Academic literature on the topic 'Pygmalion, Pygmalion'
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Journal articles on the topic "Pygmalion, Pygmalion"
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Vaseneva, Nadezhda Vladimirovna. "Reception of the B. Shaw’s play "Pygmalion" in Russian literature." SHS Web of Conferences 101 (2021): 01004. http://dx.doi.org/10.1051/shsconf/202110101004.
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The article is devoted to the analysis of reception of B. Shaw's play «Pygmalion» in Russian literature. The article emphasizes that Russian literature had a huge impact on the formation and development of B. Shaw's aesthetic system and drama, as a result of which B. Shaw's drama acquired an epic character. The standard of «epic drama» is B. Shaw's play «Pygmalion». The extreme popularity, relevance and significance of B. Shaw's comedy «Pygmalion» for Russian literature are noted. The article examines translations of B. Shaw's play «Pygmalion» and individual-author's interpretations of Russian directors of English comedy as a form of reception of B. Shaw's play in Russian literature. It is said that the plot and images of B. Shaw's play «Pygmalion» received a new life in Russian literature. The author analyzes allusions and reminiscences with B. Shaw's comedy «Pygmalion» in Soviet prose and drama of the 20th – early 21st centuries. It is proved that B. Shaw's play «Pygmalion» is characterized by a rich reception in Russian literature.
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Hallinan, Maureen T. "Pygmalion Revisited." Contemporary Psychology: A Journal of Reviews 31, no. 8 (August 1986): 599–600. http://dx.doi.org/10.1037/024960.
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Zapperi, Giovanna. "Pygmalion révisé." Rue Descartes 64, no. 2 (2009): 110. http://dx.doi.org/10.3917/rdes.064.0110.
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Karakowsky, Len, Nadia DeGama, and Kenneth McBey. "Deconstructing Higgins: gender bias in the Pygmalion phenomenon." Gender in Management: An International Journal 32, no. 1 (March 6, 2017): 2–18. http://dx.doi.org/10.1108/gm-04-2015-0040.
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Purpose Despite considerable empirical evidence to support the existence of the Pygmalion effect, studies that focus on the role of gender within this phenomenon have produced varied results. Whereas the research has consistently demonstrated the Pygmalion effect with male leaders, less research evidence exists to support this phenomenon among female leaders. This paper aims to present a conceptual framework for understanding the potential role gender can play in the Pygmalion effect and why women may face obstacles in their efforts to serve as Pygmalion leaders. Research propositions are presented with the intent of guiding future research in this area. Design/methodology/approach For the purpose of this theoretical paper, elements of the sociological, structural and psychological perspectives are drawn to present an understanding of the potential influence a leader’s gender has on the facilitation of the Pygmalion effect. A brief background to the Pygmalion effect is first provided followed by research related to this phenomenon. Then the underlying elements of the Pygmalion effect are revisited and attention is drawn to those factors affecting subordinate receptiveness to leader influence. Following that, these ideas are integrated with gender-based research to present the theoretical framework and research propositions. Findings This paper’s framework offers a fuller understanding of the role of a leader’s gender in facilitating the Pygmalion effect by identifying factors that can influence subordinate perceptions of leader efforts. Gender-based cues influence subordinate perceptions of leader expertise and power. In turn, this will influence subordinate receptiveness to leader elicited expectations and supportive behaviors. Practical implications The theoretical framework of this paper suggests that under certain conditions, gender differences can impact subordinate receptiveness to leader behaviors and performance expectations. Managers need to be aware of the gendered-nature of the work context and how it can influence subordinate perceptions of leaders. Otherwise, gender-based cues can unwittingly undermine women who endeavor to elevate follower self-efficacy beliefs. Social implications Stereotypes regarding women in managerial roles can undermine the capacity of women to effectively mentor and inspire others. These biases must be explicitly confronted and challenged. Moreover, given the global nature of the workforce it is critical to understand how national cultures can differ in their attitudes toward women in management in ways that can impede the ability of a woman to facilitate this transformative process. Originality/value The theoretical framework of this paper broadens the understanding of gender differences in the Pygmalion effect. This paper attempts to explain the lack of consistent findings for women who attempted to serve as Pygmalion leaders. It is asserted that rather than a leader’s gender, it is gender-based contextual cues that influence the leader’s capacity to trigger the Pygmalion effect. Thus far, no systematic effort has been made to identify the conditions under which subordinates are receptive to the influence of Pygmalion male or female leader expectations and behaviors.
