Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 167-182).

Cette thèse se propose de présenter et d’analyser les discours prescriptifs des fabulistes du XVIIIe siècle, en commençant par celui de Houdar de La Motte qui, dans ses Fables nouvelles, en 1719, s’est posé en adversaire admiratif de La Fontaine, inégalable poète mais moraliste très contestable. Après avoir présenté ce recueil fondateur dans le contexte de la crise générale de la poésie que connaît la France à l’heure de la Qurelle d’Homère, l’on étudie les idées de l’audacieux fabuliste, soucieux d’établir des règles pour réaliser des apologues en vers qui soient conformes à l’objectif didactique qui, selon La Motte, est une priorité dans ce genre d’écrire. Quatre des successeurs de La Motte, dont les recueils sont parus de 1729 (Richer) à 1792 (Florian), ont été retenus pour examiner si cette première poétique prescriptive a été suivie ou contestée par des poètes qui s’y réfèrent forcément, comme d’ailleurs ils se réfèrent à La Fontaine, modèle écrasant qu’on se risque parfois à analyser pour percer son secret ou qu’on se contente d’admirer pour s’autoriser à ambitionner une place après lui. / This thesis proposes to present and analyze the prescriptive discourses of the eighteenth-century’s fabulists, starting with the one of Houdar de La Motte, who in his new Fables in 1719 posed as an admiring opponent of La Fontaine, matchless poet but a very questionable moralist. After presenting this founding book in the context of the general crisis of poetry in France at the time of Homer's Qurelle, we study the ideas of the daring fabulist, anxious to establish rules to make apologues in verses that are in conformity with the didactic objective which, according to La Motte, is a priority in this kind of writing. Four of the successors of La Motte, whose collections were published from 1729 (Richer) to 1792 (Florian), were retained to examine whether this first prescriptive poetic was followed or disputed by poets who necessarily referred to it as they would refer to La Fontaine, an overwhelming model that one sometimes dares to analyze in order to pierce his secret or that one merely admires to allow himself to ambition a place after him.

<p>Vi har genomfört en kvalitativ studie i ämnet konflikthantering. Vi har valt att utforma den med hjälp av fem lärare som vi har intervjuat. Konflikter kan man inte undvika, varken i livet eller i skolan och där är det lärarens uppgift att hantera dem. Därför tycker vi att det är viktigt att belysa och förstå kunskapen om konflikthantering.</p><p>Förr hanterades inte konflikter och bråk i skolan som idag. Fram till 1958 var det fortfarande tillåtet att bestraffa elever med aga. Det var genom aga och skäll som man hanterade konflik¬terna istället för att som idag prata med eleverna. Skäll existerar fortfarande men framförallt hanterar lärarna konflikter med hjälp av att kom¬municera med eleverna. Idag är idealet att kommunicera väl; lyssna, tala och känna empati. I konfliktsituationer agerar läraren ofta medlare mellan eleverna.</p><p>För att ta reda på hur kunskapen om konflikthantering i skolan ser ut tar vi hjälp av begreppet tyst kunskap. Eftersom tyst kunskap har många olika tolkningar för vi en diskussion kring begreppet. Att vi använder oss av just detta begrepp beror på att tyst kunskap i alla olika tolk¬ningar ändå anses vara en praktisk kunskap. Så är, menar vi, även fallet med konflikthan¬teringen i skolan eftersom den är kopplad till lärarens vardagliga arbete. Därför kopplar vi samman kunskap om konflikthantering med tyst kunskap.</p><p>Vi har kommit fram till att hur lärare hanterar konflikter beror mycket på vilka ideal som råder just då. Lärarna i våra intervjuer inhämtar kunskapen om konflikthantering till största delen i sitt arbete och de anser alla att det är viktigt att aktivt förebygga konflikter för en fungerande undervisning och ett gott klassrumsklimat. Kunskapen om konflikthantering är situationsbunden och personlig men detta räcker inte för att vi ska kunna sluta oss till att det är tyst kunskap, detta beror helt på vilken definition man utgår ifrån. Vi vill poängtera att våra resultat inte på något sätt försöker vara generaliserande.</p> / <p>We have done a qualitative study about conflict-handling. The purpose of this study is to understand conflict-handling and prevention of conflicts in the classroom from a teacher’s perspective; how does teachers develop their knowledge of conflict-handling and is that knowledge tacit? How can teachers handle conflicts and quarrels in the classroom and how can they prevent them? Those are our questions at issue. To get information we interviewed five different teachers and studied relevant literature. We have chosen to restrict this study to conflicts between pupils or teachers and pupils, grade 4-6 in the Swedish school.</p><p>Conflicts or quarrels are things that can’t be avoided and it is the teacher’s job to handle them, this is called conflict-handling. In former times the conflict-handling in schools meant corporal punishment or telling the pupil off. Telling-off still exists in our schools today but the way conflicts are handled is now mostly by using communication and the teacher will in most cases become the mediator between the pupils.</p><p>To elucidate conflict-handling we chose to use the concept of tacit knowledge. This concept has many different interpretations but all of them are saying that tacit knowledge is practical. Therefore it is interesting for us to connect conflict-handling, which is a part of the teacher’s daily tasks, with tacit knowledge.</p><p>We have compared the interviews with each other and with the literature and found that the conflict-handling depends on what the current ideals are. The teachers in our interviews learn conflict-handling mostly in their work and they all think that it is important to actively prevent conflicts for a functioning education and a good atmosphere in the classroom. In the matter of deciding if conflict-handling is tacit knowledge or not it all comes down to which definition of tacit knowledge you rely on. The results we found are only specific for the teachers we interviewed and for our study.</p>

