Relevant bibliographies by topics / Aesop's Fables

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Aesop's Fables'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources 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.

Journal articles on the topic "Aesop's Fables"

1

Kwak, Young Kuen. "A Study on the Utilization of Aesop's Fables in Moral Education: Focusing on the Revised 2022 Elementary School Moral Education Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 14 (July 31, 2023): 397–415. http://dx.doi.org/10.22251/jlcci.2023.23.14.397.

Full text
Abstract:
Objectives The purpose of this study is to explore the utilization of Aesop's Fables in moral education, with a focus on the revised 2022 elementary school moral education curriculum. Methods To this end, I would like to present the individual fables of Aesop’s Fables by linking the content system of the 2022 revised elementary school moral education curriculum. In addition, it was intended to provide information and reasons for fables to be careful when using Aesop’s Fables in elementary school moral subject education. Furthermore, in order to pursue the formality of moral development in moral education, I tried to illustrate major learning questions and simple utilization measures through Aesop’s Fables. Results Aesop’s Fables were related to 202 in the “Relationship with oneself” section, 85 in the “Relationship with Others,” 46 in the “Relation with Society and Community” section, and 25 in the “Relation with Nature” section, which is the content system for the 2022 revised elementary school moral education curriculum. In detail, Aesop’s Fables could be linked to 19 content systems of questions and achievement standards. In addition, from Aesop's fables, I was able to extract 192 fables to be careful about in terms of “sincerity”, “consideration”, “justice”, “responsibility”, which are the core values of the moral education curriculum, and “sexual ethics”. And, moral questions for each fable were proposed for an approach to the formality of moral development of moral education. Finally, I was able to select ‘Wolf and Dog’ fable and present some examples of using them as a formal approach to moral development. Conclusions Aesop's Fables, which has been used as a moral story resource for a long time, can be effectively utilized as a story material for the revised 2022 elementary school moral education curriculum's content system and achievement standards and approaches to moral development forms. However, caution should be taken regarding non-moral elements, and further detailed discussions on specific utilization strategies will be necessary in the future.
APA, Harvard, Vancouver, ISO, and other styles
2

Allen, Edward J. "Aesop's moral on success." Mathematical Gazette 105, no. 564 (October 13, 2021): 481–89. http://dx.doi.org/10.1017/mag.2021.116.

Full text
Abstract:
Aesop's Fables is an enduring collection of short stories with morals that is credited to Aesop, a slave who lived in early Ancient Greece about 2600 years ago. Undoubtedly many later ancient Greek philosophers such as Pythagoras, Socrates, Aristotle and Archimedes were told Aesop's fables in their youth. In a race described in ‘The Tortoise and the Hare’, one of the most famous of Aesop's fables, a tortoise, running in a steady constant manner, beats a hare that is racing irregularly. The lesson of the fable is often interpreted as ‘slow but steady wins the race’ or ‘consistent, effective effort leads to success’ (see [1]) and is applicable to many human activities. The fable illustrates the general problem of working toward an objective when the rate of work is either constant or varies randomly.
APA, Harvard, Vancouver, ISO, and other styles
3

Carlson, Gregory I. "Four American Aesopic Parodists." Reinardus / Yearbook of the International Reynard Society 10 (December 11, 1997): 59–82. http://dx.doi.org/10.1075/rein.10.05car.

Full text
Abstract:
Abstract Carlson considers four Americans who took Aesopic texts and created others that somehow transform the originals. For each author he asks two questions: What does he do with Aesop's stories? And what is the effect. For the latter three, there is also a small sampling of images. Bierce the cynic gives fables a surprising switch. The effects of surprise are to challenge rethinking and to suggest that things are worse than we thought. Thurber disrupts, divides, and denies traditional fables in order to undermine the easy validity people give to tradition. Zimler adds new morals or surprising new phases to traditional fables and pokes fun at the psychology of characters in order to create a humorous new interpretation for each fable. Eichenberg the social critic combines strong woodcuts and playful textst to present his own mix of amusement and accusation.
APA, Harvard, Vancouver, ISO, and other styles
4

Chesterton, G. K. "Introduction to Aesop's Fables." Chesterton Review 27, no. 1 (2001): 17–20. http://dx.doi.org/10.5840/chesterton2001271/278.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Urdolotova, Ch A. "THE INFLUENCE OF ORIENTAL TABLES ON KYRGYZ FABLES." Heralds of KSUCTA, №1, 2022, no. 1-2022 (March 14, 2022): 168–73. http://dx.doi.org/10.35803/1694-5298.2022.1.168-173.

