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Dissertations / Theses on the topic 'Literary theories'
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Meijering, Roos. "Literary and rhetorical theories in Greek scholia." Groningen : E. Forsten, 1987. http://books.google.com/books?id=YXtfAAAAMAAJ.
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陳燕 and Yan Chen. "Liu Shih-p‘ei (1884-1919) and his literary theories." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B44569567.
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Al-Harithy, Howyda N. (Howyda Nawaf). "Architectural form and meaning in light of Al Jurjani's literary theories." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/71061.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1987.Includes bibliographical references (leaves 64-67).
This thesis is an application of AI Jurjani's -- a Persian scholar-literary theories as a method for the critical analysis of architectural meaning. The study is based on the understanding of architecture as a mode of communication, and aimed at examining architectural meaning in general, and the metaphorical content in particular. The process is initiated by studying the literary theories of AI Jurjani. It is followed by investigating the analogies between literature and architecture, and establishing a foundation for the analogy proposed by this thesis. The application of AI Jurjani's theories is manifested and examined through the analysis of the case study: Sultan Hasan complex in Cairo. The analysis is mainly concerned with the meanings conveyed by the building, and the different means by which they are achieved. The specific case study leads to a more general scope of issues concerning architectural meaning which are presented in the conclusion.
by Howyda N. Al-Harithy.
M.S.
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Wang, Nian En. "The xing : a comparative approach to Chinese theories of the literary symbolic." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/1160/.
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This thesis is intended to be a comparative approach to Chinese theories of the literary symbolic by way of a comprehensive investigation of the term xing [Chinese symbol]. The xing has a long history of over two thousand years, is capable of protean meanings and generally considered very confusing. In the Introduction of the present work, a historical review of the study of the xing provides a map of the terrain in this area. Following this, a discussion of methodology is unfolded and suggestions are made that the general aim of this thesis is not to search for a "true" or "essential" meaning of the xing, but to examine how the word has actually been used in Chinese literary studies and to explore as much as possible its explicit and potential meanings. The ideal way of approaching an issue of this nature, the thesis suggests, would be a four-fold one, namely, the historical, descriptive, analytical and comparative approach. In this study, comparative approach is in the predominant position. The first part is designed to reveal the meanings of the xing and a number of other relevant terms. Through a descriptive analysis of the statements by major critics in various historical periods and by invoking Western theories of literature, the thesis discusses the multiple meanings of the xing, the intrinsic relationship between these meanings and the nature of poetic creation which underlies them. In the second part, a contour is drawn to demonstrate the mainstreams of Western theories of symbolism from Romanticism to Modernism. A number of important critics, such as Goethe, Coleridge, Carlyle, Mallarme and T. S. Eliot, are discussed and analysed, thus preparing the ground for an all-round comparison. The comparative study in this work is conducted in two ways: 1) Western theories of symbolism are applied to the interpretation of Chinese concepts and 2) Examples are presented to demonstrate the amazing similarities in the way Chinese and Western critics deal with the issue of the literary symbolic, so as to attain a better understanding of both. The xing not only has multiple meanings but its meanings also work on different levels. Hence, the comparison has to be a three dimensional one: xing is compared and contrasted with fu and bi, and these three terms are compared with parallel Western notions of sign, allegory and symbol; moreover, these comparisons are made on four levels - as rhetorical devices, as modes of writing, as aesthetic tendencies and as modes of interpretation. In the concluding chapter, a summary is given highlighting several major points at which the East and the West come closest and an attempt is made to reveal the underlying theoretical reasons.
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Chia, Samuel P. C. "An evaluation of the recent theories on the literary genre of the book of Hebrews." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Hughes, John Anthony, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Teacher professional development in performing and literary arts education." THESIS_CAESS_SELL_Hughes_J.xml, 2002. http://handle.uws.edu.au:8081/1959.7/393.
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The articles in this portfolio provide an account of research, which for the purposes of this thesis is divided into two broad categories: teacher professional development, and the support of teacher education in literary and performing arts pedagogy. Within this context three issues are addressed. The study can be categorised under research into teacher professional education.Action research and reflective practitioner research methodology were adopted, as this schema is recognised as being highly appropriate to preservice and inservice development of teachers, and to the improvement of teaching approaches and skills especially in the development of new methods of learning.The research has its theoretical foundations in interactive, child-centred theories of education, performance semiotics and psycholinguistic theories of reading. It is also committed to enabling teachers and students to engage creatively and interpretively in the comprehension of artistic texts and the performing arts.Doctor of Education (Ed.D.)
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林小燕 and Shiu Yin Lam. "The literary theories of Emperor Jianwen (503-551) and the 'Time-consciousness' in his poetry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31213224.
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Dunn, Angela Frances. "The continental drift : Anglo-American and French theories of tradition and feminism." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63972.
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Tan, Yuan. "Jin Shengtan ping dian xue yan jiu = The study of Jin Sheng-Tan's literary criticism theories /." click here to view the abstract and table of contents, 2000. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b15941206a.pdf.
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Ozirny, Shannon. "The big shoes of Little Bear : the publication history, emergence, and literary potential of the easy reader." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2727.
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Despite incredible sales success, popularity, and a fifty year history, easy readers are
one of the most neglected forms of children’s literature. Called everything from “the poor
stepchild of the more glamorous picture book or children’s novel” to “literary flotsam,” easy
readers are too-often regarded as insubstantial, superficial, sub-par literature.
This thesis provides the first comprehensive, theoretically grounded examination of
easy readers and endeavors to prove that a surprising complexity lurks beneath the easy
reader’s decodable surface. In order to illuminate both extra-textual and textual complexity,
easy readers are treated generically and examined using the contemporary genre theories of
Amy Devitt and Adena Rosmarin. This thesis ultimately unearths a heretofore unexplored
complexity in the easy reader’s publication history and generic emergence, and finds that the
easy reader genre has literary potential and can accommodate works of artistic merit.
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譚元. "金聖嘆評點學硏究 = The study of Jin Sheng-Tan's literary criticism theories." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/216.
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Friberg, Linus. "Pedagogy at Hogwarts : A literary analysis of teaching methods and theories at Hogwarts in the Harry Potter books." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85594.
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This essay argues that the Harry Potter books can be used to analyse various methods and theories regarding pedagogy since the school setting is a major part of the stories. J.K Rowling’s characterisation of the teachers is the basis for the analysis, which focuses on the teaching methods of the teachers at Hogwarts, but also how the pupils are affected by them from the critical perspective of cultural studies. The essay will investigate how the pupils are affected by the boarding schools, examination process as well as the grading system. Certain Professors at Hogwarts will also be analysed based on their teaching methods and these professors are Lupin, Snape, Umbridge, Dumbledore and Lockhart. Different methods have been discovered to work differently on different pupils, but the same methods have also been shown to work differently depending on how they are implemented. Leadership styles in the classroom appear to have a heavy influence on the pupils’ performance. This thesis argues that through a literary analysis of the Harry Potter books with a focus on the portrayal of the school setting by using cultural studies as well as pedagogical theories will demonstrate the impact of various teaching methods in the EFL-classroom as well as the regular classroom. In the EFL-classroom, knowledge of how certain methods and theories work can be very beneficial. The ability to provide confidence to pupils has been discussed and that is a part of EFL-teaching that is highly relevant, since it can be difficult for some pupils to find the courage in order to learn.
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Sebnem, Susam-Sarajeva. "Translation and travelling theory : the role of translation in the migration of literary theories across culture and power differentials." Thesis, University College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508273.
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Biggs, Karen L. Holland 1953. "Disturbing (dis)positions : interdisciplinary perspectives on emotion, identification, and the authority of fantasy in theories of reading performance." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28459.
