Dissertations / Theses on the topic 'Aesop’s fables'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 24 dissertations / theses for your research on the topic 'Aesop’s fables.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Zafiropoulos, Christos A. "Ethics in Aesop's Fables : the Augustana Collection." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264612.
Full textRussell, Pamela A. "Robert Henryson's development of the didactic role of the fable form in "The moral fables of Aesop"." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/18265.
Full textMeyer, Marie-France. "Démétrios de Phalère, d'Athènes à Alexandrie (≈355 avant J.-C.-≈281 avant J.-C.)." Thesis, Orléans, 2010. http://www.theses.fr/2010ORLE1154.
Full textDemetrius of Phalereus is one of the most remarkable examples of a Statesman-Philosopher in Antiquity. Bornca 355 BCE in Phalerum, the former port of Athens, Thanks to his training in the Lyceum, Demetrius, the son ofPhanostratos, became one of the best orators and philosophers of his time. He wrote many works: philosophicaltreatises, historical biographies, a collection of Aesop’s fables and treatises on Homeric poetry. He entered politics in324 at the time of the Harpalus affair and, in 322, subsequently participated in the diplomatic settlement of theLamian War and took part in the government of Phocion set up by Antipater. In 317/6, Cassander put him at the headof the Athenian city, which he governed until 307/6. The democratic regime underwent little change except for theinstitution of a census. He tried to enforce the Aristotelian policy of the “golden mean” and reinforced centralisation.Benefiting from a climate of prosperity and peace, he undertook several reforms, instituting the nomophylakes(“guardians of the law”), sumptuary laws and gynaeconomi, organising a population census, creating Homeristictheatrical performances and emphasising religious festivals, especially those in honour of Dionysos. In the spring of307/6, Demetrius Poliorcetes’ capture of Athens put en end to the government of Demetrius Phalereus who fled toThebes for ten years. His stay in Alexandria in Egypt starting in 297/6 marked the peak of his career. The firstcouncillor to Ptolemy I, he participated in organising the cult of Serapis, and especially, intervened directly in settingup the Mouseion or Library of Alexandria and in the translation of Jewish Law, the Septuagint. His death, probablyca 281/0 BCE, early in the reign of Ptolemy II, is said to have been caused by the bite of an aspic. At a time oftransition between the Classical and Hellenistic periods, all his actions were part of a quest for philosophical, evenesoteric, knowledge
Smith, Greta Lynn. "Imagining Aesop: The Medieval Fable and the History of the Book." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469455774.
Full textSmith, Greta Lynn. "“Full of Fruit, Under ane Fenyeit Fabill:“ Robert Henryson and the Aesopic Tradition." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281098001.
Full textBradburn, Edward M. "'True lies' : Robert Henryson's 'Fables' and the moral of aesopic poetry." Thesis, University of York, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298378.
Full textLunde, Robert C. (Robert Charles). "The Country Mouse and the City Mouse." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc501094/.
Full textKoyabu, Ikue. "La tradition des Fables d'Esope au Japon." Thesis, Limoges, 2018. http://www.theses.fr/2018LIMO0079/document.
Full textBy the end of the 16th century, European people discovered the land of the rising sun and brought Western culture. Japanese people needed to improve the translation of foreign languages. In that context and thanks to christians missionaries, the Aesop’s Fables were the first Western literature to be translated in Japan. During Japan’s isolationist foreign policy, the translated version took the name of Isoho’s Fables and became quickly a part of Japanese culture. Despite this unfavorable environment for foreign texts, the Aesop’s fables remained a unique piece of foreign literature for almost 200 years. Even nowadays, they are still recognized as famous stories. Therefore, we first took a look at its impact on Japanese culture. Then, we compared several esopian books to understand why those Greek texts managed to get accepted in this faraway country, as well as how translators and writers succeeded on adapting them. Aesopian’s fables were not only present in literature, but they were also used at school. That is why, we have also analysed textbooks in order to discover how and why Japanese people have used the Aesop’s Fables throughout ages, societies, politics and culture
Duan, Shu-Jy. "A Tale of Animals: The Changing Images of Animals in Animal Fantasy for Children from Aesop's Fables through 1986." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392118450.