Full text
Abstract:
The study and assessment of the essence of the fable genre in world literature is multifaceted and varied. However, more stable views emerged. Assessing the nature of fables among the Kyrgyz people, it was important to use international experience. Therefore, referring to information related to the genre of fables among the peoples of the East, evaluating the nature of fables in them, determining the conditions that influenced their emergence - an objective assessment of these processes. The influence of eastern cultural values on the fairy tale genre of the Kyrgyz people and what influenced the change in national consciousness before the appearance of western cultural values (Aesop's fables). The influence of Buddhism and Islamic culture on Kyrgyz culture, especially myths about animals, jataka, Panchatantra, Kalila and Dimna, will be analyzed with specific facts about the formation of Kyrgyz folk fables.
APA, Harvard, Vancouver, ISO, and other styles
6

Pedraza Hernández, Blanca Ximena, and Heidy Liliana Castiblanco Gil. "Aesop's fables adaptation: an alternative for fostering values, oral production and listening comprehension." Enletawa Journal 10, no. 2 (November 22, 2018): 31–47. http://dx.doi.org/10.19053/2011835x.8693.

Full text
Abstract:
This article aims at presenting the experiences acquired from the project titled “Aesop’s Fables Adaptation: An Alternative for Fostering Values, Oral Production and Listening Comprehension”, carried out at a public school in Tunja with fourth graders. The project related to the adaptation of Aesop´s fables, which were included in the school´s curriculum topics and implemented through different workshops. This was done in order to develop values awareness and English skills. Throughout this project, most of the students participated, were very attentive class after class, and enjoyed the activities. The students began to use the vocabulary they learnt from the fables for communicative purposes. In the same way, students were aware of moral aspects, the implicit values in each story, and the fables’ importance in their own lives
APA, Harvard, Vancouver, ISO, and other styles
7

Regier, Willis Goth. "Erasmus and Aesop." Erasmus Studies 39, no. 1 (March 13, 2019): 51–74. http://dx.doi.org/10.1163/18749275-03901004.

Full text
Abstract:
Abstract Erasmus was a fluent Aesopian. In books and letters he cited Aesop’s fables to explain, admonish, and insult. The Adagiorum Chiliades alludes to more than seventy different fables, including two adages about Aesop: “Ne Aesopum quidem trivisti” (2.6.27); and “Aesopicus sanguis” (2.6.63). The great adage “Scarabeus aquilam quaerit” (3.7.1) begins with Aesop’s fable. Erasmus’ own contributions to collections of fables were printed in Antwerp, Basel, Louvain, Strasbourg, Paris, and Venice. This paper examines Erasmus’ use of Aesop, identifies the fables Erasmus favored, and places his versions of fables in the history of Aesop transmission.
APA, Harvard, Vancouver, ISO, and other styles
8

Lee, Byung-Wook. "Ego Defense Mechanisms in Aesop's Fables." Psychoanalysis 28, no. 4 (October 31, 2017): 83–95. http://dx.doi.org/10.18529/psychoanal.2017.28.4.83.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Goldman, Jason G. "From the Pages of Aesop's Fables." Scientific American 313, no. 3 (August 18, 2015): 24. http://dx.doi.org/10.1038/scientificamerican0915-24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Eteokleous, Nikleia, Despo Ktoridou, and Dolapsakis Demetris. "Aesop's Fables: a technology-based delivery." International Journal of Technology Enhanced Learning 1, no. 1/2 (2008): 118. http://dx.doi.org/10.1504/ijtel.2008.020234.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Aesop's Fables"

