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Scotton, Paolo. "The making of philosophy : Ortega y Gasset and the Spanish academia." Thesis, IMT Alti Studi Lucca, 2016. http://e-theses.imtlucca.it/229/1/Scotton_phdthesis.pdf.
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This thesis analyses the concept and practice of philosophy within the
Spanish academia during the first half of the XX century, in relation to
different political and institutional regimes. In particular, the research
focuses on the academic career of the most prominent intellectual of
that time, José Ortega y Gasset (1883-1955), who dominated the Spanish
philosophical scene for almost fifty years. Through the analysis and
study of his intellectual biography and of his theory of education, this
research sheds light on the instrumental political and social function
that the academic teaching of humanities did play in the case of the
Spanish contemporary history. The thesis investigates the mutual
relations between the philosophy of Ortega and the one purported by
the Spanish academia, thought as a social and political institution,
considering the period comprised since his first appointment as a
professor at the University of Madrid, in 1910, until his death in 1955.
In particular, contrary to the majority of the studies on the author, the
thesis pays particular attention to the second part of his life marked,
since 1936, by a long exile, a brief return in Spain after the end of World
War II, and the creation, in 1948, of the Institute of Humanities, an
exp erim en tal ed u cative p r oject h e d evelop ed d u rin g Fran co’s regim e.
The kernel of this investigation is constituted by an often dismissed
featu re of Or tega’s p h ilosop h y: i.e. th e cen tr ality of the theory and
practice of education during the whole course of his life. Significantly,
he always developed his theorisations within a particular context: the
Spanish academia and, in particular, the University of Madrid. This
institution constantly underwent relevant changes during the first half
of the XX century due to paradigmatic mutations in the political
regimes leading the country. In particular, the period analysed in this
thesis includes the study of four different historical paradigms: the
period which followed the end of the Restoration, the one ruled by the
II Republic, th e begin n in g of Fran co’s regime and, finally, its changes in
relation to the post-war international context. This variability affected
the way in which Ortega conceived the function of philosophers an d
intellectuals in society. His philosophy, which can be defined as a
constant intellectual protrepsis, changed in relation to the political and
academic circumstances under which he lived. In fact, he conceived the role of the intellectual as strictly intertwined with a social and political
mission, that went beyond the limited boarders of the academia, even if
it always arose from this institution.
Based on a stu d y of Ortega’s teach in gs in their historical context,
conducted through a careful reconstruction of the academic debates
that characterised the Spanish University – rendered possible by the
analysis of a wide range of primary sources, both from personal and
public archives, as well as of newspapers, cultural reviews, books and
school texts – this research contributes to shed light on the functioning
of the academic debate and its role within society, in particular in
relation to the creation and diffusion of humanistic disciplines. The
research offers an analysis of a very compelling case study that permits
to comprehend how academic debates evolve under different political
regimes, and the extent to which philosophy is always forged and, at
the same time, contribute to modify the institution within which it
develops. In conclusion, the work offers an innovative reading of the
philosophy and intellectual activity of Ortega y Gasset, contributing to
clarify one of the most controversial period s of his life which, until
now, had not been analysed in-depth.
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Vincent, Mary. "Catholicism in the Second Spanish Republic : religion and politics in Salamanca, 1930-1936." Thesis, University of Oxford, 1991. https://ora.ox.ac.uk/objects/uuid:247d3953-fe47-4a2e-a0de-75db9a545d29.
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The research for this thesis has been confined in space and time in order to facilitate an investigation of the Church at several levels: the study is as concerned with the faith and the faithful as with the official presence of the hierarchy. It examines questions of religious identity in an area of high Catholic practice, conservative politics and, eventually, genuine popular support for the Nationalist rising. The province of Salamanca, in the north west of Spain, is a particularly appropriate focus for such a study. Part of the Castilian heartland of traditional Spain, it was the home province of Jose Maria Gil Robles and a major area of strength for the parliamentary Catholic right, which mobilised here before anywhere else in Spain. This has led to Salamanca receiving some attention from historians. Scholars such as Paul Preston and Juan Jose Castillo use it to provide examples of the Catholic right's techniques and rhetoric, arguing that the innate conservatism of the Castilian smallholders was manipulated by the great landlords. However, perhaps the most interesting feature of the history of the province in the 1930s is how its story differed from that laid out in Madrid. The historiography of the Second Republic has concentrated - perhaps inevitably - on political and parliamentary struggles. While issues such as disestablishment and the fate of the religious orders were of crucial importance at institutional and governmental level, the impact they had outside the professional circles of church and state is far less certain. This study has moved outside the administrative world of the capital to investigate the impact of the Republic on ordinary Catholic citizens. The minutiae of church/ state relations and the undoubted injustice of the treatment of the religious orders may have outraged the Catholic deputies representing Salamanca in the Cortes, but their Catholic constituents had different concerns. By examining these concerns, this thesis throws new light on the process of breakdown of the Second Republic.