Full textWildhirt, Susanne. "Lehrstückunterricht gestalten : Linnés Wiesenblumen, Aesops Fabeln, Faradays Kerze : exemplarische Studien zur lehrkunstidaktischen Kompositionslehre." kostenfrei, 2007. http://d-nb.info/989768627/34.
Full textLaruelle, Chloé. "Édition, traduction et commentaire des fables de Babrius." Thesis, Bordeaux 3, 2017. http://www.theses.fr/2017BOR30025.
Full textThis doctoral thesis proposes a critical edition of 143 Greek fables composed by Babrius in choliambic verse (1st and 2nd century AD), as well as a French translation and a commentary of the fables. This was achieved by thoroughly establishing the text, through a further examination of the witnesses in the direct tradition (papyri, ancient wax tablets and medieval manuscripts) and through the analysis of the witnesses in the indirect tradition (in particular the Suda). The corpus of fables attributed to Babrius does not permit to establish a traditional history of the text, based on a well-defined stemma. Indeed, there are few, heterogeneous witnesses and their readings diverge so greatly that it is often difficult to choose only one; hence, rather than allowing to retrieve with any degree of certitude the original material intended by Babrius himself, they in fact bear testimony to the numerous rewritings and reworkings of these fables throughout the centuries. This observation was instrumental in our decision to break with the editing tradition. In effect, previous editors, in their will to reconstruct a hypothetical autograph, have often been led to rewrite problematic passages, so that what they propose is a virtual, remodelled and fixed text that is in fact unable to testify to the fascinating history of this living, constantly evolving corpus. This is why this thesis aims to elaborate an alternative history of the text—that is, one that endeavours to reconstitute the complex fortune of Babrius’s fables, through the history of their transmission and rewritings—and, therefore, to propose a different critical edition, that strives to make this evolutionary process of Babrius’s text perceptible to the modern reader
Yannicopoulou, Angela. "The Aesopic fable and the education of the young children with special reference to the ages from four to six." Thesis, University of Hull, 1992. http://hydra.hull.ac.uk/resources/hull:11492.
Full textKarouby, Laurent. ""Histoire et Sagesse d’Aḥiqar l’Assyrien" ou l’Ummānu sans descendance : Invariance et variations, de l’Antiquité au XVIIIe siècle." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3110.
Full text“History and wisdom Aḥiqar the Assyrian” is an exception text since its roots goes in the ancient times of ancient Mesopotamia. His hero, Ahiqar is a Sage, a Ummānu, advise the kings of Assyria, and he is the subject of a vile plot, hatched by his nephew that the Sage had yet raised as if he were her own son ; from the brink of death, Ahiqar is rehabilitated and sent to Egypt to confront the puzzles and the challenges that the Pharaoh launched against his king, while his nephew is punished by death. Our text corpus has seven versions of “History and wisdom Ahiqar the Assyrian,” ranging from 500 BC until the eighteenth century, and composed in Aramaic, in Syriac, in Ge’ez, in Arabic and in Greek. In a comparison conducted in French translation, through the versions we have and all along the different episodes of the story, we first study the dramatic trajectory of life Ahiqar. We then examine the puzzles and challenges addressed by this expert hero of language against Pharaoh before analyzing the two long series of maxims, first educational and punitive, that it administers to his nephew. We also discuss the terms of re-use, or how the history of Aramaic Ahiqar could be re-used, with more or less success, in the Bible, the “Book of Tobit” in the “Life of Aesop the Phrygian” famous Greek fabulist, and the world of “Arabian Nights” with the tale entitled “Sinkarib and two viziers.” Finally, we conclude on the interest of this great figure of Ummānu or advise the king - nor a warrior hero, nor a saint hero, but a language man - for the history of rhetoric
YANG, Chih-Yi, and 楊之怡. "The Research of “Aesop’s Fables”." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/hr9xe9.