Vi har genomfört en kvalitativ studie i ämnet konflikthantering. Vi har valt att utforma den med hjälp av fem lärare som vi har intervjuat. Konflikter kan man inte undvika, varken i livet eller i skolan och där är det lärarens uppgift att hantera dem. Därför tycker vi att det är viktigt att belysa och förstå kunskapen om konflikthantering. Förr hanterades inte konflikter och bråk i skolan som idag. Fram till 1958 var det fortfarande tillåtet att bestraffa elever med aga. Det var genom aga och skäll som man hanterade konflik¬terna istället för att som idag prata med eleverna. Skäll existerar fortfarande men framförallt hanterar lärarna konflikter med hjälp av att kom¬municera med eleverna. Idag är idealet att kommunicera väl; lyssna, tala och känna empati. I konfliktsituationer agerar läraren ofta medlare mellan eleverna. För att ta reda på hur kunskapen om konflikthantering i skolan ser ut tar vi hjälp av begreppet tyst kunskap. Eftersom tyst kunskap har många olika tolkningar för vi en diskussion kring begreppet. Att vi använder oss av just detta begrepp beror på att tyst kunskap i alla olika tolk¬ningar ändå anses vara en praktisk kunskap. Så är, menar vi, även fallet med konflikthan¬teringen i skolan eftersom den är kopplad till lärarens vardagliga arbete. Därför kopplar vi samman kunskap om konflikthantering med tyst kunskap. Vi har kommit fram till att hur lärare hanterar konflikter beror mycket på vilka ideal som råder just då. Lärarna i våra intervjuer inhämtar kunskapen om konflikthantering till största delen i sitt arbete och de anser alla att det är viktigt att aktivt förebygga konflikter för en fungerande undervisning och ett gott klassrumsklimat. Kunskapen om konflikthantering är situationsbunden och personlig men detta räcker inte för att vi ska kunna sluta oss till att det är tyst kunskap, detta beror helt på vilken definition man utgår ifrån. Vi vill poängtera att våra resultat inte på något sätt försöker vara generaliserande. / We have done a qualitative study about conflict-handling. The purpose of this study is to understand conflict-handling and prevention of conflicts in the classroom from a teacher’s perspective; how does teachers develop their knowledge of conflict-handling and is that knowledge tacit? How can teachers handle conflicts and quarrels in the classroom and how can they prevent them? Those are our questions at issue. To get information we interviewed five different teachers and studied relevant literature. We have chosen to restrict this study to conflicts between pupils or teachers and pupils, grade 4-6 in the Swedish school. Conflicts or quarrels are things that can’t be avoided and it is the teacher’s job to handle them, this is called conflict-handling. In former times the conflict-handling in schools meant corporal punishment or telling the pupil off. Telling-off still exists in our schools today but the way conflicts are handled is now mostly by using communication and the teacher will in most cases become the mediator between the pupils. To elucidate conflict-handling we chose to use the concept of tacit knowledge. This concept has many different interpretations but all of them are saying that tacit knowledge is practical. Therefore it is interesting for us to connect conflict-handling, which is a part of the teacher’s daily tasks, with tacit knowledge. We have compared the interviews with each other and with the literature and found that the conflict-handling depends on what the current ideals are. The teachers in our interviews learn conflict-handling mostly in their work and they all think that it is important to actively prevent conflicts for a functioning education and a good atmosphere in the classroom. In the matter of deciding if conflict-handling is tacit knowledge or not it all comes down to which definition of tacit knowledge you rely on. The results we found are only specific for the teachers we interviewed and for our study.

