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Thesis (M.A. (African Languages)) --University of the North, 1985 / Refer to the document

The aim of the following master’s thesis is to analyze moral difficulties in and in relation to the French novel Grey Soulsby Philippe Claudel. Situated in the philosophic and literary tradition of Ordinary Language Criticism, the thesis applies and takes support from reasoning, ideas, and procedures from Niklas Forsberg, Stanley Cavell, Toril Moi and Nora Hämäläinen. A starting point is that the reader is vital for the novel’s moral impact. Through the analysis, sectioned into two parts, I study events, themes, and characters in the novel, before focusing on the anonymous narrator. By using the distinction between subjective and objective knowledge (Forsberg) and “best case of acknowledgement” (Cavell) I reach the conclusion that the narrator’s quest for objective knowledge is a diversion: it is subjective knowledge that he really seeks and needs to acknowledge. By applying Hämäläinen’s open-ended use and Forsberg’s mirroring, the thesis continuously puts emphasis on the role the reader holds in relation to the novel’s moral difficulties, arguing that the reader, too, needs to be subjectively engaged to grasp the novel’s difficulties and do it justice. / L’objectif du mémoire de master suivant est d’analyser les difficultés morales dedans et par rapport au roman français Les Âmes grises de Philippe Claudel. Situé dans la tradition philosophique et littéraire d’Ordinary Language Criticism, le mémoire applique et prend appui sur des raisonnements, des idées et des procédures de Niklas Forsberg, Stanley Cavell, Toril Moi et Nora Hämäläinen. Un point de départ est que le lecteur est essentiel pour l’impact moral du roman. À travers l’analyse, divisée en deux parties, j’étudie des événements, des thèmes et des personnages du roman, avant de me focaliser sur le narrateur anonyme. En utilisant la distinction entre connaissance subjective et objective (Forsberg) et le « best case of acknowledgement » (Cavell), j’arrive à la conclusion que la quête de connaissance objective du narrateur est une diversion : c’est la connaissance subjective qu’il recherche réellement et qu’il doit reconnaître. En appliquant la lecture ouverte de Hämäläinen et la mise en miroir de Forsberg, le mémoire met continuellement l’accent sur le rôle que joue le lecteur par rapport aux difficultés morales du roman, arguant que le lecteur aussi doit être engagé subjectivement pour saisir les difficultés du roman et le faire justice.

<p> A critical analysis of several approaches to prose, and an attempt to construct a theory of prose as art, on which a language of prose criticism might be based. </p> / Thesis / Master of Arts (MA)

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Beginning with the 80-s of the 19th century, literature starts to increasingly take language as a problem. First of all, claims of the language for reflecting the truth are questioned, and, consequently, it is revaluated as an instrument of cognition (mostly, negatively). Very often texts, related to a language conundrum, may contain either anti-religions argumentation, or an active use of imagery, tinged with religion, or Biblical symbology. In this work, the interrelation between religiousness, reflected in the text, and its approach to the problematics of the language are investigated. In the shadow of the crisis of the language of literature modernism, such topics as the process of language secularization, language origin, and the crisis of cognition and of a person have also been touched upon. As exemplified by F. Mauthner, W. Benjamin, H. Hofmannsthal и C. Mierendorff, different concepts of the language and ways out of the crisis, offered by them, are presented. Also, their way to interact with religiousness and and mysticism was taken into account. In the result of the research, a certain tendency has been tapped: in case when a language is approached as an instrument that has no relation to mysticism, it shows its incapacity as an instrument of cognition (Mauthner). If a language is viewed...

Made available in DSpace on 2016-08-10T11:07:05Z (GMT). No. of bitstreams: 1 Tonia Leigh Wind.pdf: 1184142 bytes, checksum: 44a648012c70583d5cd712e731f0b082 (MD5) Previous issue date: 2011-12-20 / O objetivo principal desta pesquisa é analisar o segmento denominado literatura infantil sob a perspectiva das tradições culturais decorrentes da prática de leitura no Brasil e nos EUA; da influência desta espécie literária no processo de formação do indivíduo, e dos percalços linguísticos enfrentados na tradução de livros estrangeiros para o mercado nacional. Para tanto, far-se-á uma apresentação do contexto histórico-cultural da espécie literária, de suas raízes nos contos orais indo-europeus até chegar ao que se considera a nascença da literatura infantil brasileira no Século XX. Como complemento ao estudo cultural, avaliar-se-á obras canônicas e textos doutrinários usando como suporte teórico da narrativa e da literatura em geral: Gaston Bachelard, Peter Hunt, Ana Maria Machado, Terry Eagleton, Nelly Novaes Coelho, Regina Zilberman, Marisa Lajolo, entre outros. Um enfoque especial será dado ao conceito norte-americano e brasileiro de cultura de leitura e mediadores de leitura para comparar o processo de formação do indivíduo em ambos os países. Como parte desta abordagem, será mostrada uma análise dos conceitos de multiculturalismo e pluriculturalismo as quais serão apresentadas para apontar sua importância e influência no leitor dentro da sociedade. O último capítulo da pesquisa dar-se-á sobre o tema tradução e suas implicações linguístico-culturais enfrentados pelo tradutor literário, assim como a migração do hábito de leitura dentro das salas de aulas de L2 para fomentar a aquisição de uma segunda língua. Analisar-se-á aspectos do texto original que se perdem numa adaptação ou tradução dando uma ênfase especial aos conceitos de domesticação e estrangeirização para melhor atender às necessidades do leitor final usando como suporte as teorias tradutórias de George Steiner, Lawrence Venuti, Eugene Nida, Jeremy Munday, John Milton, Mona Baker, Zohar Shavit, Susan Bassnett, Riitta Oittinen, entre outros. Como base de análise literária, o corpus desta pesquisa será composto de alguns exemplos de cânones, focando especificamente dois livros norte-americanos e suas traduções brasileiras: Where the Wild Things Are (Onde Vivem os Monstros) de Maurice Sendak e Mr. Peabody´s Apples (As Maçãs do Sr. Peabody) da Madonna.

The aim of this Master’s thesis is to achieve philosophical clarity on an interpretative problem I have been struggle with in Euripides’ Medea: That Medea murders her own children, while claimingto love them. Situated within the philosophical and literary tradition of ordinary language philosophy and ordinary language criticism, the thesis draws on ideas, theoretical discussions, and concepts from Ludwig Wittgenstein, Toril Moi, Stanley Cavell, Cora Diamond, and Niklas Forsberg – but also Søren Kierkegaard. The analysis is divided in two parts. The first is anarticulation of the grammar of my problem through Cora Diamond’s conception of the phenomenon “a difficulty of reality”, and an emulation of a hermeneutical strategy to deal with such problems, which I identify in Søren Kierkegaard’s Fear and Trembling. I reach the conclusion that the co-existence of Medea’s murder och love is a paradox, which cannot be thought. The second part of the analysis is an attempt to step out of this paradox. Here, I compare Medea to Stanley Cavell’s readings on the Shakespearean tragedies Othello and King Lear, and Cavell’s ideas on “lived scepticism”, “avoidance of love” and “best case of acknowledgment”. By doing this, I am able to form the hypothesis that Medea’s understanding of “love” has been severely damagedafter Jason’s betrayal, and that she actually fails to sensically mean that she loves her children. In its use of my own confusion as a starting point and in employing Toril Moi’s views on reading, this thesis continuously stresses the individual reader’s responsibility in literary interpretation, as well as the importance of daring to voice or personal struggles, questions, and interests – even (or especially) when reading great classics.