Full text國立臺東大學
兒童文學研究所
95
Abstract The goal of this research is to explore the reason why the classical creation “Aesop's Fables” was so attractive to children and was so popular all over the world. There are four issues to be discussed in this research. The issues are as the following. Ⅰ. The origin of “Aesop's Fables” The research includes the compositional background of “Aesop's Fables”, the related information of the author, and how these stories were spread all over the world through the time. Ⅱ. The stories and implied meanings of “Aesop's Fables” In order to understand the relationship between the narrative structures and the implied meanings of the book, the researcher also analyses the way how it narrated stories and explores the philosophy that was hidden behind these stories in “Aesop's Fables”. Ⅲ. The characters of “Aesop’s Fables” It is to understand the effect and benefit of the story characters on “Aesop's Fables” that the researcher compares the images of these characters in the stories to which in the real world. Ⅳ. “Aesop’s Fables”in Taiwan The researcher illustrates the publication of “Aesop's Fables” in Taiwan since 1945, and its applications and benefits on Taiwan’s education.
Hsia, Hui-chen, and 夏慧珍. "A Study on Animal Images in Aesop’s Fables." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/81616922707379985152.
Full text國立臺南大學
國語文學系
95
The world-famous Aesop’s Fables is the earliest fables in Western literature. Originally fables were ironic tales spread in ancient Greece. Until the third century B.C. they were collected as an anthology. Later that, all the fables circulated among the people were arranged and belonged to Aesop’s Fables that pass current on generations till now. Aesop presented human’s good and evil through different animal habits and manners. He portrayed human natures actively and vividly with personification writing skill, ingenious metaphor technique and simple resourceful language. People get instruction, inspiration, living experience and life philosophy in every story of Aesop’s Fables which is really a good book worthy of reading. Now all over the world there are numerous translations of Aesop’s Fables which has become well-known literature work. This research paper includes six chapters as follows: The first chapter is “Instruction” that explains the study’s motivations and purposes, methods and steps and literature research. The second chapter discusses the definition and features of fable, the definition, origin and features of animal fable. Compare animal fable with other animal literature. The third chapter is divided into two parts. One is the docile beast images in Aesop’s Fables. It mainly researches the role images of sheep, donkey, dog, deer and rabbit. And compare the differences of animal images between Chinese and Western cultures. The other is the violet beast images in Aesop’s Fables. To investigate the role images of lion, fox, wolf and snake. And compare the differences of animal images between Chinese and Western cultures. The fourth chapter is the images of birds in Aesop’s Fables. Analyze docile birds like crow, chicken, swallow, dove, jackdaw and peacock. Investigate violet birds such as eagle and kite. The fifth chapter is the artistic skill of animal images in Aesop’s Fables that studies the skills Aesop used to model the role images in fables. The sixth chapter is the conclusion that sums up and put in order the research outcomes of the study. Aesop’s Fables has influenced European Literature deeply and multiply for two thousand years. It affects the creation of fables directly and opens the new page of fable writing for later generations.
Lin, I.-Shan, and 林憶珊. "Beyond Children’s Literature: On Aesop’s Fables and Their Functional Shifts." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/3vc24a.
Full text國立臺灣師範大學
翻譯研究所
103
Aesop’s Fables characterized by talking animals are usually simple, terse, and carry morals that teach children virtues and foster their young mind. However, when Aesop’s Fables were first invented, they were not written for children. The fables were rhetorical materials for orators, philosophers and sophists who used them to illustrate their teachings or oration. Some fables in ancient times were coarse and brutal. In England during the Middle Ages, fables became one of the most used materials for anecdotes. Monks compiled manuscripts, studied, appropriated, and preached the fables to illustrate their religious doctrines. During the Renaissance when the classics were rediscovered, scholars found Aesop’s Fables perfect for young children to learn and to practice Latin and Greek. Editions of Aesop’s Fables designed for language learning were specifically used in grammar schools and functioned as language learning materials for a few centuries. Well into the English Enlightenment, there was no longer a need for learning Latin or Greek. People advocated for new ideas, and during this time, the area of children’s development and education was crucial. Aesop’s Fables, owing to their nature, were edited, illustrated and turned into teaching materials for the youth. Though some publications were still stringent and too difficult for children to read, the English Enlightenment laid the foundation for Aesop’s Fables to become the most enduring and used source of children’s literature. Throughout history, Aesop’s Fables have undergone a series of shifts in functional use. Numerous editions and translations were created to meet different ends. Aesop’s Fables are an organic form of literature that continue to change, grow and thrive. Its nature remains the same, its implication however has been significantly enriched and broadened because of translations.