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Smith, Stephanie A., and J. Hillis Miller. "Versions of Pygmalion." American Literature 64, no. 2 (June 1992): 419. http://dx.doi.org/10.2307/2927881.
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BALCI, Oktay. "OKULDA PYGMALION ETKİSİ." International Journal of Social Humanities Sciences Research (JSHSR) 5, no. 29 (January 1, 2018): 3644–52. http://dx.doi.org/10.26450/jshsr.771.
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Howells, Anne, and J. Hillis Miller. "Versions of Pygmalion." Rocky Mountain Review of Language and Literature 44, no. 4 (1990): 262. http://dx.doi.org/10.2307/1346802.
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Jones, Steven Jeffrey, and J. Hillis Miller. "Versions of Pygmalion." South Central Review 9, no. 2 (1992): 107. http://dx.doi.org/10.2307/3189547.
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Pilling, John, and J. Hillis Miller. "Versions of Pygmalion." Modern Language Review 87, no. 3 (July 1992): 720. http://dx.doi.org/10.2307/3732971.
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Wearmouth, Janice. "Pygmalion Lives On." Support for Learning 12, no. 3 (August 1997): 122–25. http://dx.doi.org/10.1111/1467-9604.00029.
Full textDissertations / Theses on the topic "Pygmalion, Pygmalion"
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Wang, Lei. "The Upward Pygmalion Effect in the Organization." TopSCHOLAR®, 2000. http://digitalcommons.wku.edu/theses/707.
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This study examined the upward Pygmalion effect from the subordinate to the supervisor. One hundred and sixty-one undergraduate participants assumed the role of a supervisor and were randomly assigned to one of nine experimental conditions representing different levels of expectations and performance feedback. Participants then completed questionnaires designed to measure self-efficacy and the performance effort level of the supervisor. The result of the study failed to support the hypotheses that positive subordinate expectations would improve supervisors' self-efficacy level and that negative subordinate expectations would have little impact on supervisors' self-efficacy level, but succeeded in supporting the hypothesis that supervisors' performance effort level is unlikely to be influenced by subordinate expectation feedback. Explanations for the result of the study were explored.
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Achour, Fatiha. "Les adaptations arabes du mythe de pygmalion." Paris 4, 1988. http://www.theses.fr/1987PA040448.
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Le but de cette these, c'est de faire une etude comparative sur le theme de pygmalion qui a inspire nos ecrivains contemporains : khalil hindaoui, tawfiq al hakim et fouad al mouhandis qui ont retraces cette legende differemment suivant l'experience personnelle de ses trois ecrivains qui sont au fond des incurables romantiques, ainsi ce chef d'oeuvre reflete leurs blessures interieures et leur souffranceTo have seen leading an existance doomed to crimes full of horrors for the vice that nature has extravagantly offered the woman to the point of living without spouses. Bachelor with a marvellous art he sculpted on ivory a splendid body. Pygmalion was lost in wonder and his hart inflamed for this body appearance. The gods apollon and venus realise that he was so sad they send a sould to the statue and became alive. They got married and had a son named galatee. The writer now days are inspired by this mith and that is what i am intending to develop in this project
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O'Reilly, Mary Bernadette. "Undercurrents in Ovid's 'Metamorphoses' : Hercules, Pygmalion, and Myrrha." Thesis, University of Glasgow, 2003. http://theses.gla.ac.uk/2464/.
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This study looks at three episodes in Ovid’s Metamorphoses, namely the Hercules episode in Book 9 and the Pygmalion and Myrrha episodes in Book 10. These episodes are connected by the fact that, in each, the superficial interpretation of the text interacts with the tale’s underlying meaning and thus invites reassessment of that tale. This is a recurring feature throughout the Metamorphoses. The first chapter looks at the Hercules episode. It begins with a study of Ovid’s sources for the tale of Hercules and Deianira and is followed by a discussion of the episode itself. The central argument is that despite the amatory facade of the tale, the narrator systematically establishes Hercules’ lack of amorous interest in Deianira. The second chapter examines the Pygmalion episode. It looks at recent critical interest in the implicit eroticism of the episode and further contributes to this area of discussion. This study has two parts. In the first, Venus’ contribution to the erotic undercurrent in the tale is discussed. In the second, the relationship between Pygmalion and the Iphis episode in Book 9 is examined. The third chapter discusses the Myrrha episode which immediately follows that of Pygmalion in Ovid’s epic. The central argument of this chapter is that Ovid deliberately establishes a ritual undercurrent of sacred marriage in the tale. This Cyprian cult practice was an important feature of the Myrrha-Cinyras legend and examination of this aspect in the Ovidian adaptation begins with an examination of the relevance of this ritual motif to that legend generally. This is followed by a discussion of how Ovid deliberately establishes the scared marriage as a backdrop to his own incest tale. This depends on the creation of an undercurrent of marriage and on the religious atmosphere which exists alongside it.
