Freud as a Tool of Literary Criticism: Unbalanced Personality Structures in Shel Silverstein's the Giving Tree

Abi Zaky Mashuri, Krisna Sujiwa

Abstract


While Shel Silverstein’s The Giving Tree is widely interpreted as a story of unconditional love and selfless giving, such interpretations may pay less attention to the unequal relational dynamics between the Boy and the Tree. Previous studies have predominantly examined the story from ethical, moral, or ecofeminist perspectives, leaving limited analysis of psychological dependence, personality structures, and unhealthy relational patterns between the two characters. This study addresses this gap by applying Freudian psychoanalysis as a framework for literary criticism. Using a qualitative descriptive method and in-depth textual analysis, the study examines the characters’ relationship through Freud’s concepts of personality structure (Id, Ego, and Superego), defense mechanisms, and instinct theory. The findings indicate an imbalance in personality structures: the Boy is predominantly driven by the Id and pleasure principle, while the Tree demonstrates a weak Ego and an excessive Superego through continuous self-sacrifice. Their interaction develops into a repetitive pattern of psychological dependence in which the Tree’s unconditional giving reinforces the Boy’s dependence. The study concludes that The Giving Tree can also be read as a representation of unhealthy relational dynamics and the psychological consequences of idealized self-sacrifice.


Keywords


Freudian Psychoanalysis; Personality Structure; Children's Literature; Codependency; The Giving Tree

References


Coats, K. (2001). Keepin’ it plural: Children’s studies in the academy. Children’s Literature Association Quarterly, 26(3), 140–150. https://doi.org/10.1353/chq.0.1324

Coats, K. (2020). The self in twentieth-century American children’s literature: A tale of two schemas. In Literary cultures and twentieth-century childhoods (pp. 33–52). https://doi.org/10.1007/978-3-030-35392-6_3

Cocks, N. (2023). On the tolerance of children’s literature criticism: Psychoanalysis, neighborliness, and Pooh. Humanities, 12(3), 45. https://doi.org/10.3390/h12030045

García-González, M. (2023). Towards an affective childist literary criticism. Children’s Literature in Education, 53(3), 360–375. https://doi.org/10.1007/s10583-022-09500-0

García-González, M., & Véliz, S. (2023). Childhood Noir: Pedagogical and psychoanalytic alternations in children’s fairy tale. Encyclopaideia, 27(65), 97–109. https://doi.org/10.6092/issn.1825-8670/16635

Gubar, M. (2013). Risky business: Talking about children in children’s literature criticism. Children’s Literature Association Quarterly, 38(4), 450–457. https://doi.org/10.1353/chq.2013.0048

Hays, S. (1996). The cultural contradictions of motherhood.

Hochschild, A. R., & Machung, A. (1990). The second shift: Working parents and the revolution at home.

Hooks, B. (2000). All about love: New visions. In All about love: New visions.

Kidd, K. B. (2004). Psychoanalysis and children’s literature: The case for complementarity. The Lion and the Unicorn, 28(1), 109–130. https://doi.org/10.1353/uni.2004.0005

Lasch, C. (1979). The culture of narcissism: American life in an age of diminishing expectations. In The culture of narcissism: American life in an age of diminishing expectations.

Lesnik-Oberstein, K. (1994). Children’s literature: Criticism and the fictional child. In Children’s literature: Criticism and the fictional child. https://doi.org/10.1093/acprof:oso/9780198119982.001.0001

Lesnik-Oberstein, K. (2019). The case of “The Case of Peter Pan or the impossibility of children’s fiction”: Deconstruction, psychoanalysis, childhood, animality. Oxford Literary Review, 41(2), 238–257. https://doi.org/10.3366/olr.2019.0281

Minnotte, K. L. (2023). Decentering intensive mothering: More fully accounting for race and class in motherhood norms. Sociology Compass, 17(8). https://doi.org/10.1111/soc4.13095

Nikolajeva, M. (2012). Guilt, empathy and the ethical potential of children’s literature. Barnboken, 35. https://doi.org/10.14811/clr.v35i0.139

Nikolajeva, M. (2013). Picturebooks and emotional literacy. The Reading Teacher, 67(4), 249–254. https://doi.org/10.1002/trtr.1229

Nikolajeva, M. (2014). Reading for learning: Cognitive approaches to children’s literature. In Reading for learning: Cognitive approaches to children’s literature. https://doi.org/10.1075/clcc.3

Nikolajeva, M. (2018). What is it like to be a child? Childness in the age of neuroscience. Children’s Literature in Education, 50, 23–37. https://doi.org/10.1007/s10583-018-9373-7

Nikolajeva, M., & Scott, C. (2000). The dynamics of picturebook communication. Children’s Literature in Education, 31(4), 225–239. https://doi.org/10.1023/A:1026426902123

Nodelman, P. (2008). The hidden adult: Defining children’s literature. In The hidden adult: Defining children’s literature.

Oakley, B., Knafo, A., Madhavan, G., & Wilson, D. S. (2011). Pathological altruism. In Pathological altruism.

Pullinger, D. (2019). The words of poems are who you were: Contradictions and continuities in signs of childness in children’s books. Children’s Literature in Education, 50(1), 38–46. https://doi.org/10.1007/s10583-018-9374-6

Riesman, D., Denney, R., & Glazer, N. (1950). The lonely crowd: A study of the changing American character. In The lonely crowd: A study of the changing American character.

Rudd, D. (2001). Psychoanalytic responses to children’s literature (review). The Lion and the Unicorn, 25(1), 174–179. https://doi.org/10.1353/uni.2001.0011

Silverstein, S. (1964). The Giving Tree. Harper & Row.

Sujiwa, K., Sangsthita, S. B., & Wiguna R., P. (2023). Poverty and unemployment in Stephen Crane’s Maggie: A girl of the streets: A new-historicism study. Rubikon: Journal of Transnational American Studies, 10(1), 32–42. https://doi.org/10.22146/rubikon.v10i1.80028

Vaughn, M., & Massey, D. (2022). Introduction to the issue: Exploring affect in children’s literature. Children’s Literature in Education, 53(3). https://doi.org/10.1007/s10583-022-09499-4

Zipes, J. (1982). Towards a social history of the literary fairy tale for children. Children’s Literature Association Quarterly, 7(2), 23–26. https://doi.org/10.1353/chq.0.0449

Zipes, J. (2018). Tales of wonder: Retelling fairy tales through picture postcards. The Lion and the Unicorn, 42(3), 387–391. https://doi.org/10.1353/uni.2018.0037




DOI: https://doi.org/10.31004/jele.v11i5.3175

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Abi Zaky Mashuri, Krisna Sujiwa

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.