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Cox, Chelsea L. "A Spanish three model unit on food: a teaching philosophy with complementary instructional practices." Kansas State University, 2011. http://hdl.handle.net/2097/13127.
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Master of ArtsDepartment of Modern Languages
Douglas K. Benson
In this report, I present my personal teaching philosophy and the instructional practices that I believe best contribute to a successful second language classroom. Comprising the teaching philosophy chapter are sections concerning: the role of the instructor, the three parameters of post-method pedagogy, the maximization of learning opportunities and minimalization of perceptual mismatches, the need for negotiated interaction, the promotion of learner autonomy, the teaching of higher order thinking skills, the advantages of contextualized input, and the development of students' cultural consciousness. The instructional practices chapter describes my approach to grammar instruction, vocabulary instruction and the implementation of authentic texts. To conclude, I offer a model five-day lesson plan, complete with structured pedagogical activities, contextualized to the theme of food, which will integrate the ideas and concepts discussed in the philosophy and practices chapters.
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Chevalier, Elizabeth. "The effects of the Spanish Civil War in the lives of women and children: teaching philosophy and unit plan." Kansas State University, 2015. http://hdl.handle.net/2097/18949.
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Master of ArtsDepartment of Modern Languages
Douglas Benson
The purpose of this report is to demonstrate mastery of content in the Spanish MA program in Second Language Acquisition at Kansas State University. After graduation from this program, I plan to pursue a career as a high school Spanish teacher. As evidence of content mastery, this report contains my philosophy of education, which emphasizes communicative competence in the Spanish classroom. I discuss best teaching practices in presenting and practicing Spanish vocabulary and grammar with students. The use of the target language and the integration of culture and the four language skills is designed to further my students’ development through the progression of the lesson plan, from warm-up, to input, to the activity sequence, to closure. This report also contains a rationale, or how my philosophy of education directly and specifically applies to my teaching, for a unit plan including daily lessons and related appendices on the subject of the Spanish Civil War, and outlines student learning outcomes for this unit, such as the ability to compare their home culture to the culture of the second language as well as the ability to relate art and literature to the events of the war. The topic of my unit plan is of particular interest to my students and me as wars and violence are a present reality in our world. The secondary focus of my unit plan involves the significant detrimental effects of the Spanish Civil War and well as its specific consequences in the lives of women and children.
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Icleanu, Constantin C. "A CASE FOR EMPATHY: IMMIGRATION IN SPANISH CONTEMPORARY MEDIA, MUSIC, FILM, AND NOVELS." UKnowledge, 2017. http://uknowledge.uky.edu/hisp_etds/33.
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This dissertation analyzes the representations of immigrants from North Africa, Latin America, and Eastern Europe in Spain. As engaged scholarship, it seeks to better the portrayal of immigrants in the mass media through the study of literature, film, and music about immigration spanning from the year 2000 to 2016. Because misconceptions continue to propagate in the media, this dissertation works to counteract anti-immigrant, xenophobic representations as well as balance out overly positive and orientalized portrayal of immigrants with a call to recognize immigrants as human beings who deserve the same respect, dignity, and rights as any other citizen.
Chapter 1 examines and analyzes the background to immigration in Spain by covering demographics, the mass media, and political theories related to immigration. Chapter 2 analyzes Spanish music about immigration through Richard Rorty’s social theory of ‘sentimental education’ as a meaningful way to redescribe marginalized minorities as full persons worthy of rights and dignity. Chapter 3 investigates the representation of immigrants in Spanish filmic shorts and cinema. Lastly, Chapter 4 demonstrates how literary portrayals of immigrants written by undocumented immigrants can give rise to strong characters that avoid victimization and rear empathy in their readers in order to affect a social change that minimizes cruelty.
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Foehn, Salomé. "Les philosophes de l'exil républicain espagnol de 1939 : autour de José Bergamín, Juan David García Bacca et María Zambrano (1939-1965)." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/2551.