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Pépin, Monique. "Pygmalion à l'école : synthèse de la littérature (1968-1986)." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5588.
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Pygmalion est-il une realite dans les ecoles, comme le suggerait la recherche de Rosenthal et Jacobson, parue en 1968, "Pygmalion in the classroom. Teacher expectations and pupil's intellectual development"? Une synthese de la litterature qui a porte sur les attentes des enseignants et les effets de ces attentes sur le developpement des eleves a ete entreprise dans le but de repondre a cette question. Les resultats de deux cent trente-deux (232) recherches nord-americaines qui ont etudie les attentes des enseignants aux niveaux elementaire et secondaire ont ete analyses. Les recherches ont ete regroupees antour de trois grands aspects qui ont ete consideres par les chercheurs, a savoir la formation des atentes des enseignants, la communication de ces attentes dans la relation educative et les effets de ces attentes sur le developpement des eleves. Comme methode d'analyse des resultats des recherches, nous avons utilise une approche criteriee, fondee sur le pourcentage de recherches dont les resultats convergent. (Abstract shortened by UMI.)
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Puyôou, Bianca. "Pygmalion, un mythe génésiaque. Conceptions et représentations du pouvoir créateur." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040215.
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Ce travail herméneutique interdisciplinaire où littérature et philosophie intimement s’entremêlent et dialoguent avec les sciences dites dures, s’est tout d’abord employé à définir la notion de mythe comme type de récit littéraire illustrant une prise de position quant à une question métaphysique et a révélé le récit ovidien de Pygmalion comme un mythe génésiaque au cœur duquel se trouve l’homme. Cheminant du XVIIIe au XXe siècle au fil de l’histoire des idées européennes, il s’est ensuite arrêté sur les différentes productions littéraires allemandes, françaises et italiennes réinvestissant le mythe à la lumière de la problématique dégagée du texte mère : celle de l’ampleur du pouvoir créateur de l’homme, afin d’en extraire les caractéristiques communes. Dans leur traitement de l’eros et de l’art, ces dernières posent un rapport à autrui et au monde orienté vers une dynamique de création se réalisant à travers un processus analogue, reposant sur les représentations ainsi que l’implication et les dispositions mentales et personnelles du sujet, l’extase, la volonté et la foi. Forts de leurs enseignements et de ce constat, il s’est à son tour emparé de cette question à travers l’élaboration d’un mythologisme anthroposophique convoquant des découvertes ayant eu lieu au XXIe siècle dans le domaine des neurosciences, de la physiologie, de la sémiostylistique, de l’éthique et de l’esthétique. Ce système de pensée, dans une quête de compréhension de ce processus créatif, a mené à la redéfinition d’un Homme alors compris comme essentiellement mû par un instinct représentationnel, un mouvement plasmateur, évoluant entre Créativité, Plaisir et Beauté, à travers l’exercice duquel il réalise sa LibertéThis hermeneutic interdisciplinary work, where literature and philosophy are tightly intertwined and converse with the so-called hard sciences, first proceeds to define the notion of myth as a literary type of story that illustrates a stance on a metaphysical question. It reveals Ovid’s story of Pygmalion as a genesiac myth in which mankind is at the heart. Progressing from the XVIIIe to the XXe century along the history of European ideas, it then halts at the French, German and Italian literary works that revisit the myth, in light of the question drawn from the source text – that of the extent of Man’s creative power – in order to extract the common characteristics. In their study of Art and Eros, they present a relationship to the world and to the others that is directed toward a dynamic of creation that is realized through a similar process based on the representations along with the mental and personal implication and dispositions of the subject, ecstasy, will and faith. In turn, drawing on their lessons and this observation, this work eventually answers this question by elaborating an anthroposophical mythologism that call upon XXIe century discoveries in neurosciences, physiology, semiostylistic, esthetic and ethic. This system, in its quest of understanding this creative process, has led to the redefinition of a Man essentially led by a representational instinct, a creative gesture, moving from Creativity, to Pleasure and Beauty, by which he achieves his Freedom
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Michal, Madeleine. "Métamorphoses et mutations littéraires ou artistiques : Pygmalion et au-delà." Paris 7, 2011. http://www.theses.fr/2011PA070072.
