My thesis is composed of three parts. First of all, based on the three essays of early Roland Barthes, Le message photographique, Rhetoric de l¡¦image, and Le troisieme sens, in which Barthes applies photography with semiology, I outline Barthes¡¦s early thought and delineate why Barthes turns from semiology to phenomenology. In the second part, I focus on Barthes¡¦ last work La chambre claire, and explore the notions such as ¡¥studium¡¦ and ¡¥punctum.¡¦ Thirdly, I use Sartre¡¦s early work l¡¦imagination to interpret the notion of ¡¥punctum,¡¦ in order to outline the phenomenology in La chambre claire more clearly. In sum, my thesis concerns itself with the interplay between early Barthes, Barthes in La chambre claire, and Sartre in l¡¦imagination.

No description available.

Thesis (Ph. D.)--University of Queensland, 2002. / Includes bibliographical references.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 1981.

The rise of Existentialism in the 20th century has engendered mixed reactions in the minds of most critical observers of the philosophical scene. Some have tended to dismiss it lightly as a passing phase, comparing it, for example, to the post-World War I cult of dadaism. They regarded it as a mere product of the times which was bound to pass away as times changed. [...]

My thesis examines existential questioning as a method towards becoming pedagogical. I argue that a pedagogy of existential questioning, as an experience of a distinctive moment characterized by growing uncertainty, is the complete opposite of what we understand the role of pedagogy in the culture of learning to be. As a result, existential questioning is uncomfortable and often unbearable. I argue through Heideggerean and Sartrean questioning, that it is precisely this feeling of discomfort that signals the beginning of becoming pedagogical. I then proceed to articulate the process of existential questioning as hopeful, developing my concept of “hopeful despair” and “desperate hope” to argue for the ambiguous and pedagogical nature of hope. I proceed to look at ways in which existential questioning can be “played” in higher education, and the ways in which the uncomfortable work of becoming pedagogical can in fact be full of wonder, gratification and utter delight.

The aim of this thesis is to discuss ontological experiences of the writer and reader of literature. It argues that literary creation entails an experience of a state of being where the distance of ??my?? being/speaking and (an)other??s disappears: hence the total union of a being with (an)other. It suggests that this state of being created in the course of literary creation is also significant for everyday life. It analyses the texts of three theorists who addressed this issue: Sartre, Barthes, and Bachelard. Whilst Sartre speaks nothing about a state of being of the creative writer in relation to inspirational otherness, he suggests the change of the writer into a free being, in relation to the reader. Sartre holds that the reader, while becoming a free being, and revealing another (the writer)??s freedom, transforms what s/he is not into his or her own in reading-creation. This implies that in reading-creation, the distance of a being and another disappears. Barthes asserts that in writing the death of the ??author-person?? as an original creator is needed; this means that, for him, writers write finding no distance between themselves and language, which is what speaks itself. Although readers create as ??subject??, Barthes holds, they may find no distance between their being and the text, losing their subjectivity. Bachelard suggests that the poetic dreamer (as both the writer and reader of poetry) experiences a state of being in which neither subjectivity nor object is sensed. In this state, he holds, the speaking of (an)other becomes the speaking of the poetic dreamer. This poetic dreaming state which involves the complete harmony between a dreaming being and other being(s) is termed by Bachelard childhood. He suggests that childhood is permanent and subsistent as an archetypal state of mind and bears witness to the childhood of humankind. As the Bachelardian sense of childhood denotes an ultimate harmonia involving the liberation from the ??prison of self??, it carries significant implications for everyday life.

Zugl.: Zürich, Univ., Lizentiatsarbeit, 2007

Thesis (doctoral)--Université de Paris 7 Denis Diderot, 1997. / Includes bibliographical references (p. 507-523) and index.

Thesis (doctoral)--Université de Paris 7 Denis Diderot, 1997. / Includes bibliographical references (p. 507-523) and index.