1

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 text
APA, Harvard, Vancouver, ISO, and other styles
2

Smith, 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 text
APA, Harvard, Vancouver, ISO, and other styles
3

Lunde, 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 text
Abstract:
The purpose of this play is to dramatize the fable of a city mouse and her cousin in the country, and the differences in their lifestyles. Through visits to each other's respective homes, the mice discover that there is more to life than what their own environment has to offer.
APA, Harvard, Vancouver, ISO, and other styles
4

Koyabu, Ikue. "La tradition des Fables d'Esope au Japon." Thesis, Limoges, 2018. http://www.theses.fr/2018LIMO0079/document.

Full text
Abstract:
A la fin du XVIème siècle, les Européens découvrirent le Pays du Soleil Levant et ils apportèrent la civilisation occidentale. Les Japonais eurent besoin de développer le travail de traduction d’oeuvres étrangères. Dans ces conditions, Les Fables d’Ésope furent traduites et devinrent le premier texte occidental connu au Japon grâce aux missionnaires chrétiens. Cette oeuvre a été nommée Les Fables d’Isoho et intégra rapidement la culture japonaise pendant la période d’isolationnisme. Malgré cette situation politique défavorable pour le texte étranger, les fables ésopiques avaient survécu en tant qu’unique texte littéraire occidental pendant presque 200 ans. Même après la réouverture du pays, la popularité de cette oeuvre n’a pas changé. Nous avons donc regardé comment cette première littérature occidentale laissa des traces dans la culture japonaise. Nous avons ensuite comparé plusieurs ouvrages ésopiques afin de comprendre pourquoi ces fables réussirent à être acceptées dans ce pays et comment les traducteurs et les auteurs adoptèrent ces textes grecs dans un pays si lointain. La réception des fables ésopiques ne se limite pas au monde littéraire mais se retrouve aussi dans le cadre pédagogique. C’est pourquoi nous avons également analysé des manuels scolaires pour savoir comment et dans quel but les Japonais employèrent les fables selon la société, l’époque, la politique et la culture
By 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
APA, Harvard, Vancouver, ISO, and other styles
5

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 text
APA, Harvard, Vancouver, ISO, and other styles
6

Russell, 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 text
Abstract:
INTENT: The purpose of the paper is to examine Henryson's collection of Aesopic and Reynardian Fables in the light of whatever instructive intent he may have had in undertaking the work. METHOD: The paper first examines both Henryson's personal history, and the social and legal background against which the fables were composed. There follows a brief discussion of the development of the fable form from its earliest appearances, incorporating an examination of Henryson's possible didactic intentions in selecting this format for his work. The paper then moves on to examine the various methods according to which instruction has been contained in the fables. This includes a discussion of such topics as Henryson's expansion of the originals, political criticism, the introduction of Aesop as a character, the use of humour and the operation of the "Fables" as a single work. CONCLUSION: It is concluded that Henryson does indeed incorporate both the original moral messages, and a full range of deeper messages, in his Fables without compromising their success as literature, or as entertainment.
APA, Harvard, Vancouver, ISO, and other styles
7

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 text
APA, Harvard, Vancouver, ISO, and other styles
8

Bradburn, 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 text
APA, Harvard, Vancouver, ISO, and other styles
9

Wildhirt, Susanne. "Lehrstückunterricht gestalten : Linnés Wiesenblumen, Aesops Fabeln, Faradays Kerze : exemplarische Studien zur lehrkunstidaktischen Kompositionslehre." kostenfrei, 2007. http://d-nb.info/989768627/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Laruelle, Chloé. "Édition, traduction et commentaire des fables de Babrius." Thesis, Bordeaux 3, 2017. http://www.theses.fr/2017BOR30025.