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This thesis is about a problem of interest to reading theorists, psychological anthropologists and cultural studies researchers alike: why we find some narratives, plots, and images compelling and what this phenomenon can tell us about the cultural bases of human motivation. Gesturing to the interdependence of emotion, cognition, and motivation, the notion of the '(dis)positioned self' is proposed as a conceptual tool by which to address how motivation is both acquired and expressed in the way the self as 'feeling-mind' reads, that is, negotiates an interpretation of the signifying systems of a text to render it personally meaningful. (Dis)position allows us to overcome the sociocultural determinism of French structuralist and some poststructuralist reductions of the self to a precipitate of cultural constructs by reconceptualizing the interpreting self as an embodied, affective agent who employs unconscious knowledge that itself draws on another form of sociality. On this account, reading performance is culturally informed action and interpretations are motivated. Emotion is introduced as symptomatic of the intrapsychic investments which mediate how readers internalize cultural knowledge. The thesis looks at three soundings from social discourse--Janice Radway's Reading the Romance; The Singing Detective, a contemporary metafictional text; and the literature and group therapy practices associated with the codependency movement--in order to examine how presuppositions about emotion and the psychical reality of fantasy appear in cultural representations of the 'ill self as reader' while being fundamental to psychological notions of the self upon which healing practices themselves depend for their efficacy.
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Lyne, Sandra. ""Feet on the earth, head in the stars : the enigmatic woman as sign for the transcendence of physicalist and existentialist bias in contemporary literary theories" /." Title page and summary only, 1999. http://web4.library.adelaide.edu.au/theses/09AR/09arl988.pdf.
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O'Shea, Suzanne. "Towards a poetics of the possible : theories of interpretation and intentionality in relation to shifting, dynamic, positional strategies within contemporary Irish visual and literary poetics." Thesis, University of Ulster, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338320.
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王彩雲. ""氣"與魏晉文論的主體建構 = A study on Qi and intrinsic view of literary theories in Wei and Jin Dynasties." Thesis, University of Macau, 2003. http://umaclib3.umac.mo/record=b1636203.
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Souza, Alan Fernandes de. "Poesia negra brasileira: o desmantelar das grilhetas da Sciencia do Século XIX." Universidade Federal da Paraíba, 2009. http://tede.biblioteca.ufpb.br:8080/handle/tede/6311.
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The present study focuses the representation of racial relations in Brazilian Black poetry. Thus, we elected as our research object samples of the poetic production of two different moments: the first, implying the period generally referred to as Brazilian Modernism. The second, the poetic production of the 1950ies until contemporary times which, we call Late Modernism. Such poetic productions were selected as our corpus with the intention to indicate, by the analysis of the simbology and allegories implicit, the mimetic representation of different forms through which stereotypes and prejudices come into form, a racism deeply rooted in the collective imaginary of Brazilian society, having as its basis the racial theories of the 19th Century. Thus, we revise the history of Brazilian racial myths, the ideological and cultural basis on which those myths are founded, the historiography of Brazilian Black poetry, the process of elaboration of the mimesis and the literary project that such poetry implemented in the country. Our decision to deal with Brazilian Black poetry as our corpus is basically connected to our passion to poetry in general, and to Black poetry, in particular; we also decided for this focus based on our political and social option to struggle against racism and its expressions. We also believe we can interrogate discussions and perspectives on Black poetry we disagree with, despite their frequent presence in academic debates; we understand this as an opportunity to analyze the tensions in the academic institutional sphere in a broader sense. Besides, our research tries to deconstruct the idea that texts permeated by revolt or denounce of racism cannot have literary quality. On the contrary, the political tone of Black poetry, as we see it, is part of its structure, of its theme. Some critics defend that the political tone of Black poetry is responsible for the reduced number of its readers. We believe this statement has to be revised and reexamined in the specific context of Brazil. In this sense, we analyze literary texts making use of interdisciplinary theoretical and methodological support, which allows us to develop a reading that points to the existing relation between literary text and the socio-cultural context in which it is inserted. So, we articulate the poetic text with other discourses of social sciences, especially with the historical and sociological discourses, without forgetting that our attention should concentrate on the analyzed poetry. We also intend to follow the critical attitude defended by Antonio Candido (1985), when he states that social factors should be observed as elements which assume the role of structuring the piece of work. So, poetry and society present themselves as inseparable elements of our study, which propose to free Brazilian Black poetry of reductionist or de-contextualized readings, responsible for the maintenance of racism in the literary canon and in its critics.
O presente estudo enfoca a representação das relações raciais na poesia negra brasileira. Assim, elegemos como objeto de investigação exemplos da produção poética de dois momentos históricos desta literatura: o primeiro abrange o período que convencionalmente foi denominado e classificado como modernismo brasileiro. O segundo abarca a produção poética da década de 1950 até a contemporaneidade, que tratamos como produções literárias do modernismo tardio. Estas produções poéticas foram selecionadas para nosso corpus com o intuito de flagrar, em suas simbologias e alegorias, a representação mimética das diferentes formas através das quais se manifestam atitudes preconceituosas e estereotipadas, marcadas pelo racismo, e sedimentadas no imaginário coletivo do povo brasileiro, com base nas teorias raciais do século XIX. Com este intuito, não nos furtaremos de revisar a história dos mitos raciais brasileiros, o alicerce ideológico e cultural sobre o qual tais mitos repousam, a historiografia da poesia negra brasileira, o processo de elaboração de sua mimesis e o projeto literário que tal poesia implementou no país. Nossa escolha pela poesia negra brasileira para nosso corpus se deve, basicamente à paixão pela poesia em geral, e pela poesia negra, em particular; também optamos por tal objeto de pesquisa por uma opção de política pessoal e social pautada na luta contra o racismo e suas expressões. Acreditamos, também, poder colaborar com discussões e perspectivas sobre a poesia negra das quais discordamos, mesmo sendo freqüentes no universo acadêmico, o que interpretamos como uma oportunidade ou um convite à analise das tensões encontradas nesta esfera institucional. Além disso, nossa pesquisa busca exatamente desconstruir a idéia de que criar narrativas ou poéticas permeadas por fios de revolta e denúncia faria com que tais textos perdessem sua literariedade. Ao contrário, o tom muitas vezes político da poesia negra, a nosso ver, faz parte de sua estrutura, de seu tema e da tessitura desta poética. Mesmo que alguns críticos literários defendam que tal tom político, bem como o discurso de vitimização do negro teria sido responsável por uma redução no número de leitores de tal poesia, acreditamos que estas afirmativas devem ser revistas e reexaminadas dentro do contexto nacional. Desta forma, procedemos à análise dos textos literários utilizando um suporte teórico-metodológico interdisciplinar que nos permite desenvolver uma leitura que aponta para a relação existente entre o fato literário e o contexto sócio-cultural que o informa. Assim, além da teoria literária, nos articularemos com outros discursos das ciências sociais, de modo especial com o discurso histórico, o sociológico e o antropológico, sem perder de foco a poesia a ser analisada. Buscamos, enfim, ao longo de nosso estudo trilhar o caminho apontado por Antonio Candido (1985), quando este defende que os fatores sociais devem ser observados como elementos que desempenham o papel de formadores da estrutura da obra . Portanto, poesia e sociedade se apresentam como elementos inseparáveis do estudo que ora propomos, que se propõe a libertar a poesia negra brasileira de leituras reducionistas ou descontextualizadas responsáveis pela manutenção de um racismo verificável nos cânones literários e na crítica nacional.
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Maghribi, J. M. "Ahmad ibn Ali Al-Muhallabi's al-Ma'akhidh ala al-Tibrizi fi Tafsir Shir al-Mutanabbi : A critical edition of the text with commentary, in the light of recent literary theories." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234406.
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Menz, Sasha. "Wishful speaking ... : an exploration of the representation and significance of the nature of language in the literary works of Peter Goldsworthy, with particular reference to Wish, and a further discussion of how this text engages with the Structuralist and Psychoanalytic literary theories with regard to language /." Title page and summary only, 1996. http://web4.library.adelaide.edu.au/theses/09AR/09arm551.pdf.
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Gardner, Stacy L. "Literary Alchemy and Elemental Wordsmithery: Linking the Sublime and the Grotesque in Carson McCullers's The Heart Is a Lonely Hunter." Ohio Dominican University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=odu148007888468904.
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Karagic, Mirela, and Adela Mimic. "Kanonrepresentation : En granskning av västerländsk litteraturkanon." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21629.
