Th. doct.--Lettres--Paris 4, 1995. / Bibliogr. p. 418-425.

Reproduction de : Thèse de doctorat : Sciences de l'éducation : Lyon 2 : 2002. / Thèse : 2002LYO20022. Titre provenant de l'écran-titre. Bibliogr. Index. Chronologie.

Adult Mother-Tongue Literacy learning is a universal problem as readily available statistics indicate. In this study, I explore various aspects of adult Mother-Tongue Literacy learning, including: • a profile of a Learner typical of those who attend the Pinetown Welfare Society Adult Literacy Programme; • some indication of the success of literacy programmes around the world; • the kinds of problems experienced by Learners in the Kwadabeka Literacy Project attached to the Pinetown Welfare Society; • some relevant theoretical concepts which underpin adult learning, and particularly the learning of literacy in adults; • the perceptions of Marcel Jousse on the effect of non-literate and semi-literate milieux on the capacities of Learners; • suggestions as to how an improved understanding of the capacities of Learners can influence the choice, design and presentation of Literacy teaching and learning materials; • examples of those aspects of current programmes which answer the needs identified by Marcel Jousse. In the conclusion, I suggest: • how the theories of Marcel Jousse can be further explored and applied in the area of Mother-Tongue Literacy learning, and to a definition of literacy; • how the needs identified by Marcel Jousse can be further accommodated; • what kinds of materials need to be introduced to make Mother-Tongue Literacy less problematic and more accessible to its Learners; • how an evaluation of the Pinetown Welfare Literacy Programme might assist in improving Mother-Tongue Literacy learning. / Thesis (M.A.)-University of Natal, 1998.

There is a supposition that with the current progress in artificial intelligence (AI), machines that surpass the cognitive functioning of human beings is imminent. There is no doubt that singular human functions can be performed more efficiently by machines. however. the complexity of human functioning involves the simultaneous cognizance of information received through the various senses. The complexity of human functioning is best reflected in the perceptions of Marcel Jousse in The Anthropology of Geste and Rhythm (I997). Whilst proponents of AI envisage the cognitive functioning of the computer surpassing human cognitive functioning, they fail to acknowledge that human cognitive functioning extends beyond mere information processing and expression of predictable responses. The complexity of human expression is influenced by a variety of sensory environmental stimuli as well as previous experience. The fundamental 'law' of the indivisibility of the psycho-physiological complexus of the human composite identified by Jousse, indicates that human memory emanates from human interaction with the environment. The computer is incapable of interacting with the environment in the way that the human being interacts, which implies that it cannot replicate human memory. This study argues that: • The human being operates simultaneously as a psychological, physiological and biological being, which implies that human memory, is simultaneously biological, psychological and emotional. • Human memory arises out of mimism and is biologically rhythmed, and that this rhythm operates in synchrony with the universal cosmoiogicai rhythms. • Computer rhythms do not operate in synchrony with universal cosmological rhythms. which implies that the operation of its memory is very different to that of the human being. Therefore the computer will not be able to replicate human functioning. / Thesis (M.A.)-University of Natal, Durban, 2000.

This study focuses on the work of Marcel Jousse, the 20th century French anthropologist, linguist, educationist and theologian who discovered and developed the Anthropology of Language, the study of human memory and expression, and their mutual transation. As central underpinning theory of the Anthropology of Language, Jousse identified the anthropology of Geste and Rhythm manifest in the Oral Style as gestual-visual/oral-aural mnemonic. In Memory, Memorisation and Memorisers in Ancient Galilee, the account of the transmission of the Besorah-Gospels in the intra-ethnic and extra-ethnic Galilean-Hellenic diaspora. Jousse demonstrates (I) the fidelity and accommodating fluidity of mnemonic Oral Style expression as support of human memory; (2) the role of the Metourgeman-Sunergos as interpreter-translator and scripter of the Besorah-Gospels; (3) the role of the Counting-necklaces constructed by Kepha-Peter and Shaoul-Paul as ordering and mnemonic support in the recounting the Deeds and Sayings of the Rabbi Ieshou"a of Galilee. In this thesis three kinds of translation are addressed. (I) It is about the translation of invisible and visceral memory into the visible and audible expression thereof in speech and movement for the purposes of learning, understanding and recording of the oral socio-cultural archive: Stylology manifest in rhythmo-stylistics, rhythmo-pedagogy and rhythmo-catechism; (2) it is about the translation of speech and movement into writing of two kinds: the recording of dictated texts in writing, (Memory, Memorisation and Memorisers in Ancient Galilee) and the putting-into- writing of memorised formulaic recitation, viz. rhythmo-stylistics, rhythmo-pedagogy and rhythmo-catechism; (3) it is about the translation of a specific and specialised technical texts from one (kind of) language to another: Memory, Memorisation and Memorisers in Ancient Galilee and Glossary of Joussea Concepts, Terms and Usage. The products of this study are: (I) a critical investigation and contextualised account of the perspective of Marcel Jousse on the operation of the invisible visceral metaphor called memory into the visible and audible expression thereof in speech and movement for the purposes of learning, understanding and recording of the oral socio-cultural archive in rhythmo-mnemonic expression (2) a proposed work-in-progress model for the presentation and analysis mnemonic Oral-style texts, viz. rhythmo-stylistics, rhythmo-pedagogy and rhythmo-catechism; (3) an annotated translation of Dernieres Dictees Memory, Memorisation and Memorisers in Ancient Galilee; (4) a glossary of specialised technical terms to be used in the interpretation of the works of Marcel Jousse compiled from Jousse's texts already translated into English: Jousse developed a specialised and complex terminology to explain his view of the origin and operation of mnemonic human expression. The Glossary documents this terminology, and demonstrates the translation of the concepts, and their usage by Jousse. This study is presented in three parts: Part One: Translations on and at the oral-literate interface; Part Two: Memory, Memorisation and Memorisers in Ancient Galilee - an annotated translation; Part Three: Glossary of Joussean Concepts Terms and Usage . / Thesis (Ph.D.)-University of Natal, Durban, 2000.

