass, Plastic, PVC, etc, we broke down the research into the further subcategories of the aforementioned materials. Other groups performed the necessary complementary research and experiments, as we collated the garnered data. When this extensive research process saw its end, we decided upon the following: Aluminium for the structural component, MDF for the base (which would in reality be concrete, when executed), and PVC plastic as the covering layer. 

The next step, was to get hands down with the actual building process. We laid out our roles, dividing them amongst our team as we started working. Aluminium was something many of us were using, and working with for the first time, but with the help of supervisory teacher we managed to get conceal that bump. We cut, and measured the pieces so that they’d fit accurately, as to where the incisions were made. Once that was done, we laid out, and then screwed down the respected piece; which required us to first indent a bump, drill a whole, and then click the screw into place. Once the basic structure was up, we painted the wooden base, for it to resonate to the likes of grass. The last, but not final step, was inserting the PVC according to its required placements. 

Overall, this proved to be an exciting experience where we integrated ourselves with the likes of other subjects. As an IB student, it is crucial to have the skills this tested, and helped us develop further. Along the likes of acquiring skills such as time management, we worked in a way which was independent, yet collective. Further strengthening our bond with our peers, and broadening the horizon of knowledge we held. 

Women and Men in 19th century Europe - a discrepancy

By Gaurang Lamba

In the book, a Doll's House we notice there a subtle hints of gender roles throughout the play. Each of these hints helps establish a character as well as develop the story. In this blog post I will be looking at the the gender roles portrayed in " A Doll's House" and analyze the effect the gender role plays and how it is established throughout the play.

Firstly, The first gender role present in the book is of Helmer acting as the " Head of the house", this is noticed as Nora has to hide and eat Macaroons as Helmer has banned them in the house. Part of Act 1, this conveys Helmer's position in the house and how Nora responds to them, therefore giving us the idea that Nora cares about her husband and follows his rules, but only when he is watching or attentive. Whereas, behind his back she may choose to break these rules giving us an idea of her character and helping us relate to her. An example of this could be when Helmer asks her if she went to the Candy store which she denies, though she had.

Related to the role above, we notice that Helmer displays a parent like attitude as he is more mature out of the two, creating the gender role that " Men are more responsible", this is visible when calmly talking about money and asking her questions. Also, it is visible throughout Act one as he talks to Nora about various topics such as Krogstad. This displays their relationship as what is primarily portrayed is that Helmer is more mature but Nora is childlike. This is also noticed by the control of money in the marriage as Helmer or Torvald controls the money. Therefore, giving us a hint about their relationship.

Unlike Helmer, Nora is completely dependent on her husband. Therefore creating the stereotype that a woman requires the financial support of her husband, this is noticed when she asks her husband for money or when she completely relies on him( A common misconception we see today as well), this creates the impact that Torvald does not Trust Nora financially, as he believes she might spend the money carelessly; leading us to another gender role which is that a women cannot handle money as in some occasions we have heard Nora speak about shopping which , but she requires the money for something else.

A gender role most noted in Nora is that Women mainly care for their children as Nora spends heaps of time with her children playing and doing other such activities in order to entertain and spend time with them. However, we do not see Helmer doing the same with the children. Therefore symbolising that " It's a womens job", which is a gender role. Creating the point that men are not that active at home compared to work.

The point above, leads us to another gender role that men have to be more concentrated, ambitious and aggressive at work. It is also noticed how Helmer looks at Krogstad at the work place as it would ruin his reputation his office as he is to look aggressive whereas Krogstad will ruin that reputation as he will decrease that look and make Helmer look more like a friend instead of a boss.

Similar, we notice that Nora exhibits the role of being "chatty" a persistent gender role related to women. This is noticed by her long conversation with Mrs. Linde where she does some extent of " Gossip" or talks about the neighbourhood. This to an extent displays Nora's character as it shows that Nora likes to talk and sometimes says important information she should not communicate.

Another, Gender role we notice is a wife's influence in the house as we can see that Nora spoke with Helmer and got her a job. Aswell, as we notice that Krogstad tells Nora that he wants his job back understand this gender role of the position of a wife in a family and how she can persuade her husband. However, this does not work out as Helmer understands her plot and says this is not possible. However, this still displays the gender role of a women being able to persuade her husband.

To conclude, We notice the gender roles in the play and see the effect is portrays ion many ways such creating us to like or dislike a character, or the way these gender roles help evolve the story to another chapter. But, most important these gender roles show us how the Time affects the gender and creates these gender roles helping us understand the society of those times.

Women and Men in 19th century Europe - a discrepancy. Opinion Column

Veer Raxwal

The 19th century is a century characterized by gender inequality. Women had few legal, social and political rights that are present today. They couldn’t vote, couldn't appear in court, couldn’t go to college and couldn’t sue or be sued. Women were expected to remain subordinate to their husbands and fathers and simply try to cajole their husbands to keep them content. Furthermore, women also didn’t have occupational freedom. As generally they stayed home, took care of the children and ran the household. Lower class women resorted to being servants or small time workers in factories.

On the other hand, men were the primary breadwinners in the relationship. Women were largely dependent on their husbands due to this fact. Men were expected to be leaders within their society and homes. Moreover, men were expected to protect and shelter their families. Due to these circumstances, men were more educated which lead to a higher status in society. Men would hold a certain dominance in the family and had indisputable power while the women was a so called “sidekick” in the relationship.