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Den västerländska kanon har varit ett omdiskuterat begrepp ända sedan dess intåg i litteraturvetenskapliga kretsar - en debatt som pågår ännu idag. Debatten har främst kommit att handla om kanons legitimitet i förhållande till dess representation, då den sedan uppkomsten främst har representerats av litteratur skriven av västerländska män. År 2004 uppmärksammades debatten i Norden, vilket resulterade i att Danmark fick en etablerad kulturkanon, som syftar till att representera det danska kulturarvet. Detta inspirerade till en liknande debatt i Sverige, där folkpartisten Cecilia Wikström lade fram ett förslag på en liknande svensk kulturkanon för att därmed stärka det svenska kulturarvet. Detta förslag möttes av kritik från olika håll, vilket vi undersöker i denna uppsats för att ge en bild av kanons många aspekter. Uppsatsen är uppdelad i två delar: en makroanalys och en mikroanalys. Makroanalysen undersöker forskning kring kanonteorier, kanondefinitioner, kanoniska egenskaper och kanonrepresentation, för att kunna erhålla en tolkning och vidare en förståelse för vad som utgör kanon. Mikroanalysen är en undersökning som utmärker och legitimerar en romans plats i kanon, utifrån resultaten i studiens första del. Litteraturobjektet är Gustave Flauberts Madame Bovary från 1857, då den förekommer på flera kanonlistor, och är både hyllad och kritiserad. Litteraturen vi granskar består av etablerad litteratur som är representerad i kanon i egenskap av en manlig västerländsk författare, för att undersöka i vilken mån de kanoniska egenskaperna går att utröna i verket, och med detta motivera dess plats i kanon. Makroanalysen visar att kanon fortfarande till största del är representerad av västerländska män. Detta, visar forskningen, beror på traditionella urvalsprocesser som inte alltid följer samhällets utveckling mot jämlikhet och mångfald. Likväl har det uppstått en del alternativa listor och forskning som bidrar till att de försummade författarskapen representeras i kanon. Mikroanalysen visar korrelationen med resultaten i makroanalysen. Madame Bovary besitter de kanoniska egenskaper som eftersträvas i kanon genom stil och särart, tradition, värderingar, kulturarv samt står emot tidens tand. Resultaten av studien visar att det inte alltid handlar om de kanoniska egenskaperna per se, utan att det snarare är vad ett litterärt verk representerar i relation till det litterära fältet, eller den kanoniska diskursen, som avgör vad som anses vara kanoniskt eller ej.The Western canon has been a debatable topic ever since its entry into the field of literature - a debate that is still on-going. The focus of this particular debate has primarily been about the canons legitimacy in relation to its representation, since it is mostly represented by literature written by Western males. In 2004, the debate was brought to attention in Scandinavia, which resulted in an established culture canon in Denmark, which intended to represent the Danish cultural heritage. This inspired a similar debate in Sweden, where the politician Cecilia Wikström suggested a similar Swedish cultural canon, in order to strengthen the Swedish cultural heritage. This suggestion was met by critique from different directions, which our study is partly based on. This thesis study is divided into two parts: a macroanalysis, and a microanalysis. The macroanalysis analyses research about canon theories, canon definitions, canonical qualities, and canon representation, in order to establish an interpretation and understanding of the constituents of the canon. The microanalysis is a study that distinguishes and legitimizes a novel’s place in the canon, based on the results from the macroanalysis. The literary object of this study is Gustave Flaubert’s Madame Bovary from 1857, since it is recurrent in many lists of canonical works, and has been both praised and criticised throughout the years. The literature that is studied is established literature represented in the canon as a work of a Western male writer, in order to study how the canonical qualities are represented in the novel, and thus legitimise its place in the canon. The results from the macroanalysis show that the Western canon is still mostly represented by Western males. Research indicates that this is due to traditional sampling processes, which do not always follow the development in society towards equality and cultural diversity. However, some alternative canonical lists have emerged, as well as research that has contributed to further representation of previously neglected authorships to the canon. The microanalysis shows the correlation with the results from the macroanalysis. The canonical qualities of style and peculiar nature, tradition, values, cultural heritage and standing the test of time, are all represented in Madame Bovary. The results of this study indicate that it is not always about the canonical qualities per se; it seems to be more about what a literary work represents in relation to the literary field, or the canonical discourse, that determines what is considered as being canonical or not.
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Ramírez, Ludeña Lorena. "Literal Meaning and New Theories of Reference." Derecho & Sociedad, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/118675.
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Constant references to literal meaning and its relevance in order to preserve the rule of law (predictability, in particular) do not reflect the complexity of our language. In this paper I analyze the descriptivist conception that seems to underlie these references and I present an alternative conception, new theories of reference, that allows us to account for our language in general, and for legal interpretation in particular. Once a semantic conception is assumed, in the last part of the work I reflect on what arguments are relevant to adopt a certain interpretation when difficult cases arise.Las constantes apelaciones al tenor literal y a su relevancia para preservar el principio de legalidad (especialmente la previsibilidad) no reflejan la complejidad de cómo opera nuestro lenguaje. En este trabajo analizo la concepción descriptivista que parece subyacer a esas apelaciones y presento una concepción alternativa, las nuevas teorías de la referencia, que nos permiten dar cuenta de nuestro lenguaje en general, y la interpretación jurídica, en particular. Una vez se asume una determinada posición semántica, en la última parte del trabajo reflexiono acerca de qué argumentos son relevantes para adoptar una determinada interpretación cuando se producen casos difíciles.
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Menendez, Maria Rosa. "Learning theories and holistic philosophies: Putting theory into practice to achieve early literacy." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/953.
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Watier, Louis. "La traduction fictive : motifs d’un topos romanesque (1496-1617)." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040165.
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Une traduction fictive (ou pseudo-traduction) est un texte qui, ayant été directement écrit dans une langue, se présente comme traduit d’une autre, réelle ou imaginaire. Peu étudié jusqu’à la fin du XXe siècle, le cas n’en est pas moins fréquent, illustré par un bon nombre de romans célèbres : Don Quichotte, les Lettres persanes, Le manuscrit trouvé à Saragosse, Le château d’Otrante, parmi d’autres. Pendant longtemps on a tenu pour négligeable la fiction de la traduction, la considérant comme un procédé inoffensif, un amusant artifice littéraire. Convention souvent assumée de manière explicite par les auteurs qui y recourent, le phénomène n’a encore été que peu envisagé dans sa dimension historique. C’est donc à retrouver les raisons de l’émergence d’un tel motif dans le genre romanesque et à décrire les moments de sa formalisation topique que l’on voudrait s’attacher. L’enquête, qui remonte aux premiers romans médiévaux pour aboutir à leur dernier retentissement dans l’œuvre de Cervantès, s’apparente ainsi à une généalogie, au sens rigoureux que lui donnait Nietzsche, puisqu’il s’agit de réinjecter l’histoire dans un lieu commun, de redynamiser ce que la tradition a figé en un canevas immédiatement reconnaissableA fictitious translation (or pseudo-translation) is a text written in a peculiar language but introduced as a real or imaginary translation in a foreign language. While such fictitious translations did not go through frequent studies until the end of the twentieth century, they are quite common and regularly illustrated by many famous works, among which Don Quijote, Le Manuscrit trouvé à Saragosse and The Castle of Otranto to name a few. For long translation as fiction has only been considered as literary device to entertain. Hence, this attitude towards the fictitious translation may partially explain why such literary phenomenon was never perceived within its historical context, notwithstanding it was explicitly used as a literary convention by many authors. Therefore, we should devote ourselves to discern the motivations that drove the emergence of pseudo-translation in the novel ’genre. Besides, it is also important to highlight the course it took to finally become known as topos. From this perspective, this research, which is a genealogical one as defined by Nietzsche, explores the role of translation from the first medieval novels to their last echo in Cervantes’s work; in an attempt to reinject a historical dynamic in a common place long unchanged
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Kolbas, E. Dean. "Critical theory and the literary canon." Boulder, CO : Westview Press, 2001. http://hdl.handle.net/2027/heb.07706.
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Roman, Zoltan. "«Text» as ldea and Object: The Lessons of Literary Theory." Bärenreiter Verlag, 1998. https://slub.qucosa.de/id/qucosa%3A37056.
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Thompson, Susan Wilensky. "Net Generation Researchers: An Inquiry Into Hypertext Reading and Research Strategies of First-Year Composition Students." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2165.
