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Dissertations / Theses on the topic 'Children's literature – Philosophy'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Johansson, Viktor. "Dissonant Voices : Philosophy, Children's Literature, and Perfectionist Education." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92106.

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Dissonant Voices has a twofold aspiration. First, it is a philosophical treatment of everyday pedagogical interactions between children and their elders, between teachers and pupils. More specifically it is an exploration of the possibilities to go on with dissonant voices that interrupt established practices – our attunement – in behaviour, practice and thinking. Voices that are incomprehensible or expressions that are unacceptable, morally or otherwise. The text works on a tension between two inclinations: an inclination to wave off, discourage, or change an expression that is unacceptable or unintelligible; and an inclination to be tolerant and accept the dissonant expression as doing something worthwhile, but different. The second aspiration is a philosophical engagement with children’s literature. Reading children’s literature becomes a form of philosophising, a way to explore the complexity of a range of philosophical issues. This turn to literature marks a dissatisfaction with what philosophy can accomplish through argumentation and what philosophy can do with a particular and limited set of concepts for a subject, such as ethics. It is a way to go beyond philosophising as the founding of theories that justify particular responses. The philosophy of dissonance and children’s literature becomes a way to destabilise justifications of our established practices and ways of interacting. The philosophical investigations of dissonance are meant to make manifest the possibilities and risks of engaging in interactions beyond established agreement or attunements. Thinking of the dissonant voice as an expression beyond established practices calls for improvisation. Such improvisations become a perfectionist education where both the child and the elder, the teacher and the student, search for as yet unattained forms of interaction and take responsibility for every word and action of the interaction. The investigation goes through a number of picture books and novels for children such as Harry Potter, Garmann’s Summer, and books by Shaun Tan, Astrid Lindgren and Dr. Seuss as well narratives by J.R.R. Tolkien, Henrik Ibsen, Jane Austen and Henry David Thoreau. These works of fiction are read in conversation with philosophical works of, and inspired by, Ludwig Wittgenstein and Stanley Cavell, their moral perfectionism and ordinary language philosophy.
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2

McCoy, Allen. "TYA Methodology Twentieth-Century Philosophy, and Twenty-First Century Practice: An Examination of Acting, Directing, and Dramatic Literature." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3943.

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Throughout the twentieth century, theatre for young audiences (TYA), or children's theatre, has been situated as something "other" or different than adult theatre, a kind of theatre--but not really theatre, a construct which opened the door to numerous "how to" philosophies geared specifically toward the theatre for young audiences practitioner. As a twenty-first century theatre practitioner, I am interested in how these philosophies are situated within or against current professional practices in the TYA field. This interest led me to the main question of this study: What are the predominant twentieth-century philosophies on acting, directing, and dramatic literature in the TYA field; and how do they compare to what is currently practiced on the professional American TYA stage? In order to explore current practice, I focused on three theatres, two of which are nationally recognized for their "quality" TYA work, the Seattle Children's Theatre and the Children's Theatre Company in Minneapolis. The third company, the Orlando-UCF Shakespeare Festival, is one of the largest Shakespearean festivals in the country, and has a growing theatre for young audiences program. Between June and October of 2006, I conducted numerous interviews with professional managers, directors, and actors from these organizations. I also attended productions of Pippi Longstocking (Children's Theatre Company), Honus and Me (Seattle Children's Theatre), and Peter Rabbit (Orlando-UCF Shakespeare Festival). It was through these interviews and observations of these productions that I was able to gain data--methodology, techniques, and philosophy--on twenty-first century TYA acting, directing, and dramatic literature. My study has uncovered that although there are numerous twentieth-century "how to" philosophies, many current TYA practitioners are unfamiliar with them. Most of the twenty-first century TYA practice that I studied follows the trends of the adult theatre. This thesis serves as the culmination of my Master of Fine Arts in theatre for young audiences at the University of Central Florida. However, it is not a culmination of my study on the theatre for young audiences field. Past philosophies paired with current methodology, while providing models of quality, also open the door to numerous ideas for further study. This thesis challenges me in examining my own notions of quality acting, directing, and dramatic literature in the TYA field; and it is my hope that this challenge makes me a more informed, deliberate, and responsible theatre practitioner.
M.F.A.
Department of Theatre
Arts and Humanities
Theatre
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3

Huang, Jui-Yi. "An artist of Tai Chi : a critical study of the life, art and culutral philosophy of the children's literature artist Ed Young /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953204281593.

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4

Van, der Nest Megan. ""Tell me how you read and I will tell you who you are": children's literature and moral development." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002852.