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Spanish Republican philosophers in exile defended the Second Republic, legally proclaimed on April 14, 1931. They embraced the anti-fascist cause rising in the 1920s and the 1930s in Europe. During the Civil War, which lasted three years, they stood among the people. 1939 saw the victory of General Francisco Franco, supported by Nazi Germany and the Italy of Mussolini. Threatened with death, they had no choice but to escape from Spain. Some intellectuals experienced French concentration camps but, for the most part, they found refuge in Latin America, especially in Mexico and Venezuela. In exile, they swore to remain loyal to the Second Republic and to the spirit of the Spanish people. Moved by liberal views and humane ideals, these philosophers belonged to the vanquished, as those everywhere in Europe who rose against Fascist barbarity. As a result, their respective works are still widely unknown today – despite relentless efforts made to promote their thought to a larger audience for over half a century. In addition to the historical context of crisis during the interwar period, the situation of Spanish philosophy itself is suggestive. Indeed, Spanish philosophy was institutionalised at the beginning of the twentieth century only: the Schools of Madrid and Barcelona were created. These politics of cultural and intellectual renovation are first bestowed upon the generation of philosophers I study, born in the 1900s. When the Spanish War erupts, they had become professionals of international recognition. This shows the actual limits of academic philosophy, incapable of acknowledging unorthodox ways of philosophising. The experience of exile itself serves in my opinion as a catalyst: Spanish Republican philosophers in exile seek emancipation from academic conventions to philosophise freely; that is, in Spanish and according to the spirit of the people. No doubt “poetic reason” – the true invention of Spanish Republican exile – stems from this ideal of autonomous thinking.
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Padilla-Reyes, Ramon E. D. "CONNECTIONS AMONG SCALES, PLURALITY, AND IINTENSIONALITY INSPANISH." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523540040987239.
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Foehn, Salome. "Les philosophes de l'exil republicain espagnol de 1939." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030151/document.
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Les philosophes de l’exil républicain espagnol appartiennent au camp des défenseurs de la Seconde république légitimement proclamée le 14 avril 1931, et plus largement, de la lutte anti-fasciste des années trente. Ils se trouvent au côté du "peuple" lors de la guerre civile, qui dure trois ans. La victoire en 1939 du Général Francisco Franco, soutenu par l’Allemagne nazie et par l’Italie fasciste, les forcent à fuir l’Espagne en 1939 – au péril de leur vie. Certains intellectuels connaîtront les camps de concentration français, mais la plupart trouveront refuge en Amérique latine, en particulier au Mexique et au Venezuela. En exil, ils jurent de rester fidèles à la Seconde république et à l’esprit du peuple espagnol. Ces philosophes appartiennent au camp des vaincus, à l’instar de tous ceux qui, mus par des idéaux progressistes et d’humanité, partout en Europe se sont élevés contre la barbarie fasciste. C’est pourquoi leurs œuvres respectives demeurent aujourd’hui encore inconnues dans leur quasi intégralité – malgré les tentatives de "récupération" menées tout au long des cinquante ou soixante dernières années pour promouvoir leur pensée auprès d’un lectorat plus large. Au contexte de crise historique de l’entre-deux guerres, s’ajoute la situation particulière de la philosophie espagnole proprement dite. En effet, celle-ci n’est institutionnalisée que dans le premier tiers du vingtième siècle : on voit alors apparaître l’École de Madrid et l’École de Barcelone. L’Espagne en ce sens rattrape le "retard" pris par rapport aux autres pays européens, notamment l’Allemagne. Aussi la génération des philosophes que j’étudie, nés autour de 1900, est-elle la première bénéficiaire de cette politique de renouveau culturel et intellectuel : au moment où éclate la guerre d’Espagne, ce sont des philosophes professionnels jouissant d’une reconnaissance internationale qui s’engagent dans le conflit. Par conséquent, l’oubli qui recouvre leurs noms n’est pas seulement dû aux dramatiques circonstances historiques et politiques de la première moitié du vingtième siècle : il est également dû aux limites de la philosophie dogmatique elle-même. L’expérience de l’exil elle-même, à mon sens, s’avère un catalyseur : ceux-ci visent à s’émanciper des conventions académiques pour philosopher de façon autonome, c’est-à-dire en espagnol et dans l’esprit du peuple. Cet idéal de liberté est à n’en pas douter à la source de la "raison poétique", véritable invention de l’exil républicain espagnolSpanish Republican philosophers in exile sided with the Second Republic, legally proclaimed on April 14, 1931. They embraced the anti-fascist cause rising in the 1920s and 1930s in Europe. During the Civil war they stood among the people. The war lasted three years. 1939 saw the victory of General Francisco Franco, supported by Nazi Germany and the Italy of Mussolini. Threatened with death, they had no choice but to escape Spain. Some intellectuals experienced French concentration camps but, for the most part, they found refuge in Latin America, especially in Mexico and Venezuela. In exile, they swore to remain loyal to the Second Republic and to the spirit of the Spanish people. These philosophers belonged to the vainquished, as those everywhere in Europe who, moved by liberal views and humane ideals rised against Fascist barbarity. As a result, their respective works are still widely unknown today – despite restless efforts made to promote their thought to a larger audience for over half a century. In addition to the historical context of crisis during the interwar period, the situation of Spanish philosophy itself is suggestive. Indeed, Spanish philosophy was institutionalised at the beginning of the twentieth century only ; the Schools of Madrid and Barcelona were created. In this sense, Spain caught up on other European countries, Germany especially. These politics of cultural and intellectual renovation are first bestowed upon the generation of philosophers I study, born in the 1900s. When the Spanish war erupts, they had become professionals of international recognition. This shows the actual limits of academic philosophy, incapable of taking or unwilling to accept unorthodox ways of philosophising. The experience of exile itself serves in my opinion as a catalyst : Spanish republican philosophers in exile seek emancipation from academic conventions to philosophise freely ; that is, in Spanish and according to the spirit of the people. No doubt "poetic reason" – the true invention of Spanish republican exile – stems from this ideal of autonomous thinking
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Sörstad, Fredrik. "Conciencia y temporalidad : Un estudio sobre la concepción del tiempo en seis poemarios de José Hierro." Doctoral thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8580.
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The aim of the present study is to analyze the conception of time in six books of poems by José Hierro (1922-2002): Tierra sin nosotros (1947), Alegría (1947), Con las piedras, con el viento… (1950), Quinta del 42 (1952), Cuanto sé de mí (1957) and Libro de las alucinaciones (1964). It is suggested that the theme of time in Hierro´s poetry can be approached from three different points of view: existence, essence and consciousness. Furthermore, these three different perspectives are reflected in a chronological division of Hierro´s books of poems into three periods: existential poetry, intimist poetry and hallucinatory poetry. In order to develop and reinforce the thematic study, on the one hand, a comparative study is carried out that focuses on the relationship between poetry and philosophy, and, on the other, the thematic configuration on the surface level is considered. The methodological foundations that make it possible to achieve this objective are provided by Jean-Pierre Richard´s thematic criticism, Edmund Husserl´s phenomenology and Paul Ricoeur´s phenomenological hermeneutics. The dissertation concludes that Tierra sin nosotros and Alegría represent Hierro´s existential poetry, written during the post-war period and the reigning atmosphere of existentialism. Alegría, Con las piedras, con el viento… and Quinta del 42 constitute his intimist poetry. The second book, Alegría, is described as a “bridging book” between the first two periods. When the immediacy of the Civil War begins to fade, the literary scene shifts towards the more intimate theme of knowledge, and in Hierro´s poetry especially the phenomenon of time. In Quinta del 42, Cuanto sé de mí and Libro de las alucinaciones the reader encounters Hierro´s hallucinatory poetry. Quinta del 42 is another example of a “bridging book” between two periods. His hallucinatory poems transmit an extreme form of the search for inner truth which entails the deconstruction of time and space.
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Viapiana, Simone. "As relações entre educação e linguagem no ensino de língua espanhola." reponame:Repositório Institucional da UCS, 2012. https://repositorio.ucs.br/handle/11338/955.
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O presente estudo tem como objetivo identificar as concepções de língua, de linguagem e de ensino de língua, subjacentes às questões de prova aplicadas aos alunos das terceiras séries do Ensino Médio das escolas públicas e privadas dos municípios de Caxias do Sul e Flores da Cunha localizadas no estado do Rio Grande do Sul. Para esta pesquisa, os estudos de Saussure (1974,2006), Vygotsky (2002, 2008), Bakhtin (1998, 2003, 2010) nos apoiam na análise referente à concepção de linguagem, ensino e aprendizagem de língua. Consoante a isto, buscamos, por meio das respostas obtidas no questionário-professor e das questões de prova presentes nos instrumentos de avaliação dos professores, depreender as concepções de linguagem, ensino e aprendizagem de língua que os professores de ELE possuem. Para tanto, apoiamo-nos nos trabalhos e estudos de Prati (2007) e Bloom (2001) para a análise dos tipos de questão de prova. Os estudos de Marcuschi (2008) fundamentaram a análise dos tipos de pergunta nas provas. Estudiosos, como Di Tullio (2005), Ortega Olivares (1990), Matte Bon (1995), Franchi (2001) e Travaglia (2009), constituíram o referencial teórico para a análise dos aspectos gramaticais presentes nas questões de prova. Observando, analisando e relacionando as questões de prova presentes nos instrumentos de avaliação com os dados obtidos no questionário-professor, é possível dizer que os resultados desta investigação assinalam para a presença de um ensino de ELE fortemente pautado no ensino de língua enquanto sistema, ou seja, como um fim em si mesma. Esses dados são indicativos de que se faz necessária uma nova postura do professor em relação às concepções de língua e de linguagem e à abordagem de ensino a ser adotada no ensino de ELE.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-06-22T16:58:41Z No. of bitstreams: 1 Dissertacao Simone Viapiana.pdf: 45758897 bytes, checksum: 0698f5c36a1aeb5b200a2a184116814c (MD5)
Made available in DSpace on 2015-06-22T16:58:41Z (GMT). No. of bitstreams: 1 Dissertacao Simone Viapiana.pdf: 45758897 bytes, checksum: 0698f5c36a1aeb5b200a2a184116814c (MD5)
Este estudio tiene el propósito de identificar las concepciones de lenguaje, enseñanza y aprendizaje de español como lengua extranjera (ELE) subyacentes a las cuestiones de prueba aplicadas a los alumnos del tercer año de Enseñanza Media de las escuelas estatales y privadas de las municipalidades de Caxias do Sul y Flores da Cunha, ubicadas en el estado de Rio Grande do Sul. Para esta investigación, los estudios de Saussure (1974,200), Vygotsky (2002,2008), Bakhtin (1998, 2010) nos apoyan en el análisis de lo que concierne a la concepción de lenguaje, enseñanza y aprendizaje de lengua. Además de esto, buscamos, a través de las respuestas obtenidas en el cuestionario-profesor y de las cuestiones de prueba, desvelar la forma como los profesores conciben la enseñanza y el aprendizaje de lengua extranjera. La fundamentación teórica para el análisis de los tipos de cuestiones de prueba y nivel de conocimiento cognitivo están basados en la Taxonomía de Bloom revisada (2001, 2010) y en los estudios de Prati (2007. Para el análisis de los tipos de preguntas de comprensión lectora, Marcuschi (2008) fundamenta este estudio. Expertos como Di Tullio (2005), Ortega Olivares (1990), Matte Bon (1995), Franchi (2001) y Travaglia (2009) forman parte del referencial teórico para el análisis de los aspectos gramaticales de las cuestiones de prueba. Observando, analizando y relacionando las cuestiones de prueba de los instrumentos de evaluación con los datos obtenidos en el cuestionario-profesor, se puede decir que los resultados de esta investigación indican la presencia de una enseñanza de ELE fuertemente apoyada en la enseñanza de lengua como sistema, o sea, como un fin en sí misma. Estos datos son señales o indicativos de que se necesita una nueva postura del profesor frente a las concepciones de lenguaje, de enseñanza y aprendizaje de lengua extranjera para que los aprendices desarrollen la competencia comunicativa. Se espera que ese estudio ofrezca aportes teóricos para una enseñanza basada en el uso real de la lengua y que pueda suscitar nuevos estudios.
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Suárez, Ruiz Hero Daniel. "Le concept de citoyenneté : une exploration de ses relations avec les catégories de « société civile » et d’« État » dans le contexte espagnol contemporain." Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100012.
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La présente recherche doctorale prétend, depuis la philosophie politique, penser les relations entre les individus et la collectivité, au moyen de l’exploration de trois catégories utilisées en référence aux systèmes démocratiques actuels, à savoir les catégories de « citoyenneté », de « société civile » et d’ « État ». Le sens de la recherche repose sur l’approfondissement, depuis une perspective démocratique, de la valeur épistémologique des trois catégories lors d’une réflexion sur les limites et les possibilités offertes par ces systèmes politiques à l’égard des individus, du point de vue de différents courants théoriques. De même, notre recherche, dans une tentative d’appliquer les résultats nés de l’exploration des concepts, esquisse un portrait de la société espagnole contemporaine, à travers lequel nous avons tenté de montrer ses relations avec le système démocratique, en se fondant sur les liens établis entre les individus et la collectivité sur le territoire espagnol, à partir des trois catégoriesThis PhD investigation pretends to analyse the relations between the individuals and the communities by usage of political philosophy and taking into consideration the examination of three categories:citizenship, civil society and the state. These categories are usedwhen one refers to contemporary democratic systems.The purpose of this thesis is to study in depth the cognitive value of three above mentioned categories from democratic perspective and when thinking of the limits and opportunities that the political systems offer to the individuals in different theoretical trends. At the same time this investigationis trying to apply the results extracted from the examination of the concepts and drawsa picture of the contemporary Spanish society by showing its relations with democratic system. This system is presented from the perspective of the links that are established between the individuals and the community in Spain and looking into the three categories
La presente investigación doctoral pretende, desde la filosofía política, pensar las relaciones entre los individuos y las colectividades, mediante la exploración de tres categorías utilizadas para referirse a los sistemas democráticos del presente, esto es, las categorías de «ciudadanía», «sociedad civil» y «Estado». El sentido de la misma es el de profundizar, desde un punto de vista democrático, en el valor epistemológico de las tres categorías a la hora de pensar los límites y las posibilidades que ofrecen dichos sistemas políticos para con los individuos desde diferentes corrientes teóricas. Al tiempo, nuestra investigación, en un intento por aplicar los resultados extraídos de la exploración de los conceptos, traza un retrato de la sociedad española contemporánea, mediante el que se intentan mostrar sus relaciones con el sistema democrático desde la perspectiva de los vínculos que se establecen entre los sujetos y la colectividad en el país ibérico a partir de las tres categorías
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Juste, Mélanie. "L’amour selon Alfonso de Madrigal, dit « El Tostado » : commentaire et édition de la première partie du Breuiloquium de amore et amicitia." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSEN048.
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Important traité philosophique portant sur l’amour et l’amitié, le Breuiloquium de amore et amicitia d’Alfonso de Madrigal, dit « El Tostado » (1401/1410-1454) comprend une synthèse des conceptions classiques et chrétiennes sur l’amour dans toutes ses formes (spirituel, familial, charnel, concupiscent) et sur l’amitié (vertueuse, politique) qui résulte de la juxtaposition d’exercices académiques et d’enseignements donnés par le Tostado à la Faculté des Arts de Salamanque. Notre travail doctoral consiste à proposer une édition critique de la première partie consacrée à l’amour, à partir des deux témoins manuscrits conservés d’un traité resté jusqu’à présent inédit. Le commentaire qui accompagne l’édition vise non seulement à éclairer la place privilégiée qu’occupe la théorie amoureuse du Tostado au sein du traité comme de l’ensemble de l’œuvre tostadienne, mais également à replacer l’élaboration de cette théorie dans le contexte de l’enseignement salmantin puis de la diffusion d’une culture universitaire au sein des milieux auliques, au moment même où se forge un premier humanisme castillan. Nous proposons enfin d’examiner si la version castillane du Breuiloquium (Breuiloquio de amor et amiçiçia) est une traduction ou une auto-traduction (comme le prétend le prologue) et de resituer cette entreprise dans l’histoire de la traduction, à une époque où ce phénomène acquiert une importance considérable. C’est sur la confrontation entre le discours théorique sur la traduction – formalisé dans un texte postérieur du Tostado – et sa mise en pratique dans l’élaboration de la version castillane que repose l’analyse traductologique réaliséeAn important philosophical treaty written by Alfonso de Madrigal, also known as “El Tostado” (1401/1410-1454), the Breuiloquium de amore et amicitia sums up both the classical and the Christian conceptions of love of every kind (spiritual, physical, familial, carnal, lustful) and friendship (virtuous, political), brought together within a text that is a juxtaposition of academic exercises and of lectures given by El Tostado at the Faculty of Arts of Salamanca. This Ph. D. thesis is a critical edition of the first part of this treaty (the one dealing with love), founded on two remaining manuscripts of a text that to this day has never been published. The commentary that comes along with the edition aims at understanding the central role played by El Tostado’s love theory in the underlying logic of his treaty but also within his entire work. This commentary also seeks to grasp the construction of this love theory in the double context of the Salmantine teaching and of the diffusion of a university culture into John II’s court, at a moment when some first form of Castilian humanism was rising. Finally, this thesis tries to figure out if the Breuiloquium is a translation or an auto-translation (as stated in the prologue), and thus to understand the treaty from the point of view of the history of translations, precisely when translating reached a whole new degree of importance. The confrontation between a theoretical discourse about translation –that El Tostado formalised in a later text– and its practical dimensions in the translation from Latin to Castilian is the base upon which our traductological analysis is founded
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Hüneburg, Erik Ewald [Verfasser], and Gerhard [Gutachter] Penzkofer. "Nietzsche und die spanische Literatur der Moderne (1898 - 1936) / Erik Ewald Hüneburg. Gutachter: Gerhard Penzkofer." Würzburg : Universität Würzburg, 2015. http://d-nb.info/1111887047/34.
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Vásquez, Hurtado David [Verfasser]. "Monstruosidad y escepticismo barroco en la España Imperial / David Vásquez Hurtado." Bern : Peter Lang AG, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1162721286/34.
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Caravedo, Durán Joan. "El uso equívoco de los términos "formal" y "material" en las Meditaciones metafísicas." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2013. http://tesis.pucp.edu.pe/repositorio/handle/123456789/5306.
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La noción de idea en Descartes es uno de los términos trasversales en el conjunto de su obra y
muestra una nueva consideración al respecto de lo anímico y de su relación con lo material.
Procurar negar el rol fundamental de las ideas cartesianas nos dejaría sin la capacidad de
comprender una de las obras más importantes de este autor, en la cual nos centraremos en el
presente trabajo: Meditaciones metafísicas. La noción de “idea”, que recibe un tratamiento
detallado recién en la tercera de las meditaciones, nos sirve como elemento fundamental para
la comprensión del conjunto del texto, al punto que incluso las dudas escépticas de la primera
meditación pueden ser vistas como el despliegue de un camino hacia el descubrimiento del
terreno del cogito, región de una clase de los entes puramente espirituales, que son las ideasTesis
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Amarís, Duarte Olga [Verfasser], and Bernhard [Akademischer Betreuer] Teuber. "La mística del exilio en la obra de Hannah Arendt y de María Zambrano / Olga Amarís Duarte ; Betreuer: Bernhard Teuber." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2019. http://d-nb.info/1204365431/34.
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Pestaña, Jañez Angélique. "Famille et valeurs dans trois romans d' Almudena Grandes : Malena es un nombre de tango, Los aires difíciles et El corazón helado." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCH018/document.
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La famille, depuis toujours, a inspiré de grandes œuvres romanesques qui, souvent, mettent en avant le rapport entre les générations. En effet, le motif de la famille est sans cesse réinvesti par les auteurs quelle que soit leur nationalité ou l’époque qu’ils retracent. Almudena Grandes appartient à cette catégorie d’écrivains qui donne une place de premier choix à l’unité familiale. Bien que celle-ci soit récurrente dans sa trajectoire littéraire, la critique académique, qui pourtant a abordé de nombreux aspects de son œuvre, n’a jamais entrepris une réelle étude de fond à ce sujet. Cette thématique nous étant apparue comme essentielle dans l’écriture grandésienne, nous nous sommes donc intéressée à la cellule familiale dans trois de ses romans : Malena es un nombre de tango, Los aires difíciles et El corazón helado. Dans notre corpus, la famille est, avant tout, un groupe véhiculant des valeurs qui n’apparaît pas tel un simple miroir du microcosme sociétal – cette comparaison, nous semble-t-il, est l’une des plus usuelles dans le domaine littéraire. En effet, les différentes familles analysées sont non seulement le vecteur d’un système de valeurs idéologiques mais elles s’insèrent également dans une hiérarchie des personnages qui génère un deuxième système de valeurs parfois en accord ou en désaccord avec le premier.Ainsi allons-nous montrer les stratégies mises en œuvre par la romancière pour faire adhérer le lecteur à son système narratif.Afin de rendre compte de l’intention d’Almudena Grandes, nous avons appréhendé la famille sous différentes perspectives. Les modèles et contre-modèles familiaux montrent l’élaboration d’un système antagonique fondé sur des valeurs contraires : les unes patriarcales et conservatrices, les autres républicaines. Mais cette partie met aussi en avant comment des personnages cherchent à construire une famille, dépourvue du lien du sang ou de l’union maritale, lorsque leur vraie famille est totalement défaillante voire inexistante. Les différentes figures familiales, la mère, le père et la fratrie, dévoilent une hiérarchie des personnages, a priori, à sens univoque et sont traitées avec déférence ou animosité par l’instance narrative. Enfin, la partie sur le secret familial met à nu toute l’ambiguïté morale de certains personnages dont l’être et le paraître sont en conflit et qui, dans deux cas sur trois, finissent par être démasqués. La découverte du secret, quand elle a lieu – seul un personnage parvient à préserver son secret et réussit à ne jamais dévoiler qui il est réellement – oblige les personnages à se redéfinir et leur permet d’entrer dans un processus de résilience libérateur.8Family has always inspired great novels which often highlight the relationship between the different generations. The subject of family is indeed constantly reinvested by authors regardless of their nationality or the period they depict. Almudena Grandes belongs to such category of writers and gives a paramount role to the family unit. Although a recurring topic in her literary trajectory, it has never been thoroughly studied by critics who yet analyzed many aspects of her work. Because such topic seemed crucial to us in Grandes’s writing, we focused on the family unit in three of her novels, Malena es un nombre de tango, Los aires difíciles and El corazón helado. In our corpus, family is, first and foremost, a group transmitting values which does not appear as a mere reflection of the social microcosm – such comparison being, we believe, a very common one in the field of literary theory. The families under study do not only convey a system of ideological values, but they also belong to a hierarchy of characters which creates a second system of values in turns in agreement with or in opposition to the first one. We thus intend to show the strategies used by Almudena Grandes to impose her own narrative system to the reader.In order to describe Almudena Grandes’s intentions, we decided to approach family through several prisms. Family models and alternative models show the rise of an antagonistic system based on contradictory values – patriarchal and conservative on the one hand, and republican on the other hand. But this chapter also highlights how some characters try to recreate a family outside blood ties or marriage bond, when their actual family is completely perverted or nonexistent. The different family figures – mother, father and siblings – build up an apparently unidirectional hierarchy of characters treated with deference or hostility by the narrative instance. Finally, the chapter related to family secrets unveils the moral ambiguity of some characters – torn apart between being and appearing – who, in two thirds of the cases, are eventually exposed. The discovery of the secret, if any – one character only manages to keep his secret and never confesses who he truly is – forces the characters to redefine themselves and gives them a chance to go through a liberating resilience process
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del, Pozo Ortea Marta. "Towards a posthumanist reenchantment: Poetry, science and new technologies." 2012. https://scholarworks.umass.edu/open_access_dissertations/676.
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This interdisciplinary study analyzes the work of two contemporary writers in Peninsular Spanish literature, Agustín Fernández Mallo and Javier Moreno, using the the posthumanist stance that considers the epistemological and ontological continuum and inseparability of contemporary cultural practices. This thesis delves into the interrelationship of their respective work with three main aspects of the 21st century reality: the omnipresent world of images in our culture, the scientific paradigm and the use of new technologies. The study of their work has led me to propose the birth of a new literature that 1. articulates the “pictorial turn” by recognizing how the image, mostly digital, has become the protagonist of the new mode of communication; 2. implements the dialogue between the so called “two cultures” (humanities and sciences). In the sense, both our writers have a scientific background (Fernández Mallo is a physicist and Moreno a mathematician) and 3. shows the emergence of a net of global connections by establishing a dialogue with the world of Internet and new technologies. I ultimately propose that the work of Agustín Fernández Mallo and Javier Moreno is part of the Spanish speaking world literary response to the hypercomplexity and entanglement of the present Weltanshauung, one that shows traces of overcoming the paradigm of classical postmodernism by introducing the perspective of reenchantment throughout the above-mentioned vectors: the image, science and new technologies.
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(7042955), Reyes Espinoza. "Toward an Ethics of Tragic Uncertainty: Miguel de Unamuno and Global Social Conflict." Thesis, 2019.
Find full textAbstract:
My dissertation is in two parts. First, it develops a philosophical concept of “tragic uncertainty,” derived from early twentieth-century Spanish philosopher Miguel de Unamuno. Secondly, it demonstrates ethical application of tragic uncertainty to human societal events. The ethical imperative created from tragic uncertainty—and not either tragedy or uncertainty alone—is the following. Given a tragic situation with a great degree of uncertainty, people living with doubt, mental despair, and perpetual anguish because of it should be provided relief. Generally, this relief should be in the form of therapy, by which I mean an affective and emotional release. Two important case studies are explored. One on corrupted political systems in the USA-Mexico border. The other in Honduras, on both climate change and corrupted political systems. These are explained and categorized as tragically uncertain. Corresponding, minimal practical solutions accompany the ethical imperative created to remedy tragic uncertainty.
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Alfaro, Bryan Jesús Irias. "Teoría de la vida humana entre historicidad y metafísica: Julián Marías en diálogo con los maestros de la Escuela de Madrid." Doctoral thesis, 2022. http://hdl.handle.net/2158/1265918.
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L’obiettivo principale di questa tesi di ricerca è costruire una filosofia della vita della persona umana che ha come punto di riferimento la filosofia spagnola della Escuela de Madrid, e in maniera particolare le teorie filosofiche di tre dei suoi maestri più illustri: José Ortega y Gasset, Xavier Zubiri y Julián Marías. Infatti i pilastri fondamentali di questa ricerca sono: la teoria filosofica della storicità e della circostanzialità dell’essere umano –che si osserva nella filosofia orteghiana–, la metafisica della realtà umana –rappresentata da Zubiri– e l’antropologia metafisica della persona umana –che si analizza nell’opera di Marías–.
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Peterson, Heather Rose. "Heavenly influences : the cosmic and social order of New Spain at the turn of the seventeenth century." Thesis, 2009. http://hdl.handle.net/2152/ETD-UT-2009-12-613.
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This is the story of Spanish belonging in New Spain and the creation of New Spaniards. Tracing Spanish perceptions of place, the body, belonging, and Indian mortality, as well as constructions of “nativeness” and “Spanishness” from the conquest, this work does three things. First it examines the ideological constructs behind Spanish belonging, and the ideas that Spaniards brought with them about their bodies and their relationship to the environment. Second it follows the progression of these ideas through the first three generations of Spanish colonization, paying particular attention to the way that political rivalries, the exigencies of the crown, and Indian mortality affected discourse on belonging and identity. Finally, it captures a moment at the turn of the seventeenth century, when residents of New Spain began to re-imagine their belonging and their relationship to the land and its original inhabitants.text
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Freudenthal, David [Verfasser]. "Onettis Werft : Lesarten von J. C. Onettis Roman El astillero im intertextuellen Vergleich mit L.-F. Célines Voyage au bout de la nuit vor der Folie der Philosophie Schopenhauers / David Freudenthal." 2008. http://d-nb.info/98947402X/34.
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Báez-Rubí, Linda [Verfasser]. "Die Rezeption der Lehre des Ramon Llull in der Rhetorica Christiana (Perugia, 1579) des Franziskaners Fray Diego de Valadés / vorgelegt von Linda Báez-Rubí." 2004. http://d-nb.info/972136177/34.
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Báez, Rubí Linda [Verfasser]. "Die Rezeption der Lehre des Ramon Llull in der Rhetorica Christiana (Perugia, 1579) des Franziskaners Fray Diego de Valadés / vorgelegt von Linda Báez-Rubí." 2004. http://d-nb.info/972136177/34.
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Pron, Patricio. ""Aquí me río de las modas"." Doctoral thesis, 2007. http://hdl.handle.net/11858/00-1735-0000-0006-AED1-E.
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