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Hypertext and hyperlinks are present on almost every web site or electronic document. As integral components of visual rhetoric, they are foundational to any discussion of technology and literacy. This inquiry is designed to explore first-year composition students' advances in technological literacy, specifically hypertext reading and research strategies. To accomplish this, a hypertext-reading project was designed to investigate the ways in which first-year composition students assimilate and employ hypertext information as a source from which they must extract information to use in the development of an argument. A program, designed and written specifically for this project, presented research participants, 76 students enrolled in second semester first-year composition, the components of hypertext reading as an online reading and research activity. Participants first completed a technology survey designed to reveal each participant's prior experience and self-perceived expertise with current technology, after which they completed a two-part exercise consisting of a hypertext reading assignment and a post-reading questionnaire. Participants were instructed to use their reading to inform and develop a thesis for an argument. The article selected for this study was "Illegal Immigration," accessed by navigating to http://en.wikipedia.org/wiki/Illegal_immigration. The article discusses a current controversial national concern, illegal immigration. While the use of Wikipedia, an online user-edited encyclopedia, often raises credibility concerns, the site in general offers excellent examples of hypertext reading that include textual as well as graphic links. In the analysis, it is revealed that while the study group rated themselves highly proficient users of Internet search engines, email, social networking, and word processing applications, the majority initially did not recognize a relationship between the actions they take as users of those applications and hyperlinks or hypertext. Post-reading responses revealed that the majority of the group read the article from top to bottom with few to no diversions. Furthermore, while most did recognize the hyperlinks as information portals, they made conscious decisions to not access the links for a variety of stated and implied reasons. This research involved a relatively small student sample that defines the limited scope of the findings; however, the data suggests attitudes and expectations of this group that may reflect student populations with similar or shared demographics. These data are used to inform potential pedagogical application suggestions, including the usefulness of technological proficiency assessments and research using technology within the classroom as well as in external assignments.M.A.
Department of English
Arts and Humanities
English MA
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Nentel, Jochen. "Die Jakobserzählungen ein literar- und redaktionskritischer Vergleich der Theorien zur Entstehung des Pentateuch." München AVM, 2006. http://d-nb.info/995160791/04.
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Nentel, Jochen. "Die Jakobserzählungen : ein literar- und redaktionskritischer Vergleich der Theorien zur Entstehung des Pentateuch /." München : AVM, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9783899759419.
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Basson, Magdalene. "Die ontwikkeling van ‘n geletterdheidsintervensieprogram ter bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 Afrikaansmediumklasse." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79797.
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Thesis (MEd)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The increasing number of isiXhosa learners in Afrikaans medium schools gave rise to this investigation. According to our Constitution, all citizens have the right to receive education in one of the official languages. Some isiXhosa parents exercise their democratic right by enrolling their children in English- or Afrikaans-medium schools. They are of the opinion that the level of education is of a higher standard in these schools. Consequently, some isiXhosa learners in Afrikaans-medium schools develop barriers to learning due to the fact that they have little or no knowledge of Afrikaans. The purpose of this study was to develop a literacy intervention programme to improve the vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes. Secondly, the aim of the study was to determine whether the literacy intervention programme would lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa learners in grade 4 to 6 Afrikaans-medium classes. The research was conducted in a previously disenfranchised Afrikaans-medium school in Stellenbosch. The research methods employed comprised a literature review supported by an empirical investigation that included pre- and post-tests with learners, interviews with educators and the development and implementation of a literacy intervention programme. A mixed method research design was used, because quantitative data alone would have supplied inadequate answers to the research question. The theoretical basis of the study was Piaget’s theory of cognitive development, as well as Vygotsky’s social constructivist language acquisition theory. Both Piaget and Vygotsky emphasised the importance of social interactions in cognitive development. They regarded the development and use of vocabulary as an integral part of these interactions. Research indicates that the field of second language acquisition is multifaceted and is not supported by a singular theory. Three theories of second language acquisition were explored in this study. They are the communicative approach, shared reading and the schema theory. The role that the language-in-education policy, motivation and social economic status play in second language acquisition was also investigated. Another goal of the literature review was to collect data to develop a literacy intervention programme in which the above-mentioned theories of second language acquisition were utilised. The marsh at the school served as the context for the activities in the programme. Twenty isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes were subjected to an intervention programme over a period of six months to determine the success of the intervention programme. Data gathering included quantitative data (pre- and post-tests) as well as qualitative data (interviews with Afrikaans educators) to determine whether the learners’ vocabulary and reading comprehension had improved. The results of the study indicate that the implementation of the literacy intervention programme can lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 tot 6 Afrikaans-medium classes. This is substantiated by previous research. The results also support findings that the Afrikaans vocabulary and reading comprehension of isiXhosa learners in the Afrikaans-medium intervention school can improve if the appropriate intervention is offered timeously.
AFRIKAANSE OPSOMMING: Hierdie ondersoek is onderneem weens die toenemende getal Xhosa-moedertaalsprekers in Afrikaansmediumskole. Volgens die Grondwet het elkeen die reg om onderrig in enige van die amptelike tale te ontvang. Sommige Xhosasprekende ouers oefen hierdie reg uit deur hulle kinders in Afrikaansmediumskole te plaas. Hulle is van mening dat onderrig van 'n hoёr gehalte daar plaasvind. Gevolglik is daar 'n toename van leerders wat struikelblokke tot leer ondervind, omdat hulle min of geen begrip van Afrikaans het nie. Eerstens, is die fokus van hierdie studie die ontwikkeling van 'n geletterdheidsintervensieprogram om die Afrikaanse woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers in 'n Afrikaansmediumskool te bevorder. Ten tweede is dit om te bepaal of die geletterdheidsintervensieprogram 'n verbetering in die woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers tot gevolg gehad het. 'n Voorheen benadeelde Afrikaansmediumskool in die Stellenbosch-omgewing is deur die navorser gekies vir die implementering van die geletterdheidsintervensieprogram. Hierdie projek het 'n literatuurstudie ondersteun deur 'n empiriese ondersoek wat voor- en natoetse met leerders, onderhoude met onderwysers en die ontwerp en toepassing van 'n geletterdheidsintervensieprogram ingesluit het, behels. Daar is van 'n gemengde navorsingsontwerp gebruik gemaak, omdat die gebruik van slegs kwantitatiewe data onvoldoende antwoorde op die navorsingsvraag sou verskaf. 'n Literatuurondersoek is gedoen om 'n teoretiese grondslag vir die studie te verkry. Piaget se teorie van kognitiewe ontwikkeling en Vygotsky se sosiaal-konstruktivistiese taalverwerwingsteorie is gebruik om die verwerwing van 'n tweede taal te beskryf. Beide Piaget en Vygotsky het die belangrikheid van sosiale interaksies in kognitiewe ontwikkeling beklemtoon. Hulle het die ontwikkeling en gebruik van woordeskat as 'n integrale deel van hierdie interaksies beskou. Die studie dui daarop dat die aard van tweedetaalverwerwing kompleks is en nie deur 'n enkele teorie ondersteun kan word nie. Drie verskillende benaderings tot tweedetaalverwerwing, naamlik die kommunikatiewe benadering, gedeelde lees en die skema-teorie, is ondersoek. Die rol wat die taal-in-onderwysbeleid (TiOB), motivering en sosio-ekonomiese status in tweedetaalverwerwing speel, is ook ondersoek. 'n Verdere doel van die literatuurondersoek was om inligting te versamel om 'n geletterdheidsintervensieprogram te ontwerp waarin bogenoemde benaderings tot tweedetaalverwerwing gebruik is. Die vleiland by die skool het die konteks geskep waarbinne die onderskeie aktiwiteite beplan is. Die geletterdheids-intervensieprogram is vir ses maande in 'n klas met 20 graad 4 tot 6 Xhosa-moedertaalsprekers toegepas om die sukses daarvan te bepaal. Datagenerering het bestaan uit kwantitatiewe data (voor- en natoetse) asook kwalitatiewe data (onderhoude met die opvoeders wat Afrikaans onderrig) om vas te stel of die leerders se woordeskat en leesbegrip verbeter het al dan nie. Die resultate van hierdie studie toon dat die toepassing van die geletterdheidsintervensieprogram tot die verbetering van die Xhosa-moedertaalsprekers in graad 4 tot 6 Afrikaansmediumklasse se Afrikaanse woordeskat en leesbegrip kan lei. Dit stem ooreen met bevindinge van vorige navorsing, naamlik dat die verbetering van leerders se woordeskat tot die verbetering van leesbegrip lei. Verder ondersteun die resultate die bevindinge dat Xhosa-moedertaalsprekers in die Afrikaansmedium intervensieskool se Afrikaanse woordeskat en leesbegrip kan verbeter, mits hulle die nodige, gepaste ondersteuning betyds ontvang.