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It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.
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5

Svensson, Anne. "Soaring over the dividing wall." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385489.

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6

Schneider, Chad Curtis. "The Use of Children’s Books as a Vehicle for Ideological Transmission." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243969728.

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7

Da, Silva Claudionor Renato. "Johan Huizinga and the concept of playfulness: contribution of Philosophy to Mathematics children’s literature." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123970.

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Homo Ludens, a work written by Johan Huizinga is another alternative for the conceptualization and use of the term ludic in mathematical education, with a significant contribution to the pedagogical practice involving children’s mathematical literature or children’s literature with mathematical content, replacing the recurrent use of the terms »play» and »playful» from the field of educational psychology. From the bibliographic method, the study allowed three general conclusions: the first is the presence of philosophy in mathematics education with the use of children’s literature; the second, arising from the first is the possibility of philosophy to enter the contents of mathematics by encouraging logical reasoning, from early childhood education; and, lastly, that there are many gains in teacher training, in pedagogy courses, especially in the promotion of learning and knowledge in mathematical education, under the play, which are part of a philosophically based perspective present in the work Homo Ludens of the Huizinga.
Homo Ludens, trabajo escrito por Johan Huizinga, es una alternativa para la conceptualización y el uso del término lúdico en educación matemática, con una contribución significativa a la práctica pedagógica, involucrando la literatura infantil matemática, o literatura infantil, con contenido matemático, sustituyendo el recurrente uso de los términos «juego» y «lúdico», oriundos del campo de la psicología de la educación. A partir del método bibliográfico, el estudio permitió tres conclusiones generales: la primera es la presencia de la filosofía en la educación matemática con el recurso de la literatura infantil; la segunda, derivada de la primera, es la posibilidad para la filosofia, de adentrarse en los contenidos de las matemáticas, incentivando el raciocinio lógico, desde la educación infantil; y, por último, que son muchos los benefícios en la formación de profesores, en cursos de pedagogía, sobre todo, en la promoción de los aprendizajes y saberes en educación matemática, bajo la dinámica lúdica, que se inserta en una perspectiva de base filosófica presentada en la obra Homo Ludens de Huizinga.
Homo Ludens, obra escrita por Johan Huizinga, é uma alternativa outra para a conceituação e utilização do termo lúdico em educação matemática, com uma contribuição significativa à prática pedagógica envolvendo a literatura infantil matemática ou literatura infantil com conteúdo matemático, substituindo o recorrente uso dos termos «jogo» e «lúdico», oriundos do campo da psicologia da educação. A partir do método bibliográfico, o estudo permitiu três conclusões gerais: a primeira é a presença da filosofia na educação matemática com o recurso da literatura infantil; a segunda, decorrente da primeira é a possibilidade da filosofia adentrar aos conteúdos da matemática incentivando o raciocínio lógico, desde a educação infantil; e, por último, que muitos são os ganhos à formação de professores, em cursos de pedagogia, sobretudo, na promoção das aprendizagens e saberes em educação matemática, sob o lúdico, que se inserem numa perspectiva de base filosófica presente na obra Homo Ludens de Huizinga.
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8

Nicholson, Michelle A. "“To be men, not destroyers”: Developing Dabrowskian Personalities in Ezra Pound’s The Cantos and Neil Gaiman’s American Gods." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2628.

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Kazimierz Dabrowski’s psychological theory of positive disintegration is a lesser known theory of personality development that offers an alternative critical perspective of literature. It provides a framework for the characterization of postmodern protagonists who move beyond heroic indoctrination to construct their own self-organized, autonomous identities. Ezra Pound’s The Cantos captures the speaker-poet’s extensive process of inner conflict, providing a unique opportunity to track the progress of the hero’s transformation into a personality, or a man. American Gods is a more fully realized portrayal of a character who undergoes the complete paradigmatic collapse of positive disintegration and deliberate self-derived self-revision in a more distilled linear fashion. Importantly, using a Dabrowskian lens to re-examine contemporary literature that has evolved to portray how the experience of psychopathology leads to metaphorical death—which may have any combination of negative or positive outcomes—has not only socio-cultural significance but important personal implications as well.
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9

Zárate, Christian. "Filosofin i barn- och ungdomslitteraturen : en studie kring filosofiska tankegångar i Nalle Puh, Liftarens guide till galaxen, Hungerspelen och Flugornas herre." Thesis, Högskolan Väst, Avd för utbildningsvetenskap och språk, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-8958.