The author's Habilitationsschrift--Universität Erlangen-Nürnberg. / Includes bibliographical references and index.

The author's Habilitationsschrift--Universität Erlangen-Nürnberg. / Includes bibliographical references and index.

Le travail propose d’abord trois états des lieux : celui des études sur la construction des identités de genre à la Renaissance ; celui des connaissances actuelles en matière de rapports sociaux de sexe entre le Moyen Âge central et la fin du XVIe siècle ; celui de la production textuelle de l’époque sur la question accompagné d’une annexe listant 324 textes didactiques, édifiants et polémiques imprimés entre 1475 et 1594, susceptibles d’avoir participé à la construction des identités de genre et d’avoir diffusé les normes et idéaux en matière de relations femmes-hommes pendant cette période. La deuxième partie de la thèse s’attache à décrire un corpus constitué des trois œuvres les plus diffusées de chacune des sept catégories établies au sein du premier corpus : institutions des princes et des grands, traités de bonnes mœurs et civilité, institutions des femmes, recueils de modèles/ Vies d’hommes et de femmes célèbres, et enfin textes sur, pour ou contre les femmes, le mariage et l’amour. Les œuvres retenues sont présentées dans leurs contextes de rédaction et de réception, du point de vue des discours tenus par les différentes instances qui les présentent, de leur apparence matérielle, des traditions dans lesquelles elles s’inscrivaient, des sources utilisées par leurs auteurs et des différents lectorats qu’ils visaient. La dernière partie s’attache aux injonctions émises par leurs auteurs, à leurs opinions sur la formation des individus et les relations entre les sexes. Elle montre le haut niveau de confrontation entre partisans et adversaires de l’égalité, la complexité et les contradictions des messages diffusés. / To begin, this work proposes an inquiry into three interrelated areas of interest : a review of studies on gender construction during the Renaissance period ; an overview of current knowledge concerning social relations between the sexes extending from the central Middle Ages to the end of the XVIth century ; a review of textual production of the period and the indexed cataloguing of some 324 didactic, moralizing and polemical documents printed between 1475 and 1594, which contributed to the construction of gender identities and to the codification of social norms and ideals on the question of male-female relations during this period.The second part of this thesis is concerned with the description of a corpus represented by the three most widely distributed works in each of seven distinct categories: princely institutions, moral treatises, women’s institutions, model compilations on the lives of noteworthy men and women, and finally texts devoted to the question of women, marriage and love. The selected works are presented in their historical context (publication and reception), taking into account their subjective point of view, their material nature, the traditions according to which they are inscribed, the sources available to authors, and the distinct readerships. The final part of this work will concern itself with the various injunctions formulated by authors, and with the latter’s expressed opinions on education and gender relations. This part will examine the level of intense confrontation existing between partisans and adversaries of gender equality, as well as the complexity and contradictions that characterise the selected discursive examples.

