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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.
51

Ethics and recognition in postcolonial literature : reading Amitav Ghosh, Caryl Phillips, Chimamanda Adichie and Kazuo Ishiguro

van Bever Donker, Vincent January 2012 (has links)
This thesis undertakes a critical study of ethics in the postcolonial novel. Focusing on four authors, namely Amitav Ghosh, Chimamanda Adichie, Caryl Phillips, and Kazuo Ishiguro, I conduct a comparative analysis of the ethical engagement offered in a selection of their novels. I argue that the recognitions and related emotional responses of characters are integral to the unfolding of these novels’ ethical concerns. The ethics thus explored are often marked by the complexity and impurity characteristic of the tragic – an impurity which is productively thought together with Jacques Derrida’s understanding of “radical evil”. I arrive at this through deploying an approach to ethics in the postcolonial novel that is largely drawn from the work of Martha Nussbaum, David Scott, and Terence Cave. This approach is attentive to both the particular contexts in which the novels’ ethical concerns unfold, as well as the general ethical questions in relation to which these can be understood. Crucial to this is the concept of anagnorisis, that is, the recognition scene. Functioning as both a structural and a thematic element, it serves as a hinge between the general and the specific ethical considerations in a novel. There are three ethical themes that I consider across the thesis: the ethics of remembrance, the human, and religion. The works of these four authors cluster around these concerns to differing degrees and with differing perspectives. What emerges is that while each engagement is focused on the particular details that the novel represents, the range of perspectives can nevertheless be productively read alongside one another as interventions into these general concerns. Following from this I also conclude that as a suitable, if not privileged, form in which to engage questions of the ethical, the postcolonial novel hosts the ethical difficulty that I name as the tragic, and which is characterised by the term radical evil.
52

Das Verhältnis ethischer und ästhetischer Rede über Literatur eine historische Diskursanalyse

Gerigk, Anja January 2006 (has links)
Zugl.: Bamberg, Univ., Diss.
53

The world according to Kurt Vonnegut moral paradox and narrative form /

Pettersson, Bo. January 1994 (has links)
To be presented as the author's Thesis (doctoral)--Åbo Akademi University on Feb. 3, 1995. / Includes bibliographical references (p. [379]-396) and index.
54

The world according to Kurt Vonnegut moral paradox and narrative form /

Pettersson, Bo. January 1994 (has links)
To be presented as the author's Thesis (doctoral)--Åbo Akademi University on Feb. 3, 1995. / Includes bibliographical references (p. [379]-396) and index.
55

The immoderate past the image of the Southern gentleman in history and fiction, 1860-1980 /

Leenhouts, Anna Jacoba, January 1900 (has links)
Thesis (Ph. D.)--Rijuksuniversiteit te Utrecht, 1982. / Summary in Dutch. Includes bibliographical references.
56

"Tell me how you read and I will tell you who you are": children's literature and moral development

Van der Nest, Megan January 2010 (has links)
It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.
57

The Habermas/Foucault debate: Implications for rhetoric and composition

Harris-Ramsby, Fiona Jane 01 January 2007 (has links)
This thesis sheds light on (1) the extent to which composition has fallen short in its efforts to examine Habermasian discourse in the public sphere/politicized classroom; and (2) whether, through a careful and explicit exploration of the Habermas/Foucault debate and the competing concepts of discourse contained therein, we might make use of those concepts in the politicized classroom to inform student writing in the public sphere.
58

The world is changing : ethics and genre development in three twentieth-century high fantasies / Kerrie Anne Le Lievre.

Le Lievre, Kerrie Anne, 1967- January 2003 (has links)
"December 2003" / Bibliography: leaves 249-263. / vii, 263 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of English, 2004
59

Embodied vision sublimity and mystery in the fiction of Flannery O'Connor /

Hicks, Andrew Patrick, January 2008 (has links) (PDF)
Thesis (M.A.)--University of Tennessee, Knoxville, 2008. / Title from title page screen (viewed on Sept. 14, 2009). Thesis advisor: Thomas Haddox. Vita. Includes bibliographical references.
60

The code of honour in the Spanish drama of the Golden Age, with special reference to Calderón

Jones, Cyril Albert January 1955 (has links)
No description available.

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