Spiritual, mystic and natural boundaries haunt the writings of Henri Bosco. Critics such as Bachelard have studied Bosco's interpretation of the natural elements and noted his sensitive portrayal of the protagonists with a focus on their unconscious desires by the use of this device. In Le Mas Theotime Bosco has unleashed his artistic and poetic creativity in addition to his passion for nature. Indeed, of all of Bosco's novels, perhaps this one exemplifies the quintessential harmony of man with nature. As suggested by Jean-Claude Godin: " ... il n'y a que dans Le Mas Theotime oil elles soient veritablement au coeur du recit ... La reverie de la terre debouche alors sur toutes les images de l'intimite heureuse." (Godin 176) It is also the essence of Provence, its legends and its natural beauty that plays an integral role in this novel. Not only does Bosco explore the natural elements, but he also explores the religious myths that so influence our society. This thesis will explore, through a symbolic and religious interpretation, the boundaries which prevail throughout. Le Mas Theotime incorporates Bosco's true genius as a writer who brings to his reader the possibility of a personal rendition and view of the story. His is not a straightforward and evident recollection of events, but rather a voyage through and involvement in the lives and minds of the characters.

Memoria para optar al título de Periodista / Después de leer La espiral los hechos se desenvuelven y las distancias se acortan, las lecturas construyen puentes y los amigos imaginarios te cuentan sus secretos. El universo de Fernando Pessoa se compone de al menos 74 personas ficticias y un sin fin de otras, dispuestas a soltar palabras y delinear el retrato del hombre de las máscaras. Estas crónicas son la búsqueda de un desconocido que se escondió detrás de muchos otros y detrás de nosotros mismos. En cada capítulo podrás encontrar una forma distinta de buscarlo, ya sea a través de los aficionados a sus libros, en un ciclo homenaje, en la prensa y en las librerías.

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This thesis traces the relationship between the First World War, constructions of masculinity, and the life and poetry of T.S. Eliot. Central to this relationship is a study of homoeroticism, which the author characterizes as different from homosexuality but not exclusive of it, in late 19th and early 20th century poetic traditions. The argument begins by establishing a critical framework that draws on contemporary paradigms of Modernist literary gender studies but also seeks to revise them by shifting the focus to issues surrounding masculinity. With this framework in place, the thesis goes on to discuss the tradition of male homoeroticism in artistic movements preceding World War I, including Symbolism, Uranianism, and Aestheticism, then moves on to an examination of the war itself, its effect on soldiers' notions of masculinity, and the intensification of the homoerotic element in the poetry composed by soldier poets. I then reexamine the relationship between Eliot's poems, The Love Song of J. Alfred Prufrock and The Waste Land, arguing that both are significantly inflected by the changing masculine consciousness of the war era and that both are largely personal in nature despite their author's insistence on the impersonality of poetry. An explication follows of Prufrock and Eliot's other verse written between 1914 and c.1920, focusing on passages that suggest the homoerotic. The bridge between this and the section on The Waste Land is a commentary on the relationship of Eliot and his friend Jean Verdenal, a Frenchman who was killed in the war, and the import of this friendship to Eliot's work. The possibility of their homosexual involvement is entertained but not insisted upon, the point being reemphasized that homoeroticism, not homosexuality, has the more meaningful impact on the masculine artistic consciousness. All of these ideas culminate in the Waste Land chapter, which highlights passages of the poem dealing with a range of human possibilities for intimacy-male and female, sexual and non-sexual. The study concludes that the poem ought to be read as a representation of an embattled masculine consciousness drawn to the homoerotic but uncomfortable with changing 20th century sexual mores. / Graduation date: 2001

Reproduction de : Thèse de doctorat : Sciences du langage : Lyon 2 : 2007. / Titre provenant de l'écran-titre. Bibliogr.

Zugl.: Erlangen, Nürnberg, Univ., Diss., 2006.

My study looks at the influence that Matthew Arnold, 19th century English poet and literary critic, had on John Dewey, American pragmatist and educational philosopher. While the influence of Arnold on Dewey was more pervasive than I had expected, my real purpose in writing this dissertation was to discover a middle ground between the educational philosophies the two men espoused and to construe a fuller approach to a pluralistic educational philosophy. I have looked at four aspects of mind that draw Arnold and Dewey into close correspondence. The first aspect I have called the tentacled mind from Dewey's favored metaphor of the mind as having tentacles that reach out and encounter directly the physical world. This aspect of mind allows me to look at the common use that both Arnold and Dewey made of the term "experience." The second aspect of mind I call the critical mind. I have explored this aspect of mind by looking at a brief history of English literary criticism from Dryden to Stanley Fish. The third aspect of mind is the intentional mind which deals with the rhetorical-hermeneutic relationship of mind to the intentionality of other voices and to its own intentionality. This aspect crosses into reader response theory, but I have found within it results that differ significantly from traditional reader-response theory. The final aspect of mind I have called reflective-response. In both Arnold and Dewey the reflective aspects of the mind differ widely from more contemplative conceptions of the mind in a reflective state; most notably for both Arnold and Dewey the reflective mind is never passive. I believe that when these four aspects of mind are brought together they amount to a truly pluralistic educational philosophy. In the course of my argument I have, as well, identified a need to rehabilitate both the concept of intentionality and that of authority. / text

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