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Uppsatsen syftar till att undersöka om barn och ungdomslitteraturen tillägnat sig filosofiska tankegångar och hur detta har utryckts i fyra skönlitterära verk. Barnlitteraturen används i skolan framförallt för att öka läsförståelse och ordkunskap. I denna studie har jag pekat på att litteraturen även kan föra fram filosofiska idéer. Uppsatsen kan fungera som en vägvisare till hur filosofiska idéer kan hämtas från skönlitteraturen och på så sätt exemplifiera dessa med hjälp av litteraturen, men också hur vi på samma sätt kan göra litteraturen mer begriplig med hjälp av filosofiska exempel. Uppsatsen har visat att barnlitteraturen innehåller djupa och intressanta filosofiska tankegångar. Både äldre och nyare barnlitteratur kan därför med fördel användas i skolan för att introducera filosofiska begrepp på ett stimulerande sätt.
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10

Tokdemir, Gokce. "Worlds Subverted: A Generic Analysis Of The Lion, The Witch And The Wardrobe, The Subtle Knife, And Harry Potter And The Philosopher." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609698/index.pdf.

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This dissertation aims to study three very important works in English children&rsquo
s fiction: C. S. Lewis&rsquo
s The Lion, the Witch and the Wardrobe, Philip Pullman&rsquo
s The Subtle Knife, the second book of his trilogy His Dark Materials, and J. K. Rowling&rsquo
s Harry Potter and the Philosopher&rsquo
s Stone. The novels will be analyzed in terms of their approaches toward the conventions of fairy tale, fantasy and romance
to this end, the novels are to be evaluated in relation to their concept of chronotope, and the quest of good versus evil. While the secondary world or multiple worlds presented are going to be analyzed in terms of their perception of time and space along with the presentation of the supernatural elements, the characters will be evaluated in terms of the common classification good versus evil. The main argument of this study concentrates on the gradual estrangement from the crystal clear distinctions of the fairy tale genre to a more shadowy, pessimistic, and ambivalent vision of the fantastic in the children&rsquo
s literature.
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11

Desault, Monique. "Le rôle de la littérature et de la philosophie pour enfants dans l'éducation aux valeurs. Quels gestes professionnels ? : l'exemple de l'"Anneau de Gygès" au cycle 3 de l'école primaire." Thesis, Montpellier 3, 2011. http://www.theses.fr/2011MON30046/document.

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L’objet de cette thèse porte sur l’éducation aux valeurs à l’école primaire à travers un dispositif articulant des pratiques littéraires à celles de la philosophie pour enfants. Partant de l’idée que dans l’élaboration du jugement moral l’affectivité précède le travail de la raison nous avons voulu vérifier le rôle essentiel joué par l’imagination et l’empathie. Dans cette perspective, la littérature constitue une médiation privilégiée. Cette recherche s’appuie sur des séances menées dans des classes de cycle 3 à partir du mythe platonicien L’anneau de Gygès et s’attache à répondre à deux hypothèses principales : 1ère hypothèse : La discussion à visée philosophique, lorsqu'elle s'amorce à partir des fictions littéraires, développe chez les élèves, grâce au ressort de l'empathie envers les personnages de fiction et à la médiation de l'enseignant, des exigences éthiques et une capacité de réflexion approfondie sur les valeurs. 2ème hypothèse : Le rôle médiateur de l’adulte et la qualité de ses gestes professionnels est une des clés de ce développement. L’enjeu est de mettre à jour les conditions qui favoriseraient « la formation de la personne et du citoyen » afin que la littérature mérite de figurer dans le pilier « Culture humaniste » du socle commun de l’école primaire
The objective of this thesis concerns the education of values at the primary school through a system combining literary practices to those of the philosophy for children. Guided by the idea that in the elaboration of moral judgement, the affectivity precedes the work of the reason, we wanted to verify the major role played by the imagination and the empathy. In this perspective, the literature held a privileged place in the mediation. This research is based on sessions organized in classes in the 3rd cycle as from the platonic myth : ‘the Ring of Gygès’ and tries to answer to two main hypotheses : 1st hypothesis : when the discussion with philosophy aims begins with literary fictions, the pupils tend to develop ethical requirements and a capacity of deep thinking on values thanks to the empathy they have for the fictive characters and the teacher’s mediation. 2nd hypothesis : the mediation played by the adult and the quality of his professional gestures is one of the key of this development. The issue is to demonstrate the conditions which would favour the ‘education of the person and the citizen’ in order that literature deserves to appear in the pillar ‘Humanist Culture’ of the common teaching of the primary school
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12

Markodimitrakis, Michail-Chrysovalantis. "Gothic Agents Of Revolt: The Female Rebel In Pan's Labyrinth, Alice's Adventures In Wonderland And Through The Looking Glass." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460074928.

