Science education in the Science-Technology-Society perspective (CTS) aims to train a student with a critical conception and to broaden their view on the role of science and technology in society, valuing the interactions between these spheres. Discussing science, technology and society in the classroom encompasses values and attitudes that need to be associated with the conceptual understanding of the subjects of the discipline inherent in social and scientific aspects, in order to favor the decision-making capacity of individuals as citizens. The teaching of CTS presents similarity with the liberating pedagogy of Paulo Freire, when defending a politicized education that stimulates the popular sovereignty. Paulo Freire highlights the use of a "generating theme" as a way of contextualizing teaching. Throughout the process of adult literacy, he proposed the use of generative themes. The teaching of CTS has as its pillar scientific literacy, which is linked to the intention of training the citizen, understood as an individual capable of actively participating in a democratic society, with the ability to defend a point of view, that is, with capacity to Argumentation. In this sense, the development of argumentative practices in the classroom helps the process of scientific literacy. Given these assumptions, this dissertation presents the analysis of the development of a didactic sequence (SD) composed of 8 classes, and in the last two are provided moments of argumentative discussions among students. SD was elaborated from the teaching perspective of CTS and Pedagogy of Paulo Freire, considering the theme-generator "foods". The research sought to verify how the development of SD, in a 3rd year high school class, contributed to the students' argumentative capacity, combining scientific conceptions with social and economic aspects. It was characterized as intervention research, which is a trend of the participating researchers, following a qualitative approach. The data was obtained by filming with two video cameras, one focusing on the whole class, and another, a specific group of students. The data recorded in video were analyzed considering analytical categories focused on the actions of the teacher and in the discussions among the students. For the actions of the teacher were used categories presented by Mortimer and Scott (2003), being: communicative approach, patterns of interaction and intentions of the teacher. Discussions among the students were analyzed considering the Argumentation Pattern of Toulmin (2006). Throughout the SD, the teacher sought to promote an awareness of the students in relation to the industrialized foods, with dyes, preservatives and the consumer society, interrelating the chemical content with the reality of the student, under a critical perspective on the values Capitalists. In order to generate argumentative discussions among the students, the teacher inserted guiding questions. In these moments of discussion, she worked with the intentions of exploring students' points of view and guiding them in the process of internalizing scientific ideas. The communicative approach ranged from interactive / dialogic to interactive / authoritative. The results indicate how the teacher's actions made possible the interactions between the students and the joint elaboration of arguments, which took into account social and technological aspects allied to scientific knowledge. It was also verified the elaboration of a critical look of the students before the industrialized foods in the society of current consumption. / O ensino de Ciências na perspectiva Ciência-Tecnologia-Sociedade (CTS) propõe-se a formar um aluno com concepção crítica e ampliar o seu olhar sobre o papel da ciência e da tecnologia na sociedade, valorizando as interações entre tais esferas. Discutir ciência, tecnologia sociedade em sala de aula, abrange valores e atitudes que precisam estar associados à compreensão conceitual dos temas da disciplina inerentes aos aspectos sociais e científicos, de modo a favorecer a capacidade de tomada de decisão dos indivíduos enquanto cidadãos. O ensino de CTS apresenta similitude com a pedagogia libertadora de Paulo Freire, ao defender uma educação politizada, que estimula a soberania popular. Paulo Freire destaca a utilização de um “tema gerador” como forma de contextualizar o ensino. Ao longo do processo de alfabetização de adultos, ele propôs o uso de temas geradores. O ensino de CTS tem como pilar a alfabetização científica, a qual está ligada ao intuito de formação do cidadão, entendido como um indivíduo capaz de participar ativamente de uma sociedade democrática, com habilidade de defender um ponto de vista, ou seja, com capacidade de argumentação. Nesse sentido, o desenvolvimento de práticas argumentativas em sala de aula auxilia o processo de alfabetização científica. Diante desses pressupostos, esta dissertação apresenta a análise do desenvolvimento de uma sequência didática (SD) composta por 8 aulas, sendo que nas duas últimas são propiciados momentos de discussões argumentativas entre os alunos. A SD foi elaborada na perspectiva de ensino de CTS e da Pedagogia de Paulo Freire, considerando o tema-gerador “alimentos”. O objetivo da pesquisa foi analisar o desenvolvimento de uma sequência didática (SD), elaborada na perspectiva de ensino de CTS, considerando o tema alimentos e suas relações com a capacidade argumentativa dos alunos, aliando as concepções cientifica a aspectos sociais e econômicos. Ela caracterizou-se como pesquisa-intervenção, que é uma tendência das pesquisas participantes, seguindo uma abordagem qualitativa. A obtenção dos dados se deu mediante filmagens com duas câmeras de vídeo, uma focalizando toda a turma, e outra, um grupo específico de alunos. Os dados registrados em vídeo foram analisados considerando-se categorias analíticas focadas nas ações do professor e nas discussões entre os alunos. Para as ações do professor foram utilizadas categorias apresentadas por Mortimer e Scott (2003), sendo elas: abordagem comunicativa, padrões de interação e intenções do professor. As discussões entre os alunos foram analisadas considerando o Padrão de Argumentação de Toulmin (2006). Ao longo da SD, a professora buscou promover uma tomada de consciência dos alunos em relação aos alimentos industrializados, com corantes, conservantes e a sociedade de consumo, inter-relacionando o conteúdo químico com a realidade do aluno, sob uma perspectiva crítica sobre os valores capitalistas. Com o intuito de gerar discussões argumentativas entre os alunos, a professora inseriu questões norteadoras. Nesses momentos de discussão, ela trabalhou com as intenções de explorar os pontos de vista dos alunos e guiá-los no processo de internalização das ideias científicas. A abordagem comunicativa variou entre a interativa/dialógica e a interativa/de autoridade. Os resultados obtidos indicam como as ações da professora possibilitaram as interações entre os alunos e a elaboração conjunta de argumentos, os quais levavam em conta aspectos sociais e tecnológicos aliados aos conhecimentos científicos. Verificou-se ainda a elaboração de um olhar crítico dos alunos diante dos alimentos industrializados na sociedade de consumo atual.

