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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
21

Henry David Thoreau : mystic

Keller, Michael R. January 1976 (has links)
This dissertation seeks to construct a profile of Thoreau as a mystic. It examines Thoreau's life up to the publication of Walden, using in the main Thoreau's Journal and letters. It elucidates Thoreau's mystical experience and temperament chiefly by paralleling them with the experience and temperament of other mystics. It comments extensively on Walden throughout its chapters in an attempt to clarify Walden's mystical dimension.The Introduction justifies the method of paralleling Thoreau's experience with that of other mystics. It also defines the terms "mystic" and "mystical experience" and briefly argues the appropriateness of regarding Thoreau as a mystic. The Introduction gives special attention to explaining the various aspects of "illumination," the particular mystical state that Thoreau experienced numerous times in his life.Chapter 1 summarizes and comments in detail on many of Thoreau's illuminative experiences. Thoreau could facilitate these experiences either through meditative practice or through the cultivation of a passive, open, receptive condition while on walks in nature. Thoreau's illuminations included experiences of mystical "Silence," incommunicable noetic experiences, experiences of infinity and of flotation in infinity, experiences of calm and infinite self, "illuminative light," transfiguration and sacramentalization of external nature, joyfully reborn self, and other experiences.Chapter 2 shows that Thoreau conceived of his life as a quest for more and more complete mystical experience. Deliberate pursuit of illumination through nature formed one of the means through which he could make progress on this quest. Thoreau sought out certain natural locales, for example, that might catalyze illumination. Efforts of moral self-examination and self-shaping, efforts of character change, formed another means of progress. Thoreau sought to eliminate negative elements from his character and to cultivate non-self-preoccupation, trust, love, imperturbability, joy.Chapter 3 explores the effects on Thoreau of the gradual lessening, starting perhaps in 1841, of the frequency and intensity of his illuminations. The chapter shows that Thoreau shared in a period common in mystical lives called the Dark Night of the Soul, a period of despondency and spiritual deprivation that springs from the phenomenon of declining illuminations. Thoreau's purpose in going to Walden was partly to dispel the Dark Night he was experiencing and to recover the full illuminative state that he enjoyed previously. Thoreau's Dark Night continued past the Walden sojourn, however. Thoreau's Dark Night was rather frequently brightened by illuminations, although Thoreau commonly expressed dissatisfaction with them. The chapter explores why Thoreau came to regard these later illuminations as insufficient. By the time Thoreau published Walden, he had not advanced to Union, the final stage of the mystical life. The chapter suggests that remaining self-preoccupation and an acquisitive approach to the joys of illumination may have been the reason for Thoreau's not passing completely out of both the Illuminative and Dark Night phases of the mystical life and proceeding to Union. Thoreau seemed to be aware of the hindering effects of his remaining self-involvement, however, so he was in a likely way to grow out of this self-involvement.Chapter 4 discusses the possible effects on Thoreau's character of his numerous illuminative experiences. The chapter finds some of these effects to be a deep feeling of self-worth and of personal security, a sense of belonging in the world by rights as an integral part of it, asense of a loving presence that infuses life, self-detachment, inward calm, loving feeling and behavior, joy and zest in living, liberation from material pursuits, experience of the external world as sacramental or paradisal, and the ability spontaneously to poeticize or mythologize daily experience.
22

Mulheres Beletristas e Educadoras: Francisca Clotilde na Sociedade Cearense - de 1862 a 1935 / Beletristas Women and Educators: Francisca Clotilde Cearense Society – of 1862 by 1935

ALMEIDA, Gildênia Moura de Araújo January 2012 (has links)
ALMEIDA, Gildênia Moura de Araújo. Mulheres Beletristas e Educadoras: Francisca Clotilde na Sociedade Cearense - de 1862 a 1935. 2012. 356f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2012. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-03-10T11:40:16Z No. of bitstreams: 1 2012-TESE-GMAALMEIDA.pdf: 20911228 bytes, checksum: bced25ef4c4d765e87e13c03b0900d7e (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-03-10T11:44:26Z (GMT) No. of bitstreams: 1 2012-TESE-GMAALMEIDA.pdf: 20911228 bytes, checksum: bced25ef4c4d765e87e13c03b0900d7e (MD5) / Made available in DSpace on 2014-03-10T11:44:26Z (GMT). No. of bitstreams: 1 2012-TESE-GMAALMEIDA.pdf: 20911228 bytes, checksum: bced25ef4c4d765e87e13c03b0900d7e (MD5) Previous issue date: 2012 / O presente trabalho com o título Mulheres Beletristas e Educadoras: Francisca Clotilde na Sociedade Cearense – de 1862 a 1935 é um estudo sobre as mulheres literatas e professoras no Ceará provinciano, tendo como protagonista a escritora e educadora Francisca Clotilde (ou F. Clotilde). Temos um estudo de história social, e ao mesmo tempo a história educacional de uma instituição e de uma personalidade. A vida de alguém está entrelaçada a história de um povo e de um lugar com seus costumes, tradições e culturas, pois quando se faz a história são trabalhadas várias histórias. Para a narrativa histórica utilizamos a biografia, temos nessa uma reconstrução da História da Educação, pois com ela, com a trajetória biográfica de uma pessoa, famosa ou não, encontramos informações sobre uma época e uma sociedade como um todo, e tudo partindo da biografada. A biografia apesar de ser um gênero literário de não ficção, por muito tempo não foi considerada como fonte segura no âmbito da historiografia, porém com o passar do tempo essa visão sofreu modificações, passando a suscitar interesse, não só pelo público leitor, como também pelos cientistas nos órgãos de comunicação social e de história. Utilizamos fontes primárias obtidas em arquivo (público ou particular), fontes secundárias e também obras literárias, porque essas nos dão uma demonstração de como seria um cotidiano de uma instituição, o dia a dia escolar. Para a construção do trabalho foi necessário pesquisar em jornais da época, documentos da instrução pública, diário íntimo, obras literárias escritas por F. Clotilde e em obras acadêmicas sobre Francisca Clotilde. Focalizamos a Biografia Modal, ou seja, ao fazermos a biografia modal de Francisca Clotilde teremos um estudo do período que ela viveu, conhecendo a sociedade desde seus antepassados, seu meio familiar e social. Como fundamentação teórica temos os estudos de Jacques Le Goff, Giovanni Levi, Francois Dosse, Philippe Lejeune, Alberto Dines, Geirge Duby, Emile Durkeim, Wellek, Warren, Rousseau, Beauvoir e Hahner em relação à história, biografia, sociologia, literatura, educação e gênero. Como também na bibliografia brasileira pesquisas nas obras de Dermeval Saviani, Sérgio Vilas Boas, Massaud Moisés, Antônio Cândido, Alfredo Bosi, Dolor Barreira, Raimundo Girão, Sânzio de Azevedo, sobre educação, literatura e gênero no espaço brasileiro, principalmente sobre a história das mulheres nas letras e na educação, com destaque as literatas e educadoras cearenses: Alba Valdez, Ana Facó, Ana Nogueira Batista, Emília Freitas e Francisca Clotilde, sendo essa última a protagonista, considerada pioneira com o tema do divórcio na Literatura (com a obra A Divorciada) e na Educação no Ceará, por ser a primeira mulher a lecionar na Escola Normal da capital. Também mencionamos Adília de Luna Freire (ou Adília de Albuquerque Moraes), Serafina Pontes e Úrsula Garcia, mulheres que também contribuíram para o fortalecimento da escrita feminina na literatura cearense. Relatamos sobre a história da mulher no meio da intelectualidade masculina, procurando seu espaço na literatura e na educação, assim realizamos um resgate da história das mulheres beletristas e educadoras no Ceará e suas contribuições para o universo intelectual cearense.
23

Téodor de Wyzewa et le Cosmopolitisme littéraire en France à l'époque du Symbolisme

Delsemme, Paul January 1962 (has links)
Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished
24

Ideologías lingüísticas acerca del léxico en Miguel Luis Amunátegui Reyes

Moreno Canales, Erica January 2016 (has links)
Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Hispánica mención Lingüística / En el presente trabajo analizaremos, desde una perspectiva historiográfica, las ideologías lingüísticas acerca del léxico de Miguel Luis Amunátegui Reyes. Para esto, nos referiremos, en primer lugar, al contexto social y político nacional donde nuestro autor desarrolla su obra lingüística y, en segundo lugar, a su contexto intelectual, que retrocede hasta las ideas de Andrés Bello. El análisis se realizará en bases a textos, de carácter prescriptivo, de nuestro autor en relación con el tema del léxico. En base a éstos, identificaremos los criterios para expresar valoraciones, tanto positivas como negativas, así como también las conceptualizaciones sobre la lengua. Dichos criterios, a su vez, nos ayudarán a analizar las creencias lingüístico normativas que subyacen en las argumentaciones de nuestro autor. El objetivo general de nuestro estudio, entonces, es entender las ideas lingüísticas, con respecto al léxico, de Amunátegui Reyes, que se posicionan particularmente relevantes, a raíz de la autoridad con la que nuestro autor contará.
25

Maurice Barres "Le cult du moi" : etude du vocaulaire, des themes et images et de la structure

Roland, Michel Albert January 1971 (has links)
La présente étude consacrée au "Culte du Moi" de Barrès n'est ni un essai d'histoire littéraire, ni une étude des sources ¹, ni une thèse à proprement parler. Elle se limite à l'examen le plus scrupuleux possible du texte et ne fait appel à aucun élément d'explication extérieur à lui. Afin de respecter la chronologie essentielle à tout roman d'éducation ou de formation tel que celui-ci, l'auteur a choisi d'analyser les trois livres successivement. C'est l'analyse du vocabulaire qui s'imposait d'abord. A la manière d'un poète, Barrès invente en effet son propre langage et c'est d'abord à ce niveau qu'il se voit "differént" des autres, de ceux qu'il appelle les "barbares". Chacun des termes rencontrés: frisson, ardeur, sécheresse, désolation etc… ont été recensés selon leur fréquence et l'importance qui leur est accordée est relative à la place que chacun d'eux occupe dans "l'ideologie barrésienne". Ils expriment presque toujours des notions antithétiques ou compléntentaires et s'expliquent les uns par les autrese. Il arrive souvent aussi qu'un même mot-clé soit affacté de valeurs divergentes, voire opposes, d'un paragraphe a l'autre, sans que cela fasse contradiction. Ainsi le mot "solitude" a tantôt la valeur négative d 'isolement et d'agonie du Moi, tantôt au contraire la valeur positive d'exaltation et de surhumanité, ou même les deux à la fois. Le sens des mots est si peu figé que leur étude permet de suivre de façon sûre l'éducation du Moi par luimême dans ses rapports avec le monde de la vie active. Le vocabulaire joue un rôle si essentiel dans la conception génerale de l'oeuvre que les deux autres parties de cette étude analytique ne sont que le prolongement et l'élargissement de la première. Chaque notion importante est en effet au centre d'un thème dont on peut suivre les variations du début à la fin de la trilogie à travers les très nombreuses images qui l'expriment concurremment avec les "dialogues idéologiques". Quant à la structure de l'oeuvre, elle n'est pas une non plus et il a fallu en étudier les modalités livre par livre. Dans"Sous l'oeil des barbares", elle reflète le caractère dramatique du conflit et le désarroi du Moi qui ne voit d'autre issue que dans le repli sur soi. Elle se fait plus harmonieuse dans les deux autres volumes, au fur et à mesure oû le Moi se maîtrise et parvient à imposer un équilibre à ses deux parties, dont il ne veut justement sacrifier aucune. / Arts, Faculty of / French, Hispanic, and Italian Studies, Department of / Graduate
26

L'organisation du récit dans Pelléas et Mélisande de M. Maeterlinck

Bénard, Alain January 1993 (has links)
No description available.
27

Les heroines du théâtre de Maurice Maeterlinck.

Dick, Helen. January 1952 (has links)
No description available.
28

陳子褒與淸末民初的女子敎育. / Chen Zibao and women's education in the late Qing and early Republican period / Chen Zibao yu Qing mo min chu de nü zi jiao yu.

January 2001 (has links)
李漢英. / "2001年6月" / 論文 (哲學碩士)--香港中文大學, 2001. / 參考文獻 (leaves 120-128) / 附中英文摘要. / "2001 nian 6 yue" / Li Hanying. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (leaves 120-128) / Fu Zhong Ying wen zhai yao. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 第二章 --- 女學的興起:淸末士大夫興女學的思潮 --- p.7 / Chapter 第一節 --- 女學的初議一早期改良派興女學的主張 --- p.7 / Chapter 第二節 --- 救亡的訴求一維新派興女學的實踐 --- p.9 / Chapter 第三節 --- 共和國的追求´ؤ革命派的女國民教育 --- p.13 / Chapter 第三章 --- 陳子褒的經歷及其教育救國的思想 --- p.16 / Chapter 第一節 --- 陳子褒的生平一由科舉士子到「婦孺之僕」 --- p.16 / Chapter 1. --- 由致力科舉的士子到維新派成員 --- p.16 / Chapter 2. --- 由維新派成員到致力教育救國的「婦孺之僕」 --- p.19 / Chapter 第二節 --- 教育救國思想的來源 --- p.24 / Chapter 1. --- 反抗外國侵略的愛國情懷 --- p.24 / Chapter 2. --- 基督的感召 --- p.27 / Chapter 3. --- 日本成功的先例 --- p.31 / Chapter 第三節 --- 陳子褒的教育救國理論 --- p.36 / Chapter 1. --- 培養中國人自立的精神 --- p.36 / Chapter 2. --- 提倡蒙學,培養救國人才 --- p.37 / Chapter 3. --- 以義學爲救國的命脈 --- p.38 / Chapter 4. --- 反對好古,倡白話淺說 --- p.40 / Chapter 5. --- 重視地理,擴展國家勢力 --- p.42 / Chapter 第四章 --- 女子教育的提倡及突破 --- p.46 / Chapter 第一節 --- 陳子褒興女學的理論 --- p.46 / Chapter 1. --- 批評教男不教女的風氣 --- p.46 / Chapter 2. --- 肯定女子讀書的作用 --- p.50 / Chapter 3. --- 主張小學教育權歸女子 --- p.52 / Chapter 第二節 --- 女子教育的實踐´ؤ辦學與教學 --- p.55 / Chapter 第三節 --- 女子教育的突破 --- p.61 / Chapter 1. --- 打破女子家庭教育的束縛 --- p.62 / Chapter 2. --- 開創男女同校的先例 --- p.66 / Chapter 第五章 --- 陳子褒所編讀本中的婦教內容與婦女問題的探討 --- p.69 / Chapter 第一節 --- 讀本的特色及內容 --- p.69 / Chapter 第二節 --- 女性的家庭角色及責任一賢妻良母的培育 --- p.74 / Chapter 1. --- 賢母的角色一母教 --- p.74 / Chapter 2. --- 賢婦的角色一相夫、孝養翁姑、一家和睦 --- p.77 / Chapter 第三節 --- 婦孺讀本與婦女解放的聲音 --- p.80 / Chapter 1. --- 纏足問題一反纏足的號召 --- p.80 / Chapter 2. --- 對婦女貞節觀的批判´ؤ寡婦再嫁的主張 --- p.85 / Chapter 3. --- 其他婦女問題的探討 --- p.91 / Chapter 第六章 --- 陳子褒提倡女學的成果 --- p.93 / Chapter 第一節 --- 陳門弟子對婦女問題的關注 --- p.94 / Chapter 第二節 --- 陳門弟子繼承師志的例子一一立意委身教育救國的冼玉淸 --- p.97 / Chapter 第三節 --- 陳門弟子繼承師志的例子二 ´ؤ創辦崇蘭,延續師志的曾璧山. --- p.100 / Chapter 第七章 --- 結論 --- p.104 / Chapter 第一節 --- 傳統的約束與解放 --- p.105 / Chapter 第二節 --- 女子教育與國家社會的義務與權利 --- p.107 / Chapter 第三節 --- 男性知識份子與中國婦女解放 --- p.109 / 附錄 / 附錄1:陳子褒先生遺像 --- p.111 / 附錄2:陳子褒生平大事 --- p.112 / 附錄3:陳子褒編著書目及首次出版年份 --- p.115 / 附錄4:陳子褒所編婦孺讀本的內容 --- p.116 / 徵引及參考資料 --- p.120
29

Arthur Schnitzlers Roman "Der Weg ins Freie" eine Untersuchung zur Tageskritik und ihren zeitgenössischen Bezügen /

Willi, Andrea. January 1989 (has links)
Texte remanié de : Dissertation : Philosophischen Fakültät : Universität Zürich : 1988.
30

Thoreau's theory of literary criticism as reflected in the journals

Wiley, Patricia Whitcomb, 1923- January 1950 (has links)
No description available.

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