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Cook, John. "The philosopher masked as literary theorist : 'cunning intelligence' (metis) instantiated in Bakhtin's rhetorical style." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:61c605c3-33f2-4a41-adb9-e4c3530aacfc.
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This dissertation discusses and analyses Mikhail Mikhailovich Bakhtin's conscious strategy of self-fashioning and reinvention, which is realised in his life and supported by the theoretical constructs contained in his Collected Works. It addresses the ambiguities and uncertainties in Bakhtin's life and work and uses two aspects of his philosophical approach and constructs to explicate these inconsistencies: his theory of identity and his theory of language. The analytical tools used to arrive at this conclusion include the notion of reflexivity (using Bakhtin's own theoretical constructs to analyse incidents in his life, and in turn, using those incidents to illustrate the concepts he developed). Theoretical support for Bakhtin's self-fashioning is provided by Fitzpatrick's theory of reinvention through impersonation and imposture in Revolutionary Russia. Bakhtin's theory of identity (expressed in his Nietzsche-influenced concept of the mask and its associated concept of travesty) supports this reinvention. Bakhtin's notion of double-voicedness, supported by his linguistic theories of interdiscursivity, heteroglossia and the utterance reinforce these two lines of thought. Bakhtin's two figures of speech: the word with a 'backward glance' and the word with a 'loophole' encapsulate this convergence of theory and life. These two constructs are brought into sharp relief when illuminated by Wittgenstein's theory of language-games, Austin's concept of performativity and Benveniste's formulation of deixis. The overarching metaphor for this dissertation is the Classical Greek concept of metis, or 'cunning intelligence', a concept that is instantiated in the way in which Bakhtin framed the narrative of his life and the manner in which he performed his work. The dissertation concludes that Bakhtin evolved a multi-threaded philosophy which was self-consistent in the way in which it addressed the creation of identity, the expression of language and the performance of life and work through the metaphor of metis.
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Rosenthal, Erica Lynn. "Overcoming Cognitive and Motivational Barriers to Media Literacy: A Dual-Process Approach." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/32.
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In today's fast-paced, hyper-mediated society, the ability to balance accuracy and efficiency is essential. Media literacy educational programs have arisen to meet this need and proliferated in recent years. Although the practice of media literacy is thriving, its underlying mechanisms are poorly understood and evidence of effectiveness is mixed (e.g., Bergsma & Carney, 2008). A social psychological perspective has the potential to illuminate previously overlooked variables and inform research and practice in this growing field. In particular, whereas media literacy efforts typically emphasize thorough processing of media messages, dual-process theories of persuasion (e.g., Eagly & Chaiken, 1993; Petty & Cacioppo, 1986) suggest this is not always realistic. When motivation or ability is compromised, individuals default to a low-effort processing mode, relying on peripheral cues or heuristics rather than carefully evaluating message arguments. In this mode, media messages can persuade unconsciously.
Using a dual-process approach, the present research investigated how specific barriers to motivation (perceptions of personal invulnerability) and processing ability (emotion-based advertising, environmental distractions) influence the processes of media literacy. Participants (N = 882) were randomly assigned to 16 conditions in a 2 [vulnerability: demonstrated, control] x 2 [distractions: present, absent] x 2(2) [ad type: informational, emotional; two replicates of each type] between-subjects nested design. The vulnerability manipulation increased distrust in the target ads and reduced their persuasiveness, not through the hypothesized mechanism of heightened perceptions of vulnerability, but mediated by increased counterarguing. Relative to informational ads, emotional ads were judged more persuasive, attractive, similar to personal experience, and elicited greater identification. However, they were also rated less trustworthy than informational ads, suggesting emotional advertising largely bypasses logical decision-making processes. Distraction reduced counterarguing only among those who found the ad relatively unpersuasive.
The results of this research highlight the central role of trust in media literacy processes. Although individuals recognize and distrust emotional forms of advertising, they are nonetheless persuaded by such appeals. Given the sophistication of contemporary advertising techniques and the ubiquity of distractions, the present research suggests new approaches to media literacy are needed, specifically tailored to decision-making under these more realistic media-use conditions.
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Axelsson, Linn, and Emelia Gahnström. "Det var en dans bort i vägen : Alternativa analysmodeller i val av läromedel för ämnet svenska." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226022.
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In this paper, the aim was to investigate how the Swedish subject is projected in textbooks for grade 6 and grade 9. The study was conducted based on the grounds that teachers need to be aware of the increasing expectations placed on students’ literacyknowledge. To determine how well a textbook helps students to develop these skills, four textbooks’ assignments have been analyzed using textual analysis based on learning theories, literacypractices and Swedish substance conceptions. After completing the analysis, it was concluded that the assignments that practice basic reading and writing skills, are most prominent in the selected textbooks.
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Mokotedi, Rosinah Thando. "An investigation into pedagogical knowledge and teaching practices of reading among primary school teachers in Botswana." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9522.
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The thesis focuses on teachers’ pedagogical subject knowledge and teaching of reading in English as a second language (L2) in Botswana Primary Schools. The participants consisted of ten teachers from four lower primary classrooms setting. To carry out the research, I adopted the qualitative methodology. The three modes of inquiry used in the study are semi-structured interviews, classroom observations and stimulated recall interviews. All the data were transcribed, coded and analysed qualitatively. For organisation purposes, the NVivo 8 software package was used in handling the interview data gathered from the study. The findings revealed that teachers’ classroom practices were not always consistent with their pedagogical subject knowledge. They demonstrated having knowledge on how reading ought to be taught and it was observed that in most cases, their beliefs were not put into their classroom practices. This research highlighted the importance of the phonics instructions in teaching early reading, which most of the teachers’ practices revealed that they lack confidence in teaching. Therefore, this seems to have an impact on the learners in lower classes because this level is considered the foundation, which needs solid base of reading strategies. Most recent studies have revealed that a lack of phonics based on reading instructions leave learners without important decoding skills necessary in recognizing letter/sound relationships in reading. It emerged that most of the activities observed focussed on word level because more emphasis was placed on decoding than comprehension. Although the study indicates that teachers face a number of challenges, which might have an impact in practising their espoused beliefs, it seems that they did not get proper foundation from pre-service training with phonics instructions. Hopefully the insights presented in this study can lead to increased awareness of how reading can be effectively taught and how teachers base classroom practices on their experiences and the contexts within which they work.
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Pinzino, Dean William. "Socioscientific Issues: A Path Towards Advanced ScientificLiteracy and Improved Conceptual Understanding of Socially Controversial Scientific Theories." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4387.
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This thesis investigates the use of socioscientific issues (SSI) in the high school science classroom as an introduction to argumentation and socioscientific reasoning, with the goal of improving students' scientific literacy (SL). Current research is reviewed that supports the likelihood of students developing a greater conceptual understanding of scientific theories as well as a deeper understanding of the nature of science (NOS), through participation in informal and formal forms of argumentation in the context of SSI. Significant gains in such understanding may improve a student's ability to recognize the rigor, legitimacy, and veracity of scientific claims and better discern science from pseudoscience. Furthermore, students that participate in significant SSI instruction by negotiating a range of science-related social issues can make significant gains in content knowledge and develop the life-long skills of argumentation and evidence-based reasoning, goals not possible in traditional lecture-based science instruction. SSI-based instruction may therefore help students become responsible citizens. This synthesis also suggests that that the improvements in science literacy and NOS understanding that develop from sustained engagement in SSI-based instruction will better prepare students to examine and scrutinize socially controversial scientific theories (i.e., evolution, global warming, and the Big Bang).
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Duarte, Cláudio Roberto. "Nada em cima de invisível: Esaú e Jacob, de Machado de Assis: as aventuras do dinheiro na transição do Império à República." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8151/tde-12092018-164442/.