Patterson, Reginald Dewight. "Commandeering Aesop’s Bamboo Canon: A 19th Century Confederacy of Creole Fugitive Fables." Diss., 2016. http://hdl.handle.net/10161/12848.
Full textIn my thesis, “Commandeering Aesop’s Bamboo Canon: A 19th Century Confederacy of Creole Fugitive Fables,” I ask and answer the ‘Who? What? Where? When? Why?” of Creole Literature using the 19th century production of Aesopian fables as clues to resolve a set of linguistic, historical, literary, and geographical enigmas pertaining the ‘birth-place(s)’ of Creolophone Literatures in the Caribbean Sea, North and South America, as well as the Indian Ocean. Focusing on the fables in Martinique (1846), Reunion Island (1826), and Mauritius (1822), my thesis should read be as an attempt capture the links between these islands through the creation of a particular archive defined as a cartulary-chronicle, a diplomatic codex, or simply a map in which I chart and trace the flight of the founding documents relating to the lives of the individual authors, editors, and printers in order to illustrate the articulation of a formal and informal confederation that enabled the global and local institutional promotion of Creole Literature. While I integrate various genres and multi-polar networks between the authors of this 19th century canon comprised of sacred and secular texts such as proclamations, catechisms, and proverbs, the principle literary genre charted in my thesis are collections of fables inspired by French 17th century French Classical fabulist, Jean de la Fontaine. Often described as the ‘matrix’ of Creolophone Literature, these blues and fables constitute the base of the canon, and are usually described as either ‘translated,’ ‘adapted,’ and even ‘cross-dressed’ into Creole in all of the French Creolophone spaces. My documentation of their transnational sprouting offers proof of an opaque canonical formation of Creole popular literature. By constituting this archive, I emphasize the fact that despite 200 years of critical reception and major developments and discoveries on behalf of Creole language pedagogues, literary scholars, linguists, historians, librarians, archivist, and museum curators, up until now not only have none have curated this literature as a formal canon. I also offer new empirical evidence in order to try and solve the enigma of “How?” the fables materially circulated between the islands, and seek to come to terms with the anonymous nature of the texts, some of which were published under pseudonyms. I argue that part of the confusion on the part of scholars has been the result of being willfully taken by surprise or defrauded by the authors, or ‘bamboozled’ as I put it. The major paradigmatic shift in my thesis is that while I acknowledge La Fontaine as the base of this literary canon, I ultimately bypass him to trace the ancient literary genealogy of fables to the infamous Aesop the Phrygian, whose biography – the first of a slave in the history of the world – and subsequent use of fables reflects a ‘hidden transcript’ of ‘masked political critique’ between ‘master and slave classes’ in the 4th Century B.C.E. Greece.
This archive draws on, connects and critiques the methodologies of several disciplinary fields. I use post-colonial literary studies to map the literary genealogies Aesop; use a comparative historical approach to the abolitions of slavery in both the 19th century Caribbean and the Indian Ocean; and chart the early appearance of folk music in early colonial societies through Musicology and Performance Studies. Through the use of Sociolinguistics and theories of language revival, ecology, and change, I develop an approach of ‘reflexive Creolistics’ that I ultimately hope will offer new educational opportunities to Creole speakers. While it is my desire that this archive serves linguists, book collectors, and historians for further scientific inquiry into the innate international nature of Creole language, I also hope that this innovative material defense and illustration of Creole Literature will transform the consciousness of Creolophones (native and non-native) who too remain ‘bamboozled’ by the archive. My goal is to erase the ‘unthinkability’ of the existence of this ancient maritime creole literary canon from the collective cultural imaginary of readers around the globe.
Dissertation
Cheng, Juchun, and 鄭如君. "The Effects of Reading Aesop’s Fables through Small-Group Shared Reading on Vocabulary Learning and Learning Attitude of Taiwanese Seventh Graders." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/58858238078877749057.
