Thesis (Ph. D.)--University of Chicago, Department of Comparative Literature and The Faculty of the Division of the Social Sciences Committee on Social Thought, March 2001. / Includes bibliographical references. Also available on the Internet.

Sammandrag Alla tiders historia? är en studie av vad läroplanen i historia 1a1 (Gymnasieskola 2011) de facto innebär för ämnet vad gäller innehåll och historiesyn. Uppsatsen inleds med en kort presentation av ämnet för att sedan redogöra för olika lingvistiska och semantiska tolkningsmodeller hämtade hos filosofer som Saussure, Russell och Wittgenstein vilka kommer att användas i själva analysen av läroplanerna och Skolverkets kommentarer till dessa. I syfte att visa på hur historiesyn hör ihop med kunskapssyn ges även en presentation av olika epistemologiska skolor.  Själva textanalysen visar att det råder en stor begreppsförvirring i läroplanen då många begrepp inte definieras, eller ges olika innehåll vid olika tillfällen.  Analysen visar även att läroplanen förordar en dialektisk historiesyn med inslag av historicism utan att visa på alternativa perspektiv på historien. / Abstract The history of all time? is a study of what the curriculum in history 1a1 (Gymnasieskola 2011) de facto means for the subject in terms of content and historical views. The essay begins with a brief presentation of the topic and then explains various linguistic and semantic interpretation models retrieved by philosophers like Saussure, Russell and Wittgenstein which will be used in the actual analysis of the curricula and the National Agency for Education comments on them. In order to show how historical views is associated with the concept of knowledge is also given a display of various epistemological schools. The actual text analysis shows that there is great confusion in the curriculum since many concepts are not defined, or given different content at different times. The analysis also shows that the curriculum advocates a dialectical view of history with elements of historicism but fails to show alternative perspectives on history. Keywords: history, curriculum, view of history, semantics, text analysis, historicism, chronology

[pt] O presente trabalho analisa a construção do conceito historicismo na Alemanha - no limiar do século XVIII - a partir de sua relação com o Iluminismo e a sua constituição como uma nova weltanschauung e uma nova prática historiográfica, sobretudo nos trabalhos de Herder, Humboldt e Ranke. O estudo abarcou três características centrais do historicismo: primeiramente, a tensão entre o universal e o singular; em segundo lugar, o conflito entre a idéia de progresso e a concepção da história como um processo de amadurecimento; e, finalmente, sua relação muito próxima com o luteranismo e, em especial, com a religiosidade pietista. / [en] The standing work analyzes the building of the concept historicism in the Germany - in the border of the XVIIIth century - from its relation with the Enligthenment and its constitution as a new Weltanschauung and a new historiographical practice, above all at the works of Herder, Humboldt and Ranke. This study has comprised three central characteristics of historicism: firstly, the tension between the universal and the singular; secondly, the conflict between the idea of progress and the conception of history as a process of maturity; and, finally , its close relation with the lutheranism and, specially, with the pietist religiousity

In the existing scholarship on Chinese translation history, the shifting conceptualizations of translation from the 1890s to the 1920s have been presented as a teleological evolution from 'traditional', target-oriented translation norms to 'modern', source-oriented norms. In response to this virtually unchallenged grand narrative, the dissertation presents a more nuanced and complex picture of the changing conceptualizations of translation in China during this period. Using New Historicism to engage with Roland Barthes's theory of intertextuality and Gérard Genette's framework of paratextuality, the study builds an integrated theoretical framework for examining how the conceptual relationships between translating, writing, commenting, and editing (among a variety of other textual activities) changed during this period. Adopting Microhistory principles, the dissertation conducts three case studies of marginalized figures - Zhong Junwen (1865-1908), Zhou Shoujuan (1895-1968), and Wu Mi (1894-1978) - from Chinese translation history: by analyzing their translations and/or writings about translation in a range of textual forms such as translation reviews, prefaces, diaries, and pingdian commentaries, the dissertation reveals how these cultural actors blurred the boundaries between translating, writing, commenting, and editing within China's rapidly evolving publishing context and how their conceptualizations of translation were deeply grounded in the traditional Chinese notions of authorship. The results of the three case studies demonstrate how the conceptual boundaries between various textual activities were in flux during these four decades and that the shifts in the conceptualizations of translation were not a simple, linear development from 'traditional' to 'modern'. Apart from contributing to a better knowledge of Chinese conceptualizations of translation in a key period of Chinese translation history, the dissertation challenges the validity of adopting the theoretical models of intertextuality and paratextuality as universally applicable frameworks in translation studies.