Esta dissertação se constitui em uma revisão bibliográfica dos Libri Carolini, tratado escrito no século VIII em nome de Carlos Magno, em resposta ao concílio de Nicéia II, que restabeleceu no Oriente o culto de imagens no ano 787. Os Libri Carolini são um tratado no qual os francos se colocam contra o culto de imagens oriental, este apoiado pelo papa Adriano I. O estudo deste tratado demanda o conhecimento das questões que cercaram as imagens nos mundos latino e bizantino ao longo dos séculos VIII e IX, bem como das relações entre os três principais poderes envolvidos nesta questão, carolíngios, império bizantino e Roma. A pesquisa buscou observar, a partir de estudos anteriores, como as imagens foram entendidas entre Oriente e Ocidente, e como estiveram no centro de questões teológicas e políticas. / This research is a bibliographic review of the Libri Carolini, treatise written during the VIIIth century under Charlemagnes name as an answer to the II council of Nicaea, 787, where the image-worship was reestablished in the East. The Libri Carolini are a work in which the Carolingians deny the decision taken on the Eastern council, that had the support of the pope, Hadrian I. This study can only be done if we consider the question about images that took place between the Latin world and Byzantium during the VII and IXth centuries, as well as the relations between the three main powers involved in this matter, Carolingians, the Eastern empire and Rome. This research had the will to observe, after the reading of other studies, how images were understood between East and West, and how they were in the center of theological and political matters.

Esta dissertação se constitui em uma revisão bibliográfica dos Libri Carolini, tratado escrito no século VIII em nome de Carlos Magno, em resposta ao concílio de Nicéia II, que restabeleceu no Oriente o culto de imagens no ano 787. Os Libri Carolini são um tratado no qual os francos se colocam contra o culto de imagens oriental, este apoiado pelo papa Adriano I. O estudo deste tratado demanda o conhecimento das questões que cercaram as imagens nos mundos latino e bizantino ao longo dos séculos VIII e IX, bem como das relações entre os três principais poderes envolvidos nesta questão, carolíngios, império bizantino e Roma. A pesquisa buscou observar, a partir de estudos anteriores, como as imagens foram entendidas entre Oriente e Ocidente, e como estiveram no centro de questões teológicas e políticas. / This research is a bibliographic review of the Libri Carolini, treatise written during the VIIIth century under Charlemagnes name as an answer to the II council of Nicaea, 787, where the image-worship was reestablished in the East. The Libri Carolini are a work in which the Carolingians deny the decision taken on the Eastern council, that had the support of the pope, Hadrian I. This study can only be done if we consider the question about images that took place between the Latin world and Byzantium during the VII and IXth centuries, as well as the relations between the three main powers involved in this matter, Carolingians, the Eastern empire and Rome. This research had the will to observe, after the reading of other studies, how images were understood between East and West, and how they were in the center of theological and political matters.