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13

Kamienski, Per-Jakob. "Förändringar i synen på bokprat för barn och unga. En diskursiv läsning av artiklar i Biblioteksbladet 1930-2007." Thesis, Uppsala universitet, Institutionen för ABM, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-151674.

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My thesis is a study of how the perception of booktalk aimed at kids and youngsters in the Swedish educational system has changed between 1932 and 2007. A discursive reading of articles in the magazine Biblioteksbladet provides the basis for my investigation. The thesis argues that an older "authoritaritan" and "traditional" discourse has given way for a more modern, "anti-authoritaritan" and "lust"-directed discourse. The older discourse was designed to make sure that young people were provided with a certain well-defined quantity of "approved" literature. The new discourse stresses the importance of fostering kids and youngsters with a positive and enthusiastic attitude towards reading in general. However the new discoruse is not without conflicts of its own, som e of which are addressed in this thesis. In order to provide for a basis of method concerning the making of a discursive reading of the articles of Biblioteksbladet included in the investigation are several discourse analytical perspectives such as amongst others that of Michel Foucault discussed in the thesis.
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14

Kim, Sun Nyeo. "Tomi Ungerer ˸ l'oeil et l'oeuvre. Poétique des albums d'un raconteur double." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA089/document.

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Pour construire la paix dans le monde, Tomi Ungerer raconte ses mythes personnels et impersonnels, tel Janus. Durant son enfance, il a été choqué par la Deuxième Guerre mondiale et endoctriné par les nazis : depuis lors, il est comme un témoin de l’Histoire. Dans cette recherche, nous étudions son art provocateur et éveilleur à travers les albums qu’il a réalisés à destination des enfants. L’artiste rebelle s’arme de son « T », sa hache graphique et identitaire, afin de proposer de nouvelles fables face à une société qu’il juge absurde. Dans son racontage-montage, la poétique du « O » est à la fois une forme parfaite et cosmologique, et un rythme infini, répétitif, tourbillonnant. Cette poétique concerne la forme, le mouvement, l’observation, la voix, mais aussi la vacuité que les rythmes du « M » organisent dans de multiples métamorphoses. Il s’agit du rythme de la vie et du vivre ensemble. Son racontage-montage est mécanique, musical et thématique, il est effectué dans un style bref, avec l’humour et le rire, mais aussi profond, avec une voix juste et plurielle que le « I » des identités et de l'Histoire pluralise vocalement. Ainsi, la reprise des lettres de son prénom engagerait la poétique des albums de Tomi Ungerer, celle d’un raconteur double puisqu’ils ne sont pas réservés aux seuls enfants et constituent une œuvre majeure de la littérature
To spread peace in the world, Tomi Ungerer tells his personal and impersonal myths, such as Janus. During his childhood, he was traumatized by the Second World War and also brainwashed by the Nazis: he has thus witnessed History. In this research, we study his provocative and awakening art through the albums he made for children. The rebellious artist armed himself with his “T”, his graphic and identity ax, in order to oppose his new fable to a society he regards as absurd. In its telling-editing, the poetics of the “O” symbolizes a perfect and cosmological form, but also an infinite repetitive, whirling rhythm. This poetics concerns form, movement, observation, voice, but also depth, with a fair and plural voice the “I” of identities and History vocally pluralizes. Thus, the letters of his first name would reflect the poetics of the picture books of Tomi Ungerer, the double storyteller, since his picture books are not only intended for the children but also constitute a major work of literature
세계의 평화를 건설하기 위해, 토미 웅게러는 야누스 신처럼 개인적인 동시에 보편적인 신화를 이야기한다. 어린시절, 그는 제 2차세계대전에 충격을 받았고 나치의 정권 아래 학교 교육을 받는다. 그때부터 그는 역사의 증언자이다. 그러므로 본 연구는 그의 선동 예술과 그가 들려주는 그림책을 분석한다. 강요된 복종을 거부하는 이야기꾼 웅게러는 부조리한 사회를 반대하는 새로운 우화를 이야기 하기 위해 그래픽과 정체성을 나타내는 도끼를 상징하는 그의 이름 Tomi의 이니셜 ‘T’는 예술적 힘을 상징한다. 그는 ‘이야기 합성’ 안에서 완벽하고 우주적인 형태와 영원히 반복적이고 소용돌이같은 리듬으로 ‘O’ 시학을 이야기 한다. 이는 ‘달의 시학’이자 ‘시간의 시학’이다. 이 시학은 형태, 운동( mouvement), 관찰, 목소리, 공(vacuité) 과 동시에 끊임없이 변화(metamorphoses) 를 상징하는 ‘M’의 리듬이다. 이는 삶과 모두가 평화롭게 살기 위한 멜로디와 리듬이다. ‘이야기 합성’은 유머와 웃음의 간결한 문체의 메커니즘과 그림을 통한 음악적, 테마적 오브제들의 함축적 요소들은, 정체성( identité)과 다중적 목소리 이야기의 ‘I’로서 간결함과 다중적인 깊은 의미가 축적되어 있다. 그러므로 작가의 이름을 상징하는 알파벳 문자는 토미 웅게러의 ‘존재적 시학’을 상징하며, 그림책이 단지 어린이 전용이 아닌 문학 전반의 작품성을 구성하는 그림과 글로서의 종합적 예술장르의 가치를 가지며, 그림책 작가는 그래픽언어와 텍스트언어의 경계를 넘나드는 이중(겹)으로 표현하는 이야기꾼이다
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15