Partindo de um percurso pela cidade de São Paulo, a pesquisa identifica o ornamento de arquitetura. Tem o propósito de aprofundar a discussão a respeito da permanência do ornamento enquanto um dos elementos constitutivos da arquitetura e de contribuir para o aprofundamento e a ampliação das abordagens para a sua investigação. Através da discussão desenvolvida a partir de articulações de uma seleção de conceitos propostos, a pesquisa busca identificar como acontece o comparecimento do ornamento de arquitetura em diferentes circunstâncias de espaços e culturas. Assume como premissa que o significado associado ao objeto ornamental ultrapassa o âmbito da estética e impõe o conhecimento de outras abordagens, em articulação. Após o percurso pela cidade, outros percursos, agora conceituais, são desenvolvidos, no quais o objeto ornamental comparece de modos diferentes na história, no tempo, na sociedade e nos projetos de arquitetura. Este percurso não tem um ponto de chegada: visa a trazer elementos para subsidiar novas pesquisas. / Starting from a journey through the city of São Paulo, the research identifies the architectural ornament. It aims at deepening the ongoing academic debate on the continuance of ornament as a constituent element of architecture and at helping intensify and broaden the approaches to its examination. Throughout the discussion, held out of the articulation of selected propounded concepts, the research tries to identify manners of presentation of the architectural ornament under different circumstances in space and culture. It is assumed that the meaning associated to the ornamental object exceeds the sole scope of aesthetics, and it demands knowledge from other subject areas in an articulated way. After that city journey, other ones - this time conceptual journeys - are taken, in which the ornamental object arises differently in history, time, society and the architectural designing. This path leads to no point of arrival: this inquiry intends to supply additional supportive elements for further research.

This bachelor thesis will have its focus on Great Expectations by Charles Dickens. The central claim of this thesis is that in the novel Great Expectations, the protagonist Pip is used by Dickens as a metaphor for the British urbanization during the period of industrialisation.       The literary theory that will help to analyse and prove this claim will be New Historicism. The central praxis of using non-literary historical documents and comparing them it to a literary text such as Great Expectations will be used in the discussion part of this thesis. As New Historicism tends to be unclearly defined, this thesis applies H.Aram Veeser’s definition and his definition is explained in this thesis.      The thesis is structured thus firstly, Pip’s time in the marshes will be discussed and in this discussion and the following ones. Characters that influence Pip is used to see Pip’s alternation.Secondly, after discussing Pip’s time in the marshes, his time in London is discussed. Finally, Pip’s return to the marshes after living in the city is discussed to clearly see his change in attitude and whether the urbanisation is for the better or it worsens his state of mind. Pip’s journey in Great Expectations expresses an ambivalence against urbanization. As urbanisation has great expectations in the rural communities, Pip sees that this comes to a high cost.

This thesis adopts a historical point of view to analyze Wordsworth¡¦s concept of education in relation to nineteenth-century English educational reform. In the nineteenth century, mass education, following the pace of the French Revolution and the Industrial Revolution, became an indispensable social issue. Among the diverse educational reform movements, Joseph Lancaster and Andrew Bell¡¦s monitorial system was most prominent in that they provided a pedagogy that utilized teaching assistants to achieve efficiency and sufficiency in a large classroom and thus fulfilled the need of large-quantitative education of the age. Featured by efficiency, sufficiency, and materialism, the monitorial system best embodies the spirit of the Industrial Age. On the other hand, Wordsworth insisted on a community-based educational philosophy that urged people of his age to cherish old moral concepts such as harmonious, affectionate, and cooperative communal spirit inherent in traditional rural communities. The poet, representing the eighteenth-century rural tradition, observed with anxiety those children raised in an materialistic atmosphere. He delineates in his major works, especially The Excursion, a social vision that provides the best environment for the development and education of a spiritually mature man in which nature, man, and society are incorporated into a harmonious unity. This insistence on the old rural tradition distanced Wordsworth from his contemporary educational reformers and caused him to withdraw from his original support of the monitorial system.

Starting with Jerome McGann's landmark 1979 essay "Keats and the Historical Method in Literary Criticism," the recent sixteen-plus years of Keats criticism brims to overflowing with the dominance of New Historicism and its archaeological recovery of the political, historical Keats against the previous preeminence of a formalist, aesthetic Keats. The grip of New Historicism now holds tightly enough, perhaps, to the point where it suffers from a lack of attention to formalist, aesthetic, stylistic differentials and peculiarities. A critical position, then, that addresses this lack of attention looks to be an assessment of the relationships between New Historicism and formalism: how, in fact, New Historicism owes a debt to the formalist ways of reading it works to overcome. Such ways of reading find one of their most powerful statements in Keats himself--and, in a startlingly close twentieth-century analogue, the reader-response theory of Wolfgang Iser. The readings here of Keats's poetry consider how it reveals that Keats, like Iser, holds the germ of New Historicism's methodology, as it falls under the general taxonomy of Iser's theory but for how it actually dramatizes and predicts that theory. Reading, for Keats, ultimately places one in a dynamic relationship with history--a relationship always of potential, perpetually "widening speculation" to "ease the Burden of the Mystery" that is history.

Zugl.: Berlin, Freie Univ., Diss., 2005

Thesis (Ph. D.) -- University of Maryland, College Park, 2003. / Thesis research directed by: English Language and Literature. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.