Full text
Abstract:
Cette thèse vise à proposer une édition critique des quelque 143 fables grecques composées en choliambes par Babrius (Ier – IIe siècle après J.-C.), à les traduire en français et à en proposer un commentaire. Un travail complet d’établissement du texte a pour cela été mené, fondé sur l’examen à nouveaux frais des témoins de la tradition directe (papyri, tablettes de cire antiques et manuscrits médiévaux) et sur l’analyse des témoins de la tradition indirecte (la Souda en particulier). Le corpus des fables attribuées à Babrius ne permet pas une histoire du texte traditionnelle, fondée sur un stemma bien déterminé. En effet, les témoins sont peu nombreux, hétérogènes, et leurs leçons si divergentes qu’il est souvent difficile d’en préférer une ; aussi attestent-ils davantage des réécritures et des remaniements successifs dont ces fables ont fait l’objet au cours des siècles qu’ils ne permettent de retrouver avec sûreté la matière originelle voulue par Babrius lui-même. Ce constat a joué un rôle déterminant sur notre décision de nous démarquer des éditeurs précédents. Ces derniers, en effet, désireux de reconstituer un hypothétique « original d’auteur », ont souvent été amenés à réécrire les passages problématiques, si bien qu’ils donnent à lire un texte virtuel, remodelé et figé, incapable de témoigner de l’histoire pourtant passionnante de ce corpus vivant, en perpétuel devenir. C’est pourquoi cette thèse s’attache à élaborer une histoire du texte alternative – c’est-à-dire soucieuse de reconstituer dans sa complexité la fortune des fables de Babrius, l’histoire de leur transmission et de leurs réécritures – et, partant, une édition critique différente, attentive à rendre perceptible pour le lecteur moderne ce processus d’évolution du texte babrien
This 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
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Aesop's Fables"

1

Tessa, Hamilton, ed. Aesop's fables. Newmarket, England: Brimax, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Aesop, Fry Nora ill, and Hill Lois, eds. Aesop's fables. New York: Children's Classics, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Patrick, Owsley, ed. Aesop's fables. New York: Papercutz, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Aesop and Sturrock Walt 1961 ill, eds. Aesop's fables. Parsippany, NJ: Unicorn Pub. House, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Aesop. Aesop's fables. 2nd ed. New York, N.Y: Barnes & Noble, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Martin, Jarrie, and Aesop, eds. Aesop's fables. New York: Sterling, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Aesop, ed. Aesop's fables. New York: Dial Books for Young Readers, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Aesop and Zwerger Lisbeth ill, eds. Aesop's fables. Saxonville, MA: Picture Book Studio, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Aesop and Gibbs Laura, eds. Aesop's fables. Oxford: Oxford University Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Aesop and Stewart Pat Ronson ill, eds. Aesop's fables. New York: Dover Publications, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Aesop's Fables"

1

Parween, Sanaa, Jayatee Bhattacharya, and Simi Malhotra. "Political Representation of Aesop's Beast Fables in Augustan Age." In Interdisciplinary Perspectives on Sustainable Development, 57–60. London: CRC Press, 2023. http://dx.doi.org/10.1201/9781003457619-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bai, Limin. "Chapter 3. “Altering the original fables to suit Chinese notions”." In Children’s Literature, Culture, and Cognition, 69–88. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.15.03bai.

Full text
Abstract:
The Yishi yuyan, a Chinese translation of Aesop’s fables based largely on the collection by Roger L’Estrange (1616–1704), was published circa 1840 by Robert Thom (1807–1846), with his Chinese tutor as co-translator. This chapter examines the sinicization of the Yishi yuan by investigating how the translators recontextualized a culturally appropriate context for the integration of various Chinese literary sources in their narration and reflection of the fables. Following a discussion of the rendering of L’Estrange’s Aesop into Chinese, the key elements that facilitated the success of sinicization of the Yishi yuyan are analysed to illustrate the sinicization techniques and strategies employed by the translators in adapting L’Estrange’s Aesopic fables to a Chinese narrative.
APA, Harvard, Vancouver, ISO, and other styles
3