Potter, Mary-Anne. "The worlds between, above and below : "growing up" and "falling down" in Alice in Wonderland and Stardust." Diss., 2012. http://hdl.handle.net/10500/11870.

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The purpose of my dissertation is to conduct an intertextual study of two fantasy texts — Alice in Wonderland by Victorian author Lewis Carroll, and Stardust by postmodern fantasy author Neil Gaiman — and their filmic re-visionings by Tim Burton and Matthew Vaughn respectively. In scrutinising these texts, drawing on insights from feminist, children’s literature and intertextual theorists, the actions of ‘growing up’ and ‘falling down’ are shown to be indicative of a paradoxical becoming of the text’s central female protagonists, Alice and Yvaine. The social mechanisms of the Victorian age that educate the girl-child into becoming accepting of their domestic roles ultimately alienate her from her true state of being. While she may garner some sense of importance within the imaginary realms of fantasy narratives, as these female protagonists demonstrate, she is reduced to the position of submissive in reality – in ‘growing up’, she must assume a ‘fallen down’ state in relation to the male.
English Studies
M.A. (English)
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16

(11186181), Christina M. McCarter. "HINGED, BOUND, COVERED: THE SIGNIFYING POTENTIAL OF THE MATERIAL CODEX." Thesis, 2021.

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The idea of “the book” overflows with extraneous significance: books are presented as windows, gateways, vessels, lighthouses, and gardens. Books speak to us and feed us, and they are a method of escape. The book has long represented much more than a static, hinged, bound, covered object inscribed with words. Even when a book is not performing an elaborate, imaginative function, the word “book” very often signifies the text it holds or even the text’s author: You can open The Bluest Eye or carry Toni Morrison in your bag. Fourteenth-century author Geoffrey Chaucer invokes a “book” by “Lollius” as authoritative source of his Troilus and Criseyde, though no person exists; likewise, to conclude the same text, Chaucer asks directs his project to “go, litel bok, go.” When a book makes an appearance in narrative, it is rarely just a book—without legs, the book moves, and without breath, it lives. This dissertation asks what about the shape of the codex has helped the book become such a metaphorically rich signifier.

This dissertation attempts to unravel the various threads of meaning that make up the complex “idea of the book.” I focus on one of these threads: the book as a material object. By focusing on how the book as object—not the book as idea—functions within narrative, I argue that we can identify what about the book object enables its metaphorical range. I analyze moments in literature, television, and film when metaphorical functions are assigned, not to an ephemeral, complex idea of the book, but rather to the material realities of the book as an object. In these moments, the codex’s essential, material shape (what I am calling its bookishness) enables metaphorical functioning; I show that, by examining when mundanely physical bindings, pages, covers, and spines initiate metaphorical action, we can identify how the material book has come to mean so much more than itself.

Indeed, despite a renewed appreciation for the book as both material and cultural object, books have become so significantly meaningful that attempts to define “the book” evade simplicity, rendering books as everything and nothing at the same time. My inquire explores this complexity by starting with a simple premise: Metaphors are based on some element of physical truth. Though the book has sprouted in a variety of metaphorical directions, many of those metaphors are grounded in the book’s material realities. Acknowledging this, especially in an age of fast-evolving media and bookish fetishism, offers a valuable and novel perspective on how and why books are both semantically rich and culturally valued objects.