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A tese estuda a composição de Esaú e Jacob, o penúltimo romance de Machado de Assis, publicado em 1904. Para isso concentra-se, inicialmente, no mapeamento de sua fortuna crítica. Em seguida, constrói um panorama histórico da lógica do duplo e da duplicidade estruturante de sua forma e estilo, desdobrados pelas figuras da ironia, da alusão e da alegoria, antes de poder colocar em questão o narrador e sua frenética oscilação de perspectivas. A reavaliação crítica do ponto de vista desse narrador irônico com um pensamento interior e único , aqui identificados ao conselheiro Ayres e à ideia de nada em cima de invisível, reconstrói o entendimento de vários episódios e movimentos da obra, fornecendo uma outra visão de personagens como Flora e de toda a composição. Um narrador que posto em seu contexto revela-se como faccioso ou como um verdadeiro impostor, a ponto de poder encobrir e liquidar toda esfera da alteridade, dando sinal exato, através da fantasia literária, da forma das relações sociais no país. O título e o subtítulo deste trabalho referem-se tanto à violência da representação tecida por esse narrador quanto à invisibilidade estrutural das práticas reificadas de uma sociedade cindida e completamente desigual, numa formação capitalista periférica, ainda fortemente marcada pelo escravismo e o paternalismo. O objetivo maior do trabalho é compreender como seu princípio construtivo deita raízes profundas, totalmente inaparentes à primeira vista, no solo desta formação social malograda, na longa transição do Império à República.This thesis studies the composition of Esau and Jacob, Machado de Assiss next-to-last novel, published in 1904. In order to pursue this goal, the study concentrates initially on the mapping of the works critical fortune. Before questioning the narrator and his frenetic oscillation of viewpoints, a historical panorama is constructed of the logic of the double and of the duplicity structuring its form and style, which are unfolded by the figures of irony, allusion and allegory. Critical reappraisal of this ironic narrators perspective of a unique interior thought , here identified with counselor Ayres and with the idea of the nothing, on the top of the invisible reconstructs the understanding of various episodes and movements of the work, providing a new view of characters such as Flora and the whole composition. A narrator who, within his own context, reveals himself as factious or a true impostor, to the point of covering up and liquidating the whole sphere of otherness, yielding the exact trace, by means of the literary fantasy, of the form of social relations in the country. The title and subtitle of this study refer to the violence of the representation weaved by this narrator as well as to the structural invisibility of reified practices of a torn-apart and completely unequal society in a capitalist peripheral formation, still strongly marked by slavery and paternalism. The main objective of the thesis is to understand how the novels constructive principle takes deep roots, totally unapparent at first sight, into the soil of this failed social formation, in its long transition from Empire to Republic.
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Böhler, Wilfried. "Der Literat als Vermittler ökonomischer Theorie : T.S. Eliot im Criterion, 1922-1939 : T.S. Eliot in the Criterion, 1922-1939 /." Frankfurt am Main ; Bern ; New York : P. Lang, 1985. http://catalogue.bnf.fr/ark:/12148/cb361475697.
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Norris, Kimberly Jane. "Virginia's Foundation Blocks for Early Learning: Interpretation and Implementation by Practitioners." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26293.
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Expectations for accountability have led policy makers to create standards designed to educate children to their highest potential. In addition to k-12 standards, the Commonwealth of Virginia created Foundation Blocks for a state-sponsored preschool program called the Virginia Preschool Initiative.
This study included assessment of Virginia's Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds as they relate to theories of Piaget, Vygotsky, and Rogoff. This assessment included play, scaffolded instruction, emergent literacy, and spatial reasoning. The Foundation Blocks were examined to determine how they were interpreted and implemented by preschool classroom teachers. Using a case-study format, four volunteer teachers participated in three days of classroom observations, be interviewed, and complete a survey.
Evidence showed that the standards were theoretically based, and the participating teachers' pedagogy included play, emergent literacy, and spatial reasoning. Scaffolded instruction was not observed. There were concerns about teachers' low expectations and low-level questioning techniques.Ph. D.
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Alazemi, Sami. "Evaluation of the effects of participatory methods in the teaching of ecological thinking in design in Kuwait." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/54490bc5-da20-4a15-9688-37f46c1021a1.
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In a world that faces global warming and other major environmental challenges, it is essential that students learn about the principles of sustainability so that they can apply these principles in their future lives and careers. This is particularly so in fields such as interior architecture and design, which will impact how well humans can move toward a sustainable way of life. The aim of the present study was to evaluate a participatory teaching approach for students of interior design that incorporates ecological thinking. It is particularly intended for use at universities and other places of higher education where such contexts are not currently available and, furthermore, where the teaching has been primarily of a didactic, teacher-centred form. The teaching approach was developed and tested through the involvement of students and staff at a technical institute in Kuwait – a country with severe environmental problems in which teaching at all levels has traditionally been rigidly didactic. A review was carried out of literature on learning theories, design principles, and sustainability paradigms that bore upon the research aim. Following this, a method was chosen, based on action research that involved running different types of workshops, in order to measure the impact of the teaching styles that are ideal to deliver ecological knowledge.
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Gauthier, Rodolphe. "L'usage de l'œuvre, un autre paradigme artistico-littéraire de la deuxième révolution industrielle jusqu'à nos jours : Marcel Proust, Georges Bataille, Pascal Quignard." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUL104.
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Il s'agit, en prenant comme jalons l’œuvre de trois auteurs symptomatiques, Marcel Proust(1871-1922), Georges Bataille (1897-1962) et Pascal Quignard (1948), d'étudier l'évolution de la place et du rôle de l’œuvre d'art dans la littérature depuis la deuxième révolution industrielle jusqu'à nos jours. Ce travail interroge donc les données structurelles, socio-économiques et politiques, qui constituent l'agencement d'une production artistique, mais aussi les évolutions dans les rapports sujet/objet, la définition de l'art, l’étude de tropes spécifiques, la préférence d'un mouvement descendant à un mouvement ascendant (transcendantal), l'expérimentation comme fondement cognitif, la préférence d'une posture d'étant-au-monde à la notion d'être-au-monde, l'abandon de l'idéalisme et de la métaphysique pour l'élaboration d'autres régimes ontologiques mais aussi épistémologiques. Ces éléments composent ce que nous pouvons appeler un paradigme de l’ombre, paradigme mineur par rapport à un paradigme majeur, dominant, coercitifThis thesis deals with the work of three symptomatic authors, Marcel Proust (1871-1922),Georges Bataille (1897-1962) and Pascal Quignard (1948), as milestones, in order to studythe evolution of the place and the role of the piece of art in literature since the second Industrial Revolution until today. This work therefore questions the structural,socioeconomic and political data, which constitute the agency of an artistic production, but also evolution in the subject-object relations, definition of what art is, specific tropes,preference of a downward movement to an ascending (transcendental) movement,experimentation as a cognitive foundation, the preference of a position of being-in-theworld to the notion of being-in-the-world, the abandonment of idealism and metaphysics for the development of other ontological regimes. These elements compose what we can call a paradigm of the shadow, a minor paradigm compared to a major, dominant and coercive one
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Gunnarsson, Anette, and Monica Brogård. "Läsinlärning med datorns hjälp : En studie om ASL (att skriva sig till läsning) och möjligheter till god skriv- och läsutveckling." Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-58189.
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Syftet med den kvantitativa undersökningen var att jämföra ASL (att skriva sig till läsning) i ett helordsperspektiv med den traditionella ljudmetoden gällande elevers tidiga läs- och skrivutveckling. Jämförelsen gjordes också för att se vilken läsinlärningsmetod som är mest gynnsam och om någon av dessa har bättre möjligheter att förebygga läs- och skrivsvårigheter. Undersökningen bygger på sekundärdata från cirka 200 elever med olika läsinlärningsmetoder där i första hand ordavkodningsförmågan jämförs. Resultat gällande fonologisk medvetenhet, ordavkodningsförmåga, stavning samt nationella prov i svenska samlades in från två parallellgrupper (ASL - ljudmetod). Testmaterialet har hämtats från förskoleklass till och med årskurs 3. Resultatet visade bättre ordavkodningsförmåga för de flesta elever som har haft ASL som läsinlärningsmetod. Detsamma gäller för elever som hade hög ordavkodningsförmåga från årskurs 1. För elever med låg ordavkodningsförmåga visade resultaten däremot ingen skillnad mellan de båda metoderna. En tolkning skulle kunna göras att ASL gynnar ordavkodningsförmågan för många elever, men inte har större möjligheter än ljudmetoden att förebygga läs- och skrivsvårigheter.The purpose of the quantitative study was to compare WTR (writing to read) in a whole language perspective with the traditional phonics regarding students' early literacy development. The comparison was also made to see which literacy learning method that is most favourable and if any of them is more able to prevent reading and writing disabilities. The study is based on secondary data from approximately 200 students with different methods of teaching reading in which primarily word decoding ability was compared. Results regarding phonological awareness, word decoding ability, spelling and National tests in Swedish were gathered from two parallel groups (WTR - phonics). The test material has been taken from pre-school to grade 3. The results showed better word decoding ability for most students who have had WTR as literacy learning method. The same applies to students who had high word decoding ability from grade 1. Results from students with low word decoding ability showed however no difference between the two methods. One interpretation would be that WTR favours word decoding ability for many students, but does not have more opportunities than phonics of preventing reading and writing disabilities.