Full text國立臺北教育大學
兒童英語教育學系碩士班
100
Abstract This study aimed at investigating the effects of reading Aesop’s Fables through small-group shared reading on vocabulary learning and learning attitude of Taiwanese seventh graders. Students’ opinions toward small-group shared reading and reading of Aesop’s Fables were also explored. The participants were 62 seventh-grade students in a junior high school in Keelung, Taiwan, divided into the experimental group and the control group. The 30 students in the experimental group received small-group shared reading instruction, and the 32 students in the control group received normal reading instruction. The reading was implemented for eight consecutive weeks, with a 70-minute reading session per week. After the eight-week reading sessions, both groups took pretests, posttests and questionnaires on vocabulary learning, including word reading and comprehension of word meanings. The experimental group further completed surveys on reading Aesop’s Fables in small groups. The major findings of this study were summarized as follows: 1. In terms of word reading and comprehension of word meanings, both groups demonstrated significant progress in the posttest compared with the pretest. However, the experimental group significantly outperformed the control group in the posttest. 2. In terms of learning attitude, the experimental group gained significantly higher scores in the leaning attitude posttest than the control group did. In addition, the experimental group showed more positive attitude especially in the aspects of cognition and behavior component. However, there were no significant differences in the aspect of affective component. 3. According to questionnaire and interview, the experimental group expressed supportive attitudes and great interests in reading Aesop’s Fables in small-group shared reading sessions. Finally, based on the research results, some suggestions were offered for further studies related to reading Aesop’s Fables through small-group shared reading. Key words: small-group shared reading, vocabulary learning, learning attitude
Yu-ChienSu and 蘇郁茜. "The first Chinese translation of Aesop's Fables:"Hoang-i"." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/24369237739402587017.
Full textHuang, Edward Cheng-Chung, and 黃正忠. "Retelling Aesop\'s Fables for Moral Development in Children." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/rsz982.
Full text國立臺北科技大學
應用英文系碩士班
104
How English as a Foreign Language (EFL) teachers help their students develop morality while carrying on language teaching is the topic in this thesis. In the western world, Aesop’s fables have been utilized as means to guide the public and learners to be moral beings for around two thousand and five hundred years, and retelling the fables is the tradition which can been seen from the history of Aesop’s Fables, but how to rewrite the fables according to the modern theories of moral developments for children in the twenty-first century is the issue which needs to be further discussed. Thus, the modern theories of moral developments—the psychoanalytic theory, the social learning theory, Piaget’s moral development, and Kohlberg’s stages of moral understanding—will be introduced and explained; the literary supports for moral developments will be suggested; the characteristics of Aesop’s Fables will be addressed; and the basic knowledge for writing stories will be supplied to assist EFL teachers in retelling the fables effectively and efficiently. At last, the series of new “The Lion and the Mouse” versions retold with the application of the aforementioned information will be exhibited as the exempla for EFL teachers’ reference and inspiration to prove how readily EFL teachers can include part of Character Education in their curricula of teaching foreign language. Promoting the idea that EFL instructors do have the capacity for teaching not only the language but also Character Education to their students is the main purpose to write this thesis.
Pertsinidis, Sonia. "Like a warhorse bridled in gold : a study of the Aesopic fables of Babrius." Phd thesis, 2010. http://hdl.handle.net/1885/148451.
Full textGreentree, Rosemary. "Reader, teller, and teacher : the narrator of Robert Henryson's Moral fables." Thesis, 1986. http://hdl.handle.net/2440/109769.
Full textWildhirt, Susanne [Verfasser]. "Lehrstückunterricht gestalten : Linnés Wiesenblumen, Aesops Fabeln, Faradays Kerze ; exemplarische Studien zur lehrkunstidaktischen Kompositionslehre / vorgelegt von Susanne Wildhirt." 2008. http://d-nb.info/989768627/34.
Full textSlavíková, Pavla. "Norimberské štočky Erharda Schöna v Olomouci a Skalici (16.- 20. století)." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-368133.
Full text