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Puisé aux sources de textes divers, issus de l'antiquité à nos jours, principalement la littérature, nous étudions dans différentes expressions : création, métamorphose, sublimation de personnages emblématiques, avec ou sans l'intervention du syndrome de Pygmalion. Interférence de l'amour, de la folie et des fantasmes naturels ou hallucinogènes, à la lisière du fantastique, sosies, transpositions et subterfuges, conduisent tant au succès qu'à l'échec. L'émergence de personnages créés, modifiés, ressuscites, animés ou réanimés illustrent le désir permanent de créer, de générer, qui nous motive. Pygmalion en est le porte drapeau, mais nous allons bien au delà de son mythe. En filigrane demeure la notion tant de sublimation que d'animation. Nombreux sont les échecs, en opposition aux quelques succès, plus ou moins spectaculaires. Les fictions sont étayées par les récit biographiques romancés mais réels. Aucun des héros n'échappe à une forme de mutation, intellectuelle, psychique, physique ; désirée ou subie, dirigée ou personnelle et parfois la conjugaison des deux. L'entreprise n'est jamais innocente, et parfois au seul bénéfice du Pygmalion démiurge ou narcissiqueDrawing on various text sources, mainly literary, from antiquity until the present day, we have studied different ways of expression: creation, metamorphosis and sublimation of emblematic characters, with or without the Pygmalion syndrome. The interference of love, madness and natural or hallucinogenic specters, on the edge of the fantastic, with doubles, transpositions and subterfuges lead these characters to success as well as to failure. The emergence of created, modified, resuscitated, lively or revived characters illustrates the desire that motivates us. Pygmalion is the standard-bearer, but we go far beyond his myth. Sublimation and liveliness remains in the background. There are innumerable setbacks, in contrast with the few successes that are more or less spectacular. These novels are based on real-life, though somewhat romanticized biographies. None of the heroes escapes intellectual, psychic, physical mutation, whether desired or suffered, either directed or personal and sometimes the combination of the two. Never is the endeavour innocent; sometimes it is to the exclusive benefit of the godlike or narcissistic Pygmalion
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Rossi, Iuliana. "L'effet paravent des TICE." Thesis, Cergy-Pontoise, 2014. http://www.theses.fr/2014CERG0696/document.
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L'effet paravent est une proposition contradictoire à l'effet Pygmalion. Les études de Rosenthal et Jacobson ont mis en évidence le fait que les attentes des enseignants ont comme résultat la tendance de l'élève à se conformer à ces attentes. Par conséquent, les élèves considérés comme susceptibles de s'épanouir arrivent à obtenir des résultats supérieurs aux résultats des autres élèves (et inverse pour les élèves faibles). Mais, les enseignants élaborent souvent des attentes en prenant en compte des éléments qui ne se situent pas dans une relation directe avec les performances scolaires. Le genre, l'origine ethnique, la classe socioéconomique, l'attractivité physique sont des facteurs qui influencent l'élaboration des attentes par les enseignantes, malgré leurs caractères moins fiables. L'essor des technologies, ces dernières années, leur utilisation massive et à grande échelle au niveau de la société, ainsi que leur introduction dans les écoles semblent offrir de nouvelles perspectives, y compris celle de l'amélioration des résultats des élèves, dus aux représentations erronées des enseignants à l'égard de potentiel cognitif de leurs élèves. En effet, avec les technologies, l'école trouve de nouvelles ressources pour accomplir sa mission. Compte tenu de ces nouvelles conditions de travail et d'apprentissages apportées par l'utilisation des technologies, un certain nombre de questions surgissent en lien direct avec les possibilités de changer les regards des enseignants concernant les performances des élèves, avec des effets bénéfiques sur l'image de soi des élèves et, pourquoi pas, sur leurs résultats scolaires. Pour répondre à ces questions, ce travail propose l'étude de l'effet paravent des TICE, autrement dit, la possibilité d'utiliser les TICE pour contrecarrer les effets d'attentes des enseignants sur les performances des élèves. Dans cette perspective, des technologies