Orientador: Carlos Eduardo Ornelas Berriel / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-22T06:03:43Z (GMT). No. of bitstreams: 1 Brito_TarsillaCoutode_D.pdf: 3083107 bytes, checksum: 65aa076e7788c2f35e1f9bbc6341c129 (MD5) Previous issue date: 2013 / Resumo: Quando Fénelon decidiu escrever um espelho de príncipe literário para instruir o neto de Luís XIV nas artes de governar, não imaginou que seu texto fosse causar celeuma, muito menos que se produziria uma fortuna crítica tão vasta e multifacetada. Para além das leituras de caracteres com que o público da época se divertiu descobrindo as figuras reais por detrás das personagens, um dos problemas permanentes para a interpretação de As aventuras de Telêmaco é sua classificação. O livro não se enquadra perfeitamente na narrativa antiga, nem no romance. A despeito da função moralizante-educacional do texto, o personagem Telêmaco ganha autonomia ao ser, nos primeiro livros, narrador de si mesmo. Com isso, temos acesso a uma subjetividade inteiramente nova para um texto que se pretendia pedagógico. O caráter exemplar da epopéia homérica que inspira as aventuras é minado pelas armadilhas criadas pelos sentimentos do próprio herói na missão difícil de despojar-se de si mesmo. Por outro lado, o objetivo de seu texto prende-o às narrativas antigas de caráter moralizante - formar um reicristão. As aventuras de Telêmaco permanecem inscritas em um "tempo sem tempo", em que vemos as transformações sucederem-se umas às outras, sem podermos situá-las numa linha cronológica como no romance. A discussão sobre utopia vem, assim, renovar a discussão do gênero dessas Aventuras. Defendemos que a presença de um "país de nenhum lugar" nessa ficção pedagógica organiza sua estrutura narrativa e orienta seus procedimentos miméticos em função dos espaços visitados. Dividida em duas partes, a presente Tese busca, em um primeiro momento, descrever o texto literário Les aventures de Télémaque de Fénelon. Em termos estritamente literários, tratamos de sua estrutura narrativa, organizada em função de modelos e de antimodelos de governo; de sua linguagem mítico-alegórica que veicula um conteúdo moral e espiritual cristão; e de seu gênero literário. Com uma revisão bibliográfica, esboçamos as razões que fizeram da publicação do Telêmaco um escândalo; e ainda as alterações de sentido e modos de interpretação que o texto sofreu ao longo de uma fortuna crítica de 300 anos. Na segunda parte, nos dedicamos à análise de Salento, o último reino visitado pelo personagem principal, como uma utopia que propõe uma volta no tempo, de modo que afirmamos seu caráter conservador. Nossa proposta de estudo leva em consideração que o Telêmaco de Fénelon não é composto apenas de idéias políticas e religiosas, mas de um conflito entre diferentes concepções de história / Abstract: when Fenelon decided to write a literary mirror for princes to instruct Louis XIV's grandson in the arts of governing, he did not imagine that his text would cause a stir, or that it would produce such a vast and multifaceted critical fortune. Apart from the readings of characters which amused the audience that would try to discover the actual figures behind the characters, one of the perennial problems for the interpretation of The Adventures of Telemachus is its classification. The book does not fit neatly into the ancient narrative, neither into the novel. Despite the moralizing and educational function of the text, the character Telemachus gains autonomy being the narrator of him in the first book. With this, we access an entirely new subjectivity in a text that was intended to be pedagogical. The exemplary feature of the Homeric epic that inspires the adventures is undermined by the traps created by the hero's own feelings while he deals with the difficult task of divesting himself. Moreover, the purpose of the text - to form a Christian king - connects it with the moralizing ancient narratives. The Adventures of Telemachus remains enrolled in a "time out of time" in which we see the transformations following each other, being impossible to place them on a timeline like we do in the novel. The discussion of utopia has thus renewed the discussion about the genre in these adventures. We argue that the presence of a "country of nowhere" in this pedagogical narrative organizes its structure and guides its mimetic procedures according to the spaces visitEditora Divided in two parts, this thesis seeks, at first, to describe Fénelon's literary text, Les aventures de Télémaque. In strictly literary terms, we deal with its narrative structure, organized around government's models and antimodels; its mythical-allegorical language that conveys a moral and spiritual Christian content; and its literary genre. Through a bibliographical review, we outline the reasons that made Telemachus' publication a scandal, and also the changes of meaning and modes of interpretation that the text has suffered over a 300 years old critical fortune. In the second part, we are dedicated to the analysis of Salento, the last kingdom visited by the main character, as a utopia that offers a return on time, so we affirm its conservative feature. Our proposed study takes into consideration that Fénelon's Telemachus consists not only of political and religious ideas, but also of a conflict between different conceptions of history / Doutorado / Historia e Historiografia Literaria / Doutora em Teoria e História Literária