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Heed, Malva. "Information, makt och konspirationsteorier : En studie av informationskritiska användare." Thesis, Uppsala universitet, Institutionen för ABM, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-237205.
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Purpose–This study has examined the information behaviour and perception of information in a group ofinformation users who have a critical approach to the media and the information supply. Some of them call themselvesor are being called conspiracy theorists. The purpose was to examine how their information behaviour is influenced by the belief that the information is biased or inaccurate and what the information behaviour looks like when the user searches for discrepancies rather than a response to a question. Method–The study is based on transcribed interviews and email responses to interview questions. The model used to analyze the source material is Christine Bruceʼs seven categories of information literacy as presented in Seven Faces of Information Literacy. The outcome is compared with other user studies. Subsequently, the source material has been studied through Michel Foucaultʼs discourse theory. Focus is on power, anti-discourses and institutions. Findings–The analyses have shown that the informants have a sufficiently uniform information behaviour to be studied as a user group. Their information behaviour is focused on different strategies for evaluating information and understanding courses of events. This behaviour is based on a critical approach to what is considered as "truth" in the discourse. Originality/value–The user group has not been studied before in LIS research. Paper type–This is a two years master’s thesis in library and information science in Archive, Library and Museum studies.
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Lopes, Angela Maria EugÃnio. "EducaÃÃo de adultos e escola âsobreâ os trilhos das teorias clÃssicas da administraÃÃo e da teoria do capital humano: o caso da Rede FerroviÃria Federal S.A. â RFFSA, no CearÃ, de 1970-1975." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19326.
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nÃo hÃEsta investigaÃÃo tem como objetivo analisar os sentidos das experiÃncias de educaÃÃo de adultos e de escolas da RFFSA, construÃdos pelos sujeitos, e sua relaÃÃo com os princÃpios das Teorias ClÃssicas da AdministraÃÃo e da Teoria do Capital Humano, norteadoras das prÃticas administrativas e educacionais da empresa. Tais experiÃncias ocorreram na dÃcada 1970, em Fortaleza-CE, quando a RFFSA jà mantinha escolas para os filhos dos ferroviÃrios e, promovia cursos de alfabetizaÃÃo de adultos direcionados aos trabalhadores de nÃveis mais baixos de escolarizaÃÃo; o domÃnio das habilidades de leitura e escrita e das operaÃÃes bÃsicas de matemÃtica dava-lhes a possibilidade de acesso a novos cargos, de acordo com o que determinava a empresa. Trata-se de pesquisa descritiva e explicativa, de abordagem qualitativa, caracterizada como estudo de caso histÃrico baseado em Bogdan e Bicklen. Os dados empÃricos foram colhidos atravÃs de entrevistas semiestruturadas com seis sujeitos idosos, bem como pesquisa documental. O referencial teÃrico utilizado para as categorias conceituais de educaÃÃo e alfabetizaÃÃo de adultos foram Freire, Haddad e Di Pierro, Saviani, FernandÃz, Carvalho, Costa e Furtado; para as Teorias ClÃssicas da AdministraÃÃo: Silva, Taylor, Fayol, Zanatta e Kuenzer; para a Teoria do Capital Humano: Schultz e Frigotto. Para contextualizaÃÃo das ferrovias, teve como suporte os estudos de Telles, Pereira e Muniz, Mota, Almeida, Azevedo, Possas e Segnini. Outros autores foram incluÃdos para referendar a anÃlise que, pautada na dialÃtica, busca analisar as circunstÃncias e as contradiÃÃes que ligaram o contexto histÃrico ao sentido das experiÃncias construÃdos pelos sujeitos. Constatou-se que as experiÃncias educativas ocorreram sob a Ãgide da pedagogia tecnicista, de visÃo utilitarista e orientada pelos princÃpios das Teorias ClÃssicas de AdministraÃÃo e da Teoria do Capital Humano, presentes nas polÃticas e nas prÃticas administrativas; desvelavam-se assim aspectos internos caracterÃsticos de uma cultura assistencialista e clientelista, bastante comum à Ãpoca. Evidencia-se que as repercussÃes das experiÃncias de alfabetizaÃÃo e de qualificaÃÃo foram muito mais no Ãmbito pessoal e profissional. Neste sentido, se apresentam para os trabalhadores como a oportunidade de alfabetizaÃÃo e qualificaÃÃo tÃcnica que, apesar de aligeiradas, podem ter contribuÃdo para o acesso a outros cargos e resultado na elevaÃÃo da autoestima, sem que isso representasse significativas mudanÃas nas condiÃÃes de vida e de trabalho. Quanto Ãs experiÃncias nas escolas, propiciou o acesso à educaÃÃo aos filhos dos trabalhadores, e quando interrompidas geraram perdas tanto para os trabalhadores e suas famÃlias, como para as professoras. Constata-se, portanto, que os sentidos das experiÃncias nÃo confluem na mesma direÃÃo para todos os sujeitos, mas podem ser traduzidos como movimentos constantes de luta dos trabalhadores no sentido de mobilizaÃÃo-desmobilizaÃÃo, dominaÃÃo-resistÃncia, controle-ousadia. Verifica-se que, nos anos 1970, triunfa o poder desmobilizador do Estado autoritÃrio que, em nome da racionalidade, provoca a diminuiÃÃo do quadro de empregados, o fechamento das escolas com a supressÃo do ensino primÃrio para, nas dÃcadas seguintes, culminar no processo de privatizaÃÃo da estatal, em consonÃncia com a pauta neoliberal.
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Jucá, Leina Claudia Viana. "Das histórias que nos habitam: por uma formação de professores de inglês para o Brasil." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-23062017-130937/.
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Esta pesquisa, realizada no período 2012-2016, investigou as possíveis razões para o crescente desinteresse pela profissão docente, especificamente no que se refere ao ensino de língua inglesa (LI) na educação básica brasileira, sobretudo aquela pública; e o fez a partir do posicionamento de licenciandos em LI de uma universidade pública acerca do que para eles significava ser professor. O estudo se valeu de contribuições de teorias pósmodernas, baseando-se, principalmente, em conceitos pós-estruturalistas e decoloniais relacionados às concepções de língua, discurso, epistemologia e identidade, no intuito de melhor compreender as influências modernas sobre a construção histórica da docência e da identidade docente. Identificar os princípios que fundamentam o ensino de LI e a formação docente nessa área; investigar os discursos que perpassam a construção da identidade docente e em que se fundamentam; e compreender em que medida tais princípios e discursos impactam o (des)interesse pela profissão eram alguns dos principais objetivos propostos. Permeados pela análise dos dados gerados, os capítulos que compõem esta pesquisa se organizam da seguinte forma: a introdução localiza este estudo no cenário educacional brasileiro, apresenta seus objetivos gerais e específicos, o seu contexto de realização, as perguntas de pesquisa, a metodologia utilizada e o perfil dos participantes e da pesquisadora; o Capítulo 01 apresenta um panorama histórico da educação brasileira desde a implantação do sistema educacional jesuíta, em 1549, até a promulgação da LDB de 1996, procurando focar no ensino e na formação de professores de LI; o Capítulo 02 trata do papel do discurso na construção da realidade e na invenção da tradição, da ideia de desenvolvimento e civilização que permearam a colonização de terras e povos e resultaram na invenção da História ocidental; o Capítulo 03 dedica-se à invenção das línguas inclusive a LI e o inglês como língua internacional (ILI) e à construção histórica da identidade com base nas ideias de fixidez, permanência e normalidade, negando seu caráter fluido e nômade; as considerações finais apresentam acontecimentos políticos atuais e discorrem sobre as implicações do caráter circular da História sobre a construção da identidade docente e do estatuto negativo da profissão, além de reafirmar a necessidade de uma formação docente pautada no letramento crítico, como forma de promover mudança.This research developed between the year 2012 and the year 2016 investigated the increasing lack of interest in the teaching profession, including English language teaching (ELT), in Brazilian (public) basic education. This study was developed mainly on the basis of post-modern theories, related mainly to post-structuralist and decolonial concepts concerning language, discourse, epistemology and identity, used in order to better understand the influences of Modernity on the historical construction of the teacher identity and the teaching profession status. Some of the main objectives of this research were to identify the principles that ground ELT and EL teacher education in Brazil; examine the discourses that influence the construction of teacher identity and the basis of such discourses; and understanding to what extent such principles and discourses affect the (dis)interest in the teaching profession. The introduction situates this study in the Brazilian educational setting, and it presents the general and specific objectives that guided the development of this research, as well as the research questions, methodology and participants. Chapter 01 presents a historical overview of Brazilian education, starting from the Jesuit educational system implemented in 1549 and ending after the promulgation of the Brazilian National Law on Education (LDB) in 1996. Chapter 02 focuses on the role of discourse in the construction of reality, in the invention of tradition, and in the creation of the ideas of development and progress, which explained the need for civilization. This justified the colonization of lands and peoples and served as the basis for the invention of Western History. Chapter 03 refers to the invention of languages including English language, and English as an international language (EIL) and to the historical construction of identity based on the ideas of fixity and normality, denying its fluid and nomadic nature. The concluding chapter elicits current political events, addresses the implications of the circular nature of History on the construction of teacher identity and the negative status of the teaching profession, and also reiterates the need for a critical literacy-guided English language teacher education as a way of promoting changes.
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Haase, Donald. "Self-Referential Features in Sacred Texts." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3726.
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This thesis examines a specific type of instance that bridges the divide between seeing sacred texts as merely vehicles for content and as objects themselves: self-reference. Doing so yielded a heuristic system of categories of self-reference in sacred texts based on the way the text self-describes: Inlibration, Necessity, and Untranslatability.
I provide examples of these self-referential features as found in various sacred texts: the Vedas, Āgamas, Papyrus of Ani, Torah, Quran, Sri Guru Granth Sahib, and the Book of Mormon. I then examine how different theories of sacredness interact with them. What do Durkheim, Otto, Freud, or Levinas say about these? How are their theories changed when confronted with sacred texts as objects as well as containers for content? I conclude by asserting that these self-referential features can be seen as ‘self-sacralizing’ in that they: match understandings of sacredness, speak for themselves, and do not occur in mundane texts.
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Watt, Diane P. "Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19973.
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Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.
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Kiourti, Ira Georgia. "Real impossible worlds : the bounds of possibility." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/924.
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Lewisian Genuine Realism (GR) about possible worlds is often deemed unable to accommodate impossible worlds and reap the benefits that these bestow to rival theories. This thesis explores two alternative extensions of GR into the terrain of impossible worlds. It is divided in six chapters. Chapter I outlines Lewis’ theory, the motivations for impossible worlds, and the central problem that such worlds present for GR: How can GR even understand the notion of an impossible world, given Lewis’ reductive theoretical framework? Since the desideratum is to incorporate impossible worlds into GR without compromising Lewis’ reductive analysis of modality, Chapter II defends that analysis against (old and new) objections. The rest of the thesis is devoted to incorporating impossible worlds into GR. Chapter III explores GR-friendly impossible worlds in the form of set-theoretic constructions out of genuine possibilia. Then, Chapters IV-VI venture into concrete impossible worlds. Chapter IV addresses Lewis’ objection against such worlds, to the effect that contradictions true at impossible worlds amount to true contradictions tout court. I argue that even if so, the relevant contradictions are only ever about the non-actual, and that Lewis’ argument relies on a premise that cannot be nonquestion- beggingly upheld in the face of genuine impossible worlds in any case. Chapter V proposes that Lewis’ reductive analysis can be preserved, even in the face of genuine impossibilia, if we differentiate the impossible from the possible by means of accessibility relations, understood non-modally in terms of similarity. Finally, Chapter VI counters objections to the effect that there are certain impossibilities, formulated in Lewis’ theoretical language, which genuine impossibilia should, but cannot, represent. I conclude that Genuine Realism is still very much in the running when the discussion turns to impossible worlds.
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Ya-chen, Chen, and 陳雅湞. "Contemporary Western Literary Criticism and Theories in Chung Wai Literary Monthly (1987-1996)." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/89945799949885530357.
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碩士國立中山大學
外國語文學系
86
An early transfer of contemporary literary criticism and theories from the westinto Taiwan took place in the first half of the 20th century when Taiwanese writers adopted western literary ideas promoted since the May 4th Movement. It was in the atmosphere of political intimacy between the government in Taiwan and that in the United States, especially when the irreconcilability with Mainland China after 1949, that theoretical appropriation of western literary thoughts into Taiwan became accepted. On the other hand, the viewpoint regarding works as deliberately structured organic beings in American New Criticism corresponded to the political stability that KMT longed for at that time. Except for the Fung Cho literary club that mentioned about the term, "modern poetry", in 1935, Chang Mo, Pai Hsien-yung, Lo Fu, Wang Wen-hsing, Lin Heng-t'ai, Yu Kuang-chung, and so on contributed in a transposition of western theories and criticism into Taiwan in the 1960s. With a retreat from literary creative writing to the literary academic field at the acme of the awakened consciousness of Taiwanese indigenousness during the era in which Hsiang-t'u literature turned out to be the most prospered and dominant literary thought in Taiwanese creative writing, and contemporary western literary theories and criticism became what was taught in academies where newer generations of Taiwanese writers and literary researchers were cultivated. Then these newer generations become active participants of Taiwanese creative writing and literary studies after the end of military curfew. And the Taiwanese democratic polyphony since the end of military curfew, the institutionalized legitimacy of heteroglossia-- compared with the Taiwanese monologism before the lift of Martial Law-- happens to be an environment where the transferred western literary theories can prosper. I "vivisect" this very literary transfer into a theoretical appropriation and a cultural revision. Taking Chung Wai Literary Monthly after the end of military curfew as an example, I scan part of the transfer of Post-Colonialism and Feminism in Taiwan. I discover that Taiwanese appropriators of Post-Colonialism tend to focus on dialect / language, and race / nation issues and the revisers* strategies lie in Taiwanese Mainlander, Taiwanese indigenous-ness, aboriginal tribes, Malaysian-Chinese, and Chinese-American issues. Feminist appropriators in Taiwan seem to prefer French feminism. Perhaps it would be better if approaches to localize the appropriated theories in current Taiwanese society could be more explored. The transfer is neither merely a mimesis nor simply a betrayal. It is not necessary to be either resistant or zealous in Taiwan. The theories would be theoretically appropriated and culturally revised with different political strategies according to different environment, historical incidents, and social trends. It is a multicultural digest and epiphany.
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Hsu, Chang-An, and 徐長安. "The Application of Reading Theories in Su Shi's Literary Works." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/89261740539201605364.
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博士臺北市立大學
中國語文學系
105
The main research focus is on readers’ perspective and multiple theories, which are beneficial to Chinese teaching. The main motive and purpose of this thesis contain four parts: (A) Developing multiple intelligences. (B) Investigating diverse reading theories. (C) Appreciating Su Shi’s literary works. (D) Enhancing Chinese education. Methodologies employed in the thesis include citation analysis and exemplification. This thesis can be broken down into eight chapters. First, to demonstrate the research motive, research object, research scope and research technique. Second, to delve in Su Shi’ life, career, literary thoughts, literary ideas, literary style and literary influence. Thirdly, to investigate Schema theory, Gestalt psychology, Chinese narratology theory, Language style theory, and Reading aloud theory. The application of reading theories in Su Shi’s literary works. Last but not least, to illustrate the utility of applying Chinese and Western theories together; the main goal is to broaden learners’ vision and horizon so as to make contributions to reading classic literary works.