This interrelation was illustrated in A Doll’s House. The husband, Torvald, held all the power in the relationship and dictated what the wife, Nora, should and would do. For example, when Torvald was extremely ill, Nora took out a bank loan to finance a vacation to improve Torvald’s health. When Nora unfolds this secret to Mrs. Linde, Nora says “how painful and humiliating it would be for Torvald, with his manly independence, to know that he owed me anything! It would upset our mutual relations altogether;”. This illustrates how the husband must be the one and only financial provider in the family, a predominant gender role in the 19th century. As Torvald even having knowledge of the situation would put a strain on their relationship and be a divisive issue. Furthermore, this also shows the preconceived societal roles at that time, as it would be “painful” and “humiliating” for Torvald to receive help. To continue, this is further shown by the example “Many a time I was at my wits' end […] I used to sit here and imagine that a rich old gentleman had fallen in love with me […] that he had died; and that when his will was opened it contained […] the instruction: "The lovely Mrs. Nora Helmer is to have all I possess paid over to her at once in cash.”. In this situation, Nora is talking to Mrs. Linde about her fantasies. As even in her fantasy, Nora is being saved by a men rather than earning it on her own. This demonstrates the societal notions that were held by mostly everyone at that time. Whereas, the man was the one with money and the women was merely a assistant.

Furthermore, Ibsen illustrated the subordination of women in the 19th century several times in The Doll’s House. For instance, “My mother was alive then, and was bedridden and helpless, and I had to provide for my two younger brothers; so I did not think I was justified in refusing his offer”. This is told from Mrs. Linde’s perspective telling Nora why she married her husband. This depicts the reliance women had on men. As Mrs. Linde had to offer herself for marriage to support her family. Additionally, it can be seen by the example “Is it my little squirrel bustling about?”. As throughout the book, Torvald calls Nora animal nicknames, as seen by the example, Torvald called her a “squirrel”. This attests to the lower status women had in society and in the household, as this was prevalent throughout the 19th century.

Overall, the discrepancy between men and women in the 19th century was fairly large. They were complete polar opposites in terms of society standings, household responsibilities and state of mind. But this whole notion slowly shifted throughout the latter part of the 19th century and the 20th century. In my opinion, this conception was clearly wrong and rightfully shifted. As personally, everything some powerful such as Michelle Obama and Eleanor Roosevelt have done has inspired me with reverence, and this wouldn’t have been made possible if it weren’t for the opportunities they were given due to a mindset shift in the past 100 years. Broadly speaking, the deliberate gender roles in the 19th century were extremely contraining, which I feel would lead to both parties, men and women, being unhappy. As not every man would want to become the sole financial source in the household and not every women would want to stick to washing dishes and cooking. This in part, is a major reason why I feel like the abolishment of these roles is so crucial in today’s society. Even though this doesn’t exactly exist yet in some Middle Eastern countries, they are at least progressing in the right direction. In conclusion, Ibsen depiction of certain gender roles in “The Doll’s House” showed the injustice in the 19th century which is luckily almost non-existent in certain places in today’s society.

Group 4

Veer Raxwal


To start it off, I was in the physics team for the group four project. Our united goal was to build an efficient greenhouse, but specifically physics has the task of finding the most effective material and the sensors that’ll be used in the greenhouse. Our group consisted of eight people, so we divided the tasks into several subsections and everyone had a certain assignment to accomplish. First and foremost, we had four sensors that needed to be researched on, these included temperature, acidity, moisture and humidity sensors. So we ended up assigning four team members to explore four sensors. Secondly, we assigned two team members to research on materials that could possibly be used in the greenhouse, this included polycarbonate and polyethylene. Lastly, we assigned two team members to conduct an experiment on polycarbonate and polyethylene to measure their effectiveness and durability. Furthermore, we also investigated different methods to maintain heat in the greenhouse and ended up using base cladding and thermal screens. Base cladding maintains the heat in the greenhouse by using a insulating material on the base of the greenhouse. Moreover, thermal screens maintain heat by deploying a screen that traps heat at night. We conducted the experiment by producing a ultraviolet ray on two sheets of polycarbonate and polyethylene. We then measured the effectiveness of each sheet in letting constructive light pass through. From the experiment, we were able to conclude polyethylene was the better material to use. Furthermore, after everyone completed their research on each particular temperature, humidity, acidity and moisture sensor, we collated all the data and tested the effectiveness of each sensor and the purpose behind them. For example, for the moisture sensor, we tested it in different soils to see what would be the ideal moisture for the soil. Moreover, we figured out the location for each sensor in the greenhouse. For instance, for the temperature sensor, we figured out that the sensor must be placed in a aerated area and center of the greenhouse at the same height as the crops to provide a accurate reading. Lastly, some team members researched on the chemical and physical properties of polycarbonate and polyethylene to get a more thorough view on each material. After we finished all our research, it was time to know figure out how to present our information. After a discussion with the group, we agreed upon to do a rap song representing our research. I took upon the task of writing the rap song. To do this, first I listed off the topics and keywords that needed to be in the rap song. This included polycarbonate, polyethylene, humidity, moisture, acidity, temperature, greenhouse and physics. Then I started writing the rap song by matching end rhymes as well as matching the syllables in each line. When that was done with, we started working on our display. For this, we cut out several pictures demonstrating the members doing experiments as well as the data from the experiments. Additionally, we included background research on each of the four sensors on the display. Overall, the group four project was a good learning experience. It provided a medium for me to use the physics I have learned in class and implement it into a real life scenario, which was the greenhouse. Moreover, the group four project gave me valuable experience with working in a team. As it taught me how to effectively communicate with my team members as well learn to work with another individual. It also provided a collaborative space to work with other subject areas. For example, the physics group had to interact with the Economics group for costs and the Design & Technology team to see what materials we should use. Lastly, I enjoyed the group four project because it provided a break from regular studying in a creative and useful manner.