Learning through a language other than one's own mother-tongue presents similar problems world-wide. In South Africa, the shift from mother-tongue tuition to learning through the medium of English at Grade 5 (approximately 10 years of age) has a highly problematic and contested history. This study addresses the problem with specific reference to the SMILE project, the theories of Marcel Jousse and Outcomes Based Education. In Chapter One, the study examines the context of learning and gives an indication of the extent of the problem. It introduces the SMILE and the theoretical and practical components of the study. Chapter 2 outlines the process used to collect data by means of: • A literature review • Interviews • Observations • Participant Workshops • Reports on Field Trips • An informal Survey Chapter 3 records the data gleaned from the process outlined in Chapter 2. Chapter 4 relates the data recorded in Chapter Three to the Theories of Marcel Jousse. In this way, the practice in the SMILE project is shown to relate the Theories of Learning, Expression, Memory and Reading of Marcel Jousse. Chapter 5 relates the data recorded in Chapter 3 to OBE Critical Outcomes and Underlying Principles which are required of all learning and teaching programmes accredited and assured by SAQA. I will conclude my study by highlighting and suggesting the following: • How SMILE has succeeded in their quest for enhancing English learning among non-mother tongue speakers. • How an evaluation of SMILE could assist in any learning situation and in furthering the needs of OBE. • How starting with the spoken word enhances learning • Compilation of stories from children for their reading books and how this impacts on their learning. • How theories of Marcel Jousse could be incorporated in learning situations • How use of dance, movement could be used as a primary means of learning. / Thesis (M.A.)-University of Natal, 1998.

In the essay, "From Mimism to Music in the Child" (1935), Jousse, the French linguistic anthropologist, * describes the process whereby instinctive learning takes place and develops into cognitive motor skills in the Child; * traces the connections between the stages of learning and the skills acquired by the Child. These skills include gestural mimic imitation, drawing, listening, speaking, and musical expression; * makes specific recommendations about the process of teaching the Child; * relates the stages in the early learning processes in the Child to the development globally and universally of the anthropos; * demonstrates the relationship between Man and his fellows, both as individuals and as expression of cultural distinction, and between Man and the universe; * comments on the distinction between human and animal learning capacities; * explains the roles of key features in human expression; *explains aspects of cultural and linguistic change; * comments on cultural and linguistic change. In this research-essay, I am * attempting to clarify, in various degrees, all of the above: the learning issues receive more attention than do the rest; * attempting to identify the similarities and differences between the thinking and views on learning of Jousse with those particularly of Rudolf Laban, and incidentally of Montessori and Lenneberg; * demonstrating an 'Oral-Style text'. The Introduction to this research-essay summarises the thinking of Jousse and Laban. The Body of the study: * provides biographical information about Jousse and Laban; * explains the difficulties and problems encountered with the text of the essay "From Mimism to Music in the Child"; * comments on the nature and operation of Oral-Style texts and their cognitive and affective influence upon the reader; * contextualises and interprets the text of the essay, "From Mimism and Music in the Child". The Conclusion adds comments, and suggests areas for further study and investigation. / Thesis (M.A.)-University of Natal, 1995.

For sixty-five years hardly anyone in the English-speaking world was aware of the anthropological theories of Marcel Jousse, a twentieth century Jesuit scholar. In 1990, Jousse's seminal work, Le style oral rythmique et mnemotechnique chez les verbo-moteurs. (The rhythmic and mnemotechnique oral style of the verbo-motors), was translated into English and given the name The Oral Style. His anthropologie du geste, called in this study the anthropology of geste, presented his discovery of the universal anthropological laws governing human expression: mimism, bilateralism and formulism. Jousse had sought to understand the anthropological roots of oral style, in particular the phenomenal memory of oral style peoples. In this dissertation, Jousse's theories are summarised and his anthropological laws are used to determine whether three eucharistic prayers of the Roman rite contain elements of oral style expression. The Roman Canon, Eucharistic Prayer 1 and Eucharistic Prayer for Children 1 are set out in binary and ternary balancings. An attempt is made to show that written style expression, an inheritance from the Greeks, houses in its extraordinary complexity the very oral style elements it appears to have superseded. The assertion made is that written style, with its predilection for subordination, actually conserves, preserves and perpetuates oral style balancings, not only in the simple sentence (what Jousse calls the propositional geste), but also in clauses, phrases, words, and sound devices. Support is given to T. J. Talley's view that the Jewish nodeh lekah (thanksgiving) and not the berakah (blessing) is the prayer source that influenced the structure of the early Christians' eucharist (thanksgiving in Greek). The expressions of thanksgiving that are a distinguishing feature of anaphoras from the 1st century AD onwards, continue to shape the eucharistic prayers today. This is offered as one reason why, in a reconstruction of Eucharistic Prayer for Children 1 presented at the end of Chapter 5, it is possible to balance one recitative with another, and the recitation of one prayer component with another. The dissertation concludes by recommending that oral studies of the Christian liturgies of East and West be pursued as they have much to contribute to the orality-literacy debate not only in the matter of liturgical language but also in gaining an appreciation of other gestes of worship. / Thesis (M.A.)-University of Natal, Durban, 1994.