Made available in DSpace on 2014-07-29T14:44:39Z (GMT). No. of bitstreams: 1 Klayton Marcelino de Paula.pdf: 505833 bytes, checksum: 5d5b653f6eb0fd41b7f037fc2ab702cf (MD5) Previous issue date: 2011-02-24 / The crosscutting theme in the teaching environment requires reconstruction of the educational process on the concepts of ethics and morality in the face of discussions in school. The Environmental Education (EE), commonly based his speech on unscientific theories being propagated by rote this area of knowledge is for the analysis and interpretation of environmental problems, as well as strategies to raise awareness of humanity in relation to them. As stated in Law no. 9795, to April 27, 1999 EE is considered cross-cutting issue and should be addressed by all the disciplines taught in universities and colleges as specified also in the National Curriculum Parameters for Secondary Education - Guidelines and Middle School Curriculum. In most educational institutions, environmental issues do not relate to theoretical and practical activities affecting the dynamics of teaching and learning process between learner and educator. However, the school must articulate the curriculum to the social reality of the community within and outside school. The environmental approach in the classrooms of basic education is generally restricted to graduates in Biological Sciences and Geography, however, is also assigned to other educators articulate, among different segments inserted in basic education, pedagogical guidance, to ensure scientific knowledge. Thus, it is essential to continuing education of professionals belonging to the State Education Secretariat Regional Catalão (GO). This thesis presents a brief historical overview of the major campaigns precursor of environmental discussions in the school, the contribution of the triad, Curriculum National Curriculum Guidelines for Secondary Education and Law No. 9.9795, from April 27, 1999 in the educational process, cross-cutting theme Environment environment. Leading the discussion we sought to open dialogue about what is produced in state schools under the title Environmental Education noting issues of common sense, common sense and scientific sense, knowledge and methodologies in environmental education and ethics in educational work. Depicts the functionality of the educator as mediator of scientific knowledge and the importance of continued education and concludes with research strategies on the conceptions of teachers participating pre-and post-educational intervention. The results were also made inferences about the whole trajectory set in this research. / O tema transversal Meio Ambiente no ensino necessita a reconstrução do processo educacional sobre os conceitos de ética e moral face às discussões no âmbito escolar. A Educação Ambiental (EA), comumente, fundamenta seu discurso em teorias sem base científica sendo reproduzidas de forma mecânica essa área do conhecimento destina-se à análise e à interpretação dos problemas ambientais, bem como estratégias à sensibilização da humanidade em relação aos mesmos. Conforme consta na Lei nº. 9.795, de 27 de abril de 1999 a EA é considerada tema transversal, devendo ser abordada por todas as disciplinas ministradas nas Instituições de Ensino (IE), como estabelecido também nos Parâmetros Curriculares Nacionais do Ensino Médio - PCNEMs e nas Orientações Curriculares do Ensino Médio - OCEMs. Na maioria das instituições de ensino, as questões ambientais não se relacionam às atividades teóricopráticas comprometendo a dinâmica do processo ensino e aprendizagem entre aprendiz e educador. Todavia, a escola deve articular os conteúdos curriculares à realidade social da comunidade intra e extra-escolar. A abordagem ambiental nas salas de aula da educação básica geralmente se restringe aos licenciados em Ciências Biológicas e Geografia, contudo, também é atribuição de outros educadores articular, junto a diferentes segmentos inseridos na Educação Básica, práticas pedagógicas de orientação, que assegurem o saber científico. Nesse sentido, é imprescindível a formação continuada desses profissionais pertencentes à rede Estadual de Educação Subsecretaria Regional de Catalão (GO). Esta Dissertação apresenta breve contextualização histórica das principais mobilizações precursoras das discussões ambientais na escola, a contribuição da tríade, Parâmetros Curriculares Nacionais, Orientações Curriculares para o Ensino Médio e a Lei nº 9.9795, de 27 de abril de 1999 no processo educativo e transversal do tema Meio Ambiente. Fomentando a discussão buscou-se abertura para dialogar sobre o que se produz nas escolas estaduais com o título de Educação Ambiental observando as questões de senso comum, bom senso e senso científico, saberes e metodologias em Educação Ambiental e a ética no trabalho pedagógico. Retrata a funcionabilidade do educador como mediador do saber científico e a importância da formação continuada e conclui com as estratégias de investigação sobre as concepções dos docentes participantes pré e pós-intervenção pedagógica. Além dos resultados, também foram realizadas inferências acerca de toda trajetória configurada nessa pesquisa.

