Modern Paradigm Oleanna Mamet

Categories: Oleanna

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Mamet’s Oleanna serves as a paradigm to reveal the power dynamics within one of our most vital institutions. Act One, Two and Three all present different stages in the characters power relations while the first act presents a typical teacher student relationship, the second and third acts take a sudden turn and reverse the pre-established hierarchy of the first acts. John is introduced from the first scene of the play as a university professor, husband, and father in his mid-forties who is on the verge of achieving tenure.

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He is meeting his twenty-year-old student, Carol, in his office to discuss the professor’s course in education, which she is struggling with. During this time, John performs several inappropriate comments and actions that Carol subsequently deciphers as sexual assault. The rest of the play follows the aftermath of her accusation and the transfer of power within the student-teacher relationship to Carol. Intelligence and restraint are key in grasping the dynamic power shifts that occur in the intertwining relationship between John and Carol.

In Mamet’s Oleanna, knowledge is power. Although John is the more academically adept individual between them, Carol is able to succeed in subjugating him. She does this by leading him to believe that she is just a naive, credulous girl who he could confound with his speech and interest in her. During John and Carol’s first private meeting in his office, he demonstrates both his power and superior knowledge, using words that both dishearten and acerbate her.

John repeatedly employs a vocabulary that draws attention to his academic elitism, favoring words like “obeisance” (Mamet 2), “verbiage” (9), or “paradigm” (23) over more straightforward choices. John uses his vocabulary to help reassure himself of his advanced academic position. John’s confidence in his ability to make others feel intellectually inferior stems from the overwhelming satisfaction he gains from holding power over his students.

John’s choices to use purposefully imprecise language showcase not only his superior knowledge and desire for power, but his domineering personality. Carol picks up on this use of vague rhetoric and calls John out on it in throughout Scene II. For example, Carol asserts, “You love the Power. To deviate. To invent, to transgress...to transgress whatever norms have been established for us” (Mamet 26). However, Carol uses these “lessons” John unknowingly gives her to further her own agenda, allowing the power dynamic within the student-teacher relationship to fluctuate. Ultimately, Carol gradually becomes more proficient at using intentionally confusing language to demonstrate her own power that she holds over John. Carol’s linguistic advancements symbolize the underlying occurrence of the transition of power between John and his student, Carol.

Although John derives his power from his intellect and position, Carol seizes it from him by reporting his sexually inappropriate dialogue and actions “to the tenure committee” (Mamet 24). Carol explains that John said he “liked being with” her, “he wanted to take off the artificial stricture of Teacher and Student” and “put his arm around” her (24). This complaint about his actions threatens almost every aspect of his life, and John’s frustration accumulates with every meeting with her. John’s aspirations of tenure and a new house for his family are destroyed by the conclusion of the play, along with his job, reputation, and perhaps much more. He has lost everything that he could have used to establish his superiority within his academic community.

John’s vicious display of power at the conclusion of the play represents the unwilling surrender of power to Carol. He drops the masquerade of a concerned mentor and reveals his perverse and violent impulses. In the second scene, when Carol begins to have some leverage against him, John still feels he can manipulate her into recanting. He accomplishes this by telling her that “it’s going to humiliate you” (24) and then appeals to her empathy by saying “it’s going to cost me my house” (24). This does not work, as Carol has already received reassurance and confidence from her “group” and will not be swayed by his talk of family or anything else. As he continues to do this, she exclaims “DO YOU SEE? You can’t do that anymore. You. Do. Not. Have. The. Power” (25). This is proven by the conclusion of the play, where John is reduced to physically lashing out while Carol remains calculating and composed.

Oleanna exposes the unique interplay of power, language, and oppression that can occur in the educational system and in our society. Carol becomes increasingly proficient in language and emotional manipulation, the tools being used against her by John. Not only does John’s language deteriorate into fragments and curses, but Carol employs the very same words to dismantle his defenses. When John assaults Carol, his scholarly vocabulary, paternal concern, and complete control of his student Although Carol views him as a vile and elitist person, they both share the desire to seek power in an attempt to ensure a personal sense of safety. Fear of losing power drives both of them to seek control over their student-teacher relationship. In the end, when John is stripped of his powers, he resorts to physical power by assaulting Carol.