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17

Cruz, Vânia Sofia de Frias Gonçalves. "Os estranhos mundos do Sr. Valéry : incursões na Filosofia para crianças com Gonçalo M. Tavares." Master's thesis, 2020. http://hdl.handle.net/10400.3/5869.

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Abstract:
Dissertação de Mestrado, Filosofia para Crianças, 5 de junho de 2020.
A particular irreverência da obra O Senhor Valéry, de Gonçalo M. Tavares inspira a dissertação “Os estranhos mundos do Sr. Valéry: incursões na Filosofia para Crianças com Gonçalo M. Tavares”. Este estudo pretende refletir sobre os estímulos literários na Filosofia para Crianças e assenta na convicção de que os quatro contos da referida obra do escritor português, A Casa de Férias, Os Amigos, Os Dois Lados e Os Sapatos criam mundos próprios que deslocam o leitor para um universo imaginário. Com algumas particularidades ficcionais, cada conto retrata um estranho mundo onde o Senhor Valéry desafia o leitor a refletir sobre um determinado aspeto da sua realidade, provocando o estranhamento e a inquietude fundamentais para prática filosófica em comunidade de investigação. Assim, propõe-se evidenciar a potencialidade do estilo de escrita do autor Gonçalo M. Tavares, como um jogo desafiador e de questionamento à luz do filósofo Ludwig Wittgenstein, com destaque para os jogos de linguagem imaginários. Na sua obra Investigações Filosóficas, a noção de jogo de linguagem refere-se ao todo formado pela linguagem e as atividades com as quais ela está entrelaçada, salientando a relação estreita que existe entre linguagem e forma de vida, entendida como o mundo em que a personagem se move. Neste contexto, Wittgenstein recorre por vezes a jogos de linguagem com o propósito de retratar e chamar a atenção para um aspeto específico da realidade. De forma análoga, sugere-se que na obra de Gonçalo M. Tavares a criação de um universo específico e depurado provoca o estranhamento, estimulando o pensamento e o questionamento sobre o mundo na prática em comunidades de investigação filosófica.
ABSTRACT: The particular irreverence of Gonçalo M. Tavares' work O Senhor Valéry inspires the essay "Os estranhos mundos do Sr. Valéry: incursões na Filosofia para Crianças com Gonçalo M. Tavares" (“The strange worlds of Mr. Valéry: forays into Philosophy for children with Gonçalo M. Tavares”). This study aims to reflect on literary stimuli in Philosophy for Children and is based on the conviction that the four tales of the aforementioned work by the Portuguese writer, A Casa de Férias, Os Amigos, Os Dois Lados and Os Sapatos create worlds of their own that move the reader into an imaginary universe. With some fictional peculiarities, each tale portrays a strange world where Mr. Valéry challenges the reader to focus on a certain aspect of his reality, causing the fundamental strangeness and restlessness for philosophical practice in a research community. Thus, we propose to highlight the potential of the writing style of the author Gonçalo M. Tavares, as a challenging and questioning game in the light of the philosopher Ludwig Wittgenstein, with emphasis on imaginary language games. The particularity of the work under study suggests a relationship with the notion of Ludwig Wittgenstein fictional language games. In Wittgenstein's Philosophical Investigations, the notion of language game refers to the whole formed by language and the activities with which it is intertwined, reinforcing the close relationship that exists between language and way of life, understood as the world in which the character moves itself. In this context, Wittgenstein sometimes uses language games with the purpose of portraying and calling attention to a specific aspect of reality. Similarly, it is suggested that in the work of Gonçalo M. Tavares the creation of a specific and purified universe provokes strangeness, stimulating thought and questioning about the real-life world in philosophical communities of inquiry.
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18

MACKŮ, Lenka. "Filozofický rozměr literárního příběhu: uplatnění literárního příběhu v programu Filozofie pro děti." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-45493.

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The thesis is focused on finding the philosophical dimension of a story, with respect to stories for children. It is also concerned with the variable possibilities how to use stories in the Philosophy for Children dialogue. Using the knowledge of literally science and using the articles about the role of story in Philosophy for Children, the thesis elaborates the definition of the philosophical dimension of story. Its further attempt is to suggest general method how to seize the philosophical dimension of every possible story for the purpose of philosophical dialogue with children. The suggested method is applied on the stories The Little prince by A. Saint-Exupery and The Lion, the Witch and the Wardrobe by C.S. Lewis in the last part of the thesis.
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