[pt] O objetivo deste trabalho é identificar processos verbais nominalizados e analisar suas funções na produção textual de alunos do Ensino Médio, considerando-se o uso de nominalizações do ponto de vista da oração como mensagem, que se organiza em torno do sistema de Tema e Rema. A pesquisa baseia-se na teoria sistêmico-funcional (Halliday, 1994, Halliday e Matthiessen, 2004) para o estudo da metáfora gramatical através da identificação de formas metafóricas que apresentam variação léxico-gramatical na expressão de um dado significado e são consideradas como mais elaboradas do que as formas congruentes. Essas transformações na estrutura lingüística têm início a partir da adolescência e variam em função de contextos que demandam novos usos da língua. Para analisar o uso de formas nominalizadas na escrita escolar, cinquenta textos dissertativo-argumentativos em língua portuguesa, produzidos por alunos da terceira série do Ensino Médio, foram coletados em uma escola pública e uma particular. Além disso, os participantes da pesquisa responderam a um questionário socioeducacional cujos resultados foram quantificados visando a evidenciar fatores individuais e/ou sociais que pudessem estar relacionados à sua produção textual. A análise qualitativa identificou o uso de nominalizações (Basilio, 2003) com diferentes funções discursivas. Em relação à estrutura temática, observou-se que as nominalizações estabelecem relações lógicas e favorecem o fluxo das informações no texto. A comparação entre textos evidenciou uma variação no uso da linguagem metafórica nos diferentes contextos educacionais. A partir desses resultados, propõe-se a conscientização de alunos e professores quanto aos efeitos textuais e discursivos que certos mecanismos linguísticos podem criar, visando evitar a produção de textos pouco proficientes para a finalidade a que se propõem. / [en] The aim of this study is to identify nominalized verbal processes and analyze their functions in the written production of secondary school students. These nominalizations are examined in clauses viewed as messages, which are organized according to the Theme and Rheme system. The research is based on systemic-functional theory (Halliday, 1994, Halliday e Matthiessen, 2004) for the study of grammatical metaphor through the identification of metaphorical constructions which present lexico-grammatical variation in the expression of meaning, being therefore considered as more complex than congruent forms. These transformations within linguistic structures start to appear in early adolescence, varying according to new contexts that require specific uses of the language. In order to study the use of nominalized forms in school writing, fifty argumentative essays in Portuguese were collected among 12th grade students from public and private secondary schools. Research participants also answered a socioeducational questionnaire that generated quantitative data so that social and/or individual features could be associated with students textual production. Qualitative analysis led into the identification of nominalizations (Basilio, 2003) with different discursive functions. Concerning the thematic structure, it was observed that nominalizations establish logical relations and help develop the flow of information in texts. A comparison between texts pointed out variation in metaphorical language use in different school contexts. These results indicate that it is important to make students and teachers aware of the textual and discursive effects that some linguistic mechanisms can produce, and based on this knowledge possibly avoid the production of texts that are not adequate to their intended purpose.

Cette recherche vise d’abord à éclairer l’esthétique du théâtre de Marivaux de façon inédite en se centrant surle concept d’action. Elle cherche également de façon concrète, à travers les pièces de ce dramaturge, à réfléchirsur ce concept polysémique, polyvalent et complexe. On constitue ainsi une ‘Anatomie de l’action’. Elles’inscrit dans le fil de la réflexion globale sur l’action qui remonte à Aristote et dans laquelle théoricienscomme créateurs/penseurs ont croisé leur regard s’affrontant sur la définition du terme, son essence éventuelleet les inflexions esthétiques nouvelles qu’on pouvait lui donner.L’analyse se concentre sur trois pièces, ‘expériences’ et modèles qui révèlent de manière emblématique lavariété de