Bistué, Belén. "Collaborative Translation as a Model for Multilingual Printing in Early Renaissance Editions of Aesop's Fables." In Multilingual Texts and Practices in Early Modern Europe, 109–26. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003094104-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Korhonen, Tua. "Anthropomorphism and the Aesopic Animal Fables." In Animals and their Relation to Gods, Humans and Things in the Ancient World, 211–31. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-24388-3_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Goldstein, Binyamin Y. "The Jewish Recension of a Syriac Version of Aesop’s Fables." In From Ancient Manuscripts to Modern Dictionaries, edited by Tarsee Li, Keith Dyer, Terry C. Falla, Binyamin Goldstein, Erica Hunter, Matthew Morgenstern, Polycarpus A. Aydin, et al., 61–76. Piscataway, NJ, USA: Gorgias Press, 2017. http://dx.doi.org/10.31826/9781463237073-005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Marsh, David. "Poggio and Alberti Revisited." In Atti, 89–102. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-6453-968-3.08.

Full text
Abstract:
The careers of the Curial secretaries Poggio Bracciolini (1380-1459) and Leon Battista Alberti (1404-1472) reveal many parallels. In 1437-1438 the Este court of Ferrara, where Eugenius IV convoked a church council, provided a focal point for their friendship. It was to the Ferrarese canon Francesco Marescalchi that Poggio dedicated Book 1 of his Latin epistles (1436), and Alberti his Hundred Apologues (1437). Both men were inspired to critiques of contemporary society by the Greek satirist Lucian, and both indulged in composing brief witticisms that expose human vice: Poggio in his Facetiae (Jests) and Alberti in his Apologi (Fables) and Vita (Autobiography). From Lucian, they also learned to dramatize human foibles on the imagined stage of the theatrum mundi, or theater of the world: Poggio in his dialogues, and Alberti in both the Intercenales and Momus. Despite such literary affinities, their approach to ethical questions differed, especially concerning the validity of allegory, which Poggio rejected but Alberti embraced. As a tribute to his colleague, Alberti dedicated Book 4 of his Intercenales to Poggio; he prefaced the work with an ironic Aesopic fable that asserts the superiority of recondite scientific research over commonplace humanistic studies. Eventually, Alberti’s status as an outsider in Florence was reflected in the deterioration in his relations with Poggio. The rift was widened in 1441, when Alberti organized the Italian poetic competition called the Certame Coronario that was held in the Florence cathedral on October 22. Poggio was a member of the jury that, to Alberti’s chagrin, refused to declare a winner.
APA, Harvard, Vancouver, ISO, and other styles
7

Glenn, Jane Matthews, and José Otero. "Canada and the Kyoto Protocol: An Aesop Fable." In Climate Change and the Law, 489–507. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5440-9_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gärtner, Ursula. "Aesopi ingenio statuam posuere Attici. The Author Image in Phaedrus’s Fables." In Giornale Italiano di Filologia - Bibliotheca, 201–32. Turnhout, Belgium: Brepols Publishers, 2022. http://dx.doi.org/10.1484/m.gifbib-eb.5.128846.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Behn, Aphra, and Aesop [Aesopus]. "72. Aesop's Fables." In The Pickering Masters: The Works of Aphra Behn, Vol. 1: Poetry, edited by Janet Todd, 232. Pickering & Chatto, 1992. http://dx.doi.org/10.1093/oseo/instance.00212470.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

"1 • Aesop's life: Fathering the fable." In Fables of Power, 13–44. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822382577-003.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Aesop's Fables"

1

Shin, Hyun Jun, Daae Lee, Jinho Yoon, and Eun-Ju Lee. "IS THE ANT IN AESOP’S FABLE A PRESENT ANHEDONIA? A BEHAVIORAL AND NEURAL INVESTIGATION OF TEMPORAL DISCOUNTING." In Bridging Asia and the World: Globalization of Marketing & Management Theory and Practice. Global Alliance of Marketing & Management Associations, 2014. http://dx.doi.org/10.15444/gmc2014.08.02.02.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Aesop's Fables' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography