The author's Habilitationsschrift--Universität München. / Includes bibliographical references (p. 219-238) and index.

Rev. doctoral diss. Univ. of Oxford, 1999. / Includes bibliographical references (p. [261]-274) and index.

"Habilitationsschrift--Hamburg."

Original publication from author's Habilitationsschrift--Zürich, 1976. / Translation of Platon und Aristoteles in der Nuslehre Plotins. Includes bibliographical references (p. [295]-297) and indexes.

Thesis (doctoral)--Humboldt-Universität, Berlin, 2005. / Includes bibliographical references and sources (p. 167-171) and index.

In this thesis I will develop and test an interpretive framework for the Subject based on the understanding that an entity can be identified as a Subject if it is the necessary referent for an attribution. This understanding provides a template for approaching different Subjects, for considering the validity of their being identified as Subjects, and for reorienting the general discourse of the Subject away from an investigation of particular entities to one concerned with the contexts which support such identifications.

Η παρούσα διδακτορική διατριβή κινήθηκε γύρω από έναν κεντρικό άξονα: την ιστορία και την κριτική της λογοτεχνίας στα δύο μεγάλα γένη της αρχαίας ελληνικής γραμματείας (επική και λυρική ποίηση). Στόχος της είναι η εξέταση της αρχαίας λογοτεχνικής κριτικής στο αριστοτελικό corpus με βάση το στερεότυπο κείμενο, προκειμένου να μελετηθούν αναλυτικά η λειτουργία, η σπουδαιότητα και τα όριά της. Μπορεί ο Αριστοτέλης να ασκεί αμιγώς λογοτεχνική κριτική στο Περὶ ποιητικῆς, στα κεφ. 1-12 του τρίτου βιβλίου του Περὶ ῥητορικῆς, στα βιβλία Α, α, Λ του Μετὰ τὰ Φυσικὰ και ενίοτε σε κάποια άλλα συγγράμματά του, αλλά η παρούσα εργασία στοχεύει στην περαιτέρω ανάλυση, στο μέτρο του δυνατού, όλων των αναφορών του σε κάποιον επικό ή λυρικό ποιητή και στην εξαγωγή χρήσιμων συμπερασμάτων. Η εργασία διαρθρώνεται σε επτά κεφάλαια, ακολουθούν τα συμπεράσματα (8ο κεφάλαιο), έπεται η βιβλιογραφία (πρωτογενής και δευτερογενής) και δύο ευρετήρια παραθεμάτων (αρχαίων και νεότερων κύριων ονομάτων) που βοηθούν στην ανάγνωσή της. / The present doctoral thesis was motivated by a central axis: the history and the criticism of literature in the two big genres of ancient Greek literature (epic and lyric poetry). The main objective of this dissertation is the examination of ancient literary criticism of the corpus of Aristotle which is based on the stereotyped text, so that the function, the importance and its limits are studied analytically. Aristotle exerts constructive literary criticism in the Poetics, in third book of Rhetoric (chapters 1-12), in the books A, a, L of Metaphysics and occasionally in some of his other works, however, the present approach aims at the further analysis, as much as possible, of all reports on an epic or lyric poet and the inference of useful conclusions. The research is divided into seven chapters, the conclusions (ch. 8), the bibliography (primary and secondary) and two indeces passages (ancient and new principal names) that help the interpretation.

Cette thèse porte sur la diffusion et l’influence des idées d’Aristote en Chine de la fin de la dynastie Ming jusqu’à la période contemporaine. Le but de cette recherche consiste à cerner les impacts interculturels et à favoriser la compréhension des dialogues et des échanges entre la culture d’origine européenne et chinoise. Il était important de découvrir la traduction des oeuvres et les recherches spécialisées concernant la philosophie d’Aristote en Chine. Il semblait aussi pertinent de se pencher sur l’étude comparative entre la philosophie d’Aristote et quelques courants de pensée principaux de la Chine dans certains domaines, comme l’éthique et l’éducation de Confucius, la philosophie naturelle de Lao zi, la logique de Mo zi et la pensée politique de Han Feizi. Et pour conclure, il fallait reconnaître les influences considérables d’Aristote dans ces domaines en Chine. Cette étude s’appuie sur une base documentaire large et variée que j’ai dépouillée en France et en Chine. / This thesis focuses on the spread and the influence of Aristotle¡¯s ideas in China from the end of the Ming`s Dynasty to the contemporary period. The purpose of this research is to identify the interculturals impacts and to promote the understanding of the dialogues and the exchanges between European and Chinese native culture. It was of great importance to find out the translation of the works and also the specialized research on the philosophy of Aristotle in China. In addition, a comparative study on the philosophy of Aristotle and several major schools of thought in China in some areas, such as the ethics and the education of Confucius, the natural philosophy of Laozi, the logic of Mo Zi and the political thought of Han Feizi. At the end, we try to conclude with the considerable influence of Aristotle in several areas in China. This study is based on a wide series of documents we have got through in France and in China.

This thesis presents the first sustained analysis of the reception of the Aristotelian golden mean in early modern Spanish literature. It argues that the critically-neglected ethical credo of moderation was an important part of the classical inheritance on which Golden-Age authors frequently drew, and that despite its famous origins in moral philosophy rather than literature, it was subject to just the same kind of imitative reworking as has long been acknowledged for literary predecessors. The analysis is divided into two sections. The first takes a synoptic view of the period, assessing the transmission of Aristotle's doctrine to the Renaissance and exploring what it meant to the Golden-Age mind. That includes identifying a particular early modern reformulation of the mean, which I argue was an important factor in the popularity of the Icarus and Phaethon myths, as analogues for Aristotle's moral. The body of the thesis then comprises three case studies of the role of moderation in works which span the period's chronological and generic range: the poetry of Garcilaso; Calderón's 'El médico de su honra'; and Gracián's 'Criticón'. These studies explore three important general trends in the reception of the mean: the association of excess and moderation with particular literary models; the incorporation of the mean into Christian thought; and its parallel existence as non-technical, commonplace wisdom. However, each chapter also constitutes an innovation within its own field, offering a reassessment of Garcilaso's relationship to literary tradition; a re-reading of the characters and plot structure of 'El médico', including the controversial King Pedro; and an analysis of the elusive moral approach behind Gracián's allegorical novel. The mean is thus remarkable for both the breadth and depth of its incorporation into literature, and a focus on its treatment offers substantial new insights into some of the canonical works of the age.

Syftet med den här essän är att undersöka vilka normer och diskurser som råder på min förskola och vidare hur de bidrar till att skapa olika konstruktioner av barn utifrån ett diskursperspektiv. Sedermera vill jag undersöka orsaker till mina egna och mina kollegors handlingsmönster samt vilka handlingsmöjligheter som finns i de uppkomna situationerna utifrån ett pliktetiskt och ett dygdetiskt perspektiv. Essän handlar om svårigheten att se till hela barngruppens bästa och att samtidigt ta hänsyn till varje barns unika behov. Idén till den här essän väcktes när jag på min avdelning uppmärksammade att både barn och vuxna la skulden för allting som gick fel på vår avdelning på ett av barnen. Essän börjar med beskrivningen av några situationer där mina kollegor, genom både språkliga och kroppsliga handlingar, ger uttryck för hur svårt det är att bemöta barn vars beteenden oroar, förbryllar eller utmanar dem medan jag förblir tyst. När jag äntligen tar mod till mig och börjar prata riskerar mitt handlande att förstöra deras chanser att få en resurspedagog till det här barnet. Mina kollegor fokuserar på barnets brister och korrigerar hans beteende. Mitt fokus ligger på förändring och anpassning av vår verksamhet så att den passar barnets unika behov. Jag reflekterar över orsaker till mina och mina kollegors handlingar samt våra handlingsmöjligheter utifrån två etiska perspektiv, pliktetik och dygdetik, vilka utgör ett ”inifrånperspektiv”. Med hjälp av inifrånperspektivet kan jag låta mina personliga tankar och funderingar komma till uttryck. Ett ”utifrånperspektiv” utgörs av ett diskursperspektiv med vars hjälp jag kan få syn på de diskurser och normer som bidrar till de konstruktioner av barn som skapas på min förskola. Dessa diskurser och normer kan så småningom förändras med hjälp av en pedagogisk reflektion tillsammans med mina kollegor. Jag reflekterar även över min egen praktiska kunskap som har hjälpt mig att lära av min egen och andras erfarenheter så att jag hela tiden kan utveckla mina förmågor och agera klokt i olika situationer. / The purpose of this essay is to investigate what norms and discourses exist at my preschool and how they contribute to create different constructions of children from a discourse perspective. Furthermore, I want to investigate the causes of my and my colleagues' patterns of action as well as the possibilities for action that exist in the emerging situations from two ethical perspectives, duty ethics and virtues. The essay is about the difficulty to cater to the best of the whole group and to take care of each child’s unique needs at the same time. The idea behind this essay was raised when I noted in my department that one child was blamed for all that went wrong. The essay begins with the description of some situations where my colleagues, through both their verbal and physical actions, express how difficult it is to meet children that behave in a way that makes them worried and puzzled. I do not raise my own concerns about the boy’s behavior or how the teachers react to his needs. When I finally dare to speak up during a meeting with the special pedagogue I risk destroying their chances to get an extra teacher for this child. My colleagues focus on his shortcomings and express a desire to correct his behaviour. My focus is on changing and adapting the environment, activities, routines and our approach to meeting the individual child’s specific needs. I reflect on the causes of my and my colleagues' actions as well as our possibilities of action using two ethical perspectives, duty ethics and virtues. These perspectives open up for an in-depth understanding of the dilemma through an insider perspective. Using this perspective, I can express my personal thoughts and speculations. An outsider's perspective comprises of a discourse perspective that helps me to see the discourses and the norms that contribute to the constructions of the children that are being created at my preschool. I even reflect over my own practical knowledge that has helpt me to learn from my own and other peoples experience, so I can develop my abilities and act wisely in different situations.