permettant l'assurance de l'anonymat apparaissent comme un élément susceptible de briser la relation classique maître-élèveThe screening effect is opposite proposal to the so called Pygmalion effect. Early studies of Rosenthal and Jacobson had proven the pupils' tendency to reach teacher's expectations concerning theirs scholar performances. It follows that the students considered as promising get usually better results than the others (and contrary, those one considered as weak got lower results). Nevertheless the teacher expectations are sometime based on facts that are not direct linked to the scholar performances. Despite theirs reliability, the gender, the ethnical origin, the social level and physical attractiveness are factors that can contribute in establishing these expectations. The development of ICT in last decades and subsequently their massive use in society (particularly in scholar environment) offers completely new opportunities and perspectives. The aim of present thesis is to study the impacts of these technologies within situations when a relatively poor level of scholar achievements has like source a possible wrong estimation of teachers concerning the scholar potential of theirs students. We can say that by using these new technological achievements the school is finding in fact new tools for achieving its important mission. Currently, intensive efforts are made on studying how this completely new educational work environment and the particularities of these new techniques can influence teachers' regard on scholar's performances with positives effects on the self-esteem of the students or even on their scholar achievement. Trying to answer to some of these questions, the aim of present work is to study the screening effect of ICT, thus the possibility of using ICT to diminish the effects of teaching expectances on the scholar performances of the students. In this context, using ICT to hide the student identity seems to break the classical student teacher interaction
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Shum-King, Muriel. "Pygmalion ou la question de la création dans la pensée contemporaine." Paris 8, 1997. http://www.theses.fr/1997PA081350.
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Cette these presente les approches recentes qui contribuent au developpement de la modelisation des connaissances ainsi qu'au processus de la creation conceptuelle cette question est essentielle dans des disciplines aussi differentes que la philosophie, l'intelligence artificielle, l'esthetique et l'informatique. En premier lieu, le pouvoir de creer est une question complexe. Les approches critiques de l'action de creer impliquent de vastes sujets de recherches ou connexions avec des sujets tels que les operations de recherche et d'apprentissage, incluant les perspectives de l'etude de l'esprit, des experiences conceptuelles, de la "pensee collective" et des "anomalies neurales". En depit du fait que, de nos jours, la creation computationnelle signifie gerer l'incertain, la question porte sur une modalite precise de la pensee humaine : le processus de la creation conceptuelle est-il plus interessant s'il s'accompagne d'une methode ?. Les procedures heuristiques peuvent etre lancees sur plusieurs machines : machines virtuelles, meta-machines, etc. Comment les machines peuvent-elles "trouver" une nouvelle ontologie des relations ? en second lieu, nous imaginons plus d'idees que nous ne pourrions appliquer dans notre propre vie. Le pouvoir de creer et de modeliser est relie au pouvoir de decider et de choisir quel environnement est le plus approprie pour construire une forme. Troisiemement, l'idee sous-jacente de ce travail est que les ordinateurs et machines conceptuelles peuvent proposer de nouveaux agencements pour operer une metamorphose afin de depasser les contraintes de l'espace et du temps. L'histoire de pygmalion appartient au reve antique qui poursuit le but de creer a l'egal de dieu et d'atteindre une nouvelle maniere de modeler l'esprit humain et la vie des creatures artificielles ou "inorganiques". La vie artificielle, les anges virtuels nous apportent, dans notre espace limite, une variete de reponse totale pour trouver une nouvelle expression du sentiment comme si l'humain etait une extension d'un espace cognitif differentTHIS THESIS PRESENTS RECENT APPROACHES TO THE DEVELOPMENT IN KNOWLEDGE OF MODELLING AND IN THE PROCESS OF CONCEPTUAL CREATING. THIS STUDY COVERS A WIDE RANGE OF RESEARCH AREAS IN VARIOUS ENVIRONMENTS. THIS QUESTION IS ESSENTIAL IN MANY DISCIPLINES SUCH AS PHILOSOPHY, ARTIFICIAL INTELLIGENCE, ESTHETIC AND COMPUTER SCIENCE. FIRST, CREATION, THE POWER TO CREATE IS A COMPLEXE QUESTION. THE CRITICAL APPROACHES OF CREATING INVOLVES A BROAD research TOPIC WITH CONNECTIONS TO TOPICS AS OPERATIONS RESEARCH AND LEARNING, IT INCLUDES THE PERSPECTIVES OF THE STUDY OF MIND, CONCEPTUAL EXPERIENCE, COLLECTIVE THINKING AND NEURAL ANOMALIES. IN SPITE OF THE FACT THAT, NOWADAYS, COMPUTATIONNAL CREATION MEANS TO MANAGE THE UNCERTAINTY, THE QUESTION IS FOCUSED ON A PRECISE MODALITY OF THE HUMAN THINKING : IS THE PROCESS OF A CONCEPTUAL CREATION MORE INTERESTING WITH A METHOD ?. THE HEURISTICS PROCEDURE CAN ALSO BE RUN ON SEVERAL MACHINES : VIRTUAL MACHINES, META-MACHINES, ETC. HOW CAN THE MACHINES FIND A NEW ONTOLOGY OF RELATIONSHIP ? SECONDLY, WE IMAGINE MORE IDEAS THAN WE COULD EVER APPLY AND DISCOVER IN OUR OWN LIFE. THE POWER OF CREATING AND MODELLING IS CONNECTED TO THE POWER OF MAKING A DECISION AND CHOOSING WHICH ENVIRONMENT IS THE MORE APPROPRIATE TO BUILD A NEW FORM !. THIRDLY, THE UNDERLYING IDEA OF THIS WORK IS THAT THE COMPUTERS AND CONCEPTUAL MACHINES CAN PROVIDE NEW AGENCEMENTS TO OPERATE METAMORPHOSIS IN ORDER TO GO BEYOND THE CONSTRAINT OF SPACE AND TIME. THE STORY OF PYGMALION BELONGS TO THE ANCIENT DREAM WHICH PURSUES THE GOAL TO CREATE AS GOD, AND TO REACH ANOTHER WAY OF MODELLING HUMAN BEING MIND AND BODY AND LIFE OF IN-ORGANIC AND ARTIFICIAL CREATURE. ARTIFICIAL LIFE, "VIRTUAL ANGELS", BRINGS US, IN OUR RESTRICTED SPACE, A WHOLE VARIETY OF RESPONSES TO FIND ANOTHER EXPRESSION OF FEELING AS IF HUMAN BEING WAS AN EXTENSION OF A DIFFERENT COGNITIVE SPACE
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Mañes, Bordes Maria del Mar. "Joan Oliver: traductor Estudi de l’adaptació lliure de Pygmalion de G.B. Shaw." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/394042.
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Joan Oliver és un dels autors cabdals de la literatura catalana contemporània. Malgrat que l’obra poètica i dramàtica és ben coneguda, no ho són tant les traduccions, sobre les quals s’han dut a terme pocs estudis. Sobretot durant l’exili a Xile i en tornar a Barcelona, Oliver es va dedicar a la traducció per motius econòmics. Aquesta tesi fa èmfasi en l’estudi de cas de la traducció al català del Pygmalion de George Bernard Shaw. L’autor canvia l’espai i el temps del text original per la Barcelona de postguerra per tal d’adequar les peculiaritats lingüístiques dels personatges i els elements culturals de l’obra per al públic destinatari. En aquest treball estudiem, d’una banda, la variant lingüística “xava”, que s’empra com a equivalent de l’accent “cockney” de l’anglès, i, de l’altra, els canvis en l’espai i el temps i els motius pels quals l’autor pren unes decisions concretes dins d’un context sociocultural i històric concret. Aquests elements s’avaluen prenent com a referència l’escola de la manipulació i la teoria de l’skopos per tal de demostrar que els canvis es van dur a terme després d’un procés de reflexió.Joan Oliver is one of the most important authors in contemporary Catalan literature. Although he is most known for his poetic and dramatic works, his translations are often overlooked and few studies about them have been made. After the Spanish civil war, Oliver used translation as a means of economic support during his exile in Chile and after his return to Barcelona. My thesis is focused on the case study of Oliver’s translation of George Bernard Shaw’s Pygmalion. In order for the linguistic peculiarities of the ST to be acceptable for the TT audience, Oliver changes the time and setting of the play to post-war Barcelona, as well as many cultural referents and the linguistic variety used by the characters. In my project, I study the characteristics of the xava variety of Catalan language, which is used as an equivalent to the cockney accent of English. At the same time, I look at the changes in time and setting and determine the reasons why they were chosen within their sociocultural context. Most of them are equivalents in the city of Barcelona of elements of London, while others try to keep the essence of the original cultural element. In my study I look at these considerations and evaluate them from a functionalist point of view, mainly the theory of skopos, in order to prove that the author does not make these changes casually, but after a process of reflection.
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Hatherley, Frances. "Sublime dissension : a working-class 'Anti-Pygmalion' aesthetics of the female grotesque." Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/23204/.
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This thesis reclaims and refigures negative stereotypical images of working-class femininity, proposing an “Anti-Pygmalion” aesthetics (referencing Shaw’s Pygmalion)in which pressure to conform to bourgeois notions of respectability is refused in favour of holding onto aspects of working-class female identity which have been treated as faulty and shameful. It examines a previously under-theorised dimension of the “female grotesque”: its formation under a process of classed construction. Contesting the disavowal of class identity in much art writing, I explore how it shapes art reception, showing how images of the Anti-Pygmalion female grotesque can provoke sublime experiences in viewers who share an empathetic connection with the work’s presentation of class difference. Against Enlightenment aesthetic theories which associate the sublime with the lofty, this thesis conceptualises it from the perspective of working-class women, connecting it with an excitement and awe that comes from below and bursts up and out. My approach is auto-ethnographic, drawing on my experiences as a woman from a working-class background to deepen my readings and address gaps in the field. To counter the erasure of working-class artists, I focus on work by working-class British artists and filmmakers from the 1980s –2000s. Exploring the problematic experiences of working-class artists and writers in the institutional spaces of education and the art world, I highlight the resulting internalisation of stigmatised subjectivities. This frames my analysis of three case studies, each addressing aspects of working-class femininity: Jo Spence’s Class-Shame series, the photographs collected in Richard Billingham’s Ray’s a Laugh, and Carol Morley’s film The Alcohol Years. My analysis builds up a dialogue around Anti-Pygmalion aesthetics which forces a reconsideration of the categories of the sublime and the grotesque in the light of working-class identities and creativities, dispelling stereotypes which have hampered existing criticism, and reframing working-class stories and lives as significant and valuable.
Books on the topic "Pygmalion, Pygmalion"
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Johnson, Cynthia Brantley, ed. Pygmalion. New York: Simon & Schuster Paperbacks, 2009.
Find full textBook chapters on the topic "Pygmalion, Pygmalion"
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Azema-Barac, M., M. Hewetson, M. Recce, J. Taylor, P. Treleaven, and M. Vellasco. "PYGMALION." In International Neural Network Conference, 709–12. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-0643-3_57.
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Meisenheimer, Wolfgang. "Pygmalion." In Modelle als Denkräume, Beispiele und Ebenbilder, 154–57. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-20115-9_33.
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Levesque, Roger J. R. "Pygmalion Effect." In Encyclopedia of Adolescence, 2266–67. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_589.
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Angéniol, Bernard, and Gaël de La Croix Vaubois. "PYGMALION — Neurocomputing." In International Neural Network Conference, 1054–57. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-0643-3_183.
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Collins, KC. "Pygmalion Effect." In Encyclopedia of Child Behavior and Development, 1206. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2327.
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Levesque, Roger J. R. "Pygmalion Effect." In Encyclopedia of Adolescence, 3002. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_589.
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Wood, Peggy. "Pygmalion: I." In Shaw, 151–52. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-05402-2_79.
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Campbell, Patrick. "Pygmalion: II." In Shaw, 152–53. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-05402-2_80.
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Davies, Emil. "Pygmalion: III." In Shaw, 153–54. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-05402-2_81.
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Kropotkin, Alexandra. "Pygmalion: IV." In Shaw, 154–56. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-05402-2_82.
Full textConference papers on the topic "Pygmalion, Pygmalion"
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Gong, Fangming. "The Realistic Implication in Bernard Shaw’s Pygmalion." In 7th International Conference on Humanities and Social Science Research (ICHSSR 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210519.108.
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"Grice’s Cooperative Principles in G. B. Shaw’s Pygmalion." In 10th International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2019. http://dx.doi.org/10.23918/vesal2019.a12.
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Erwanto, Wahyu. "Pygmalion Effects: How Does Reality Meet Your Expectation?" In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.25.
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Wang, Mengqian, and Jun Cai. "The Application of Pygmalion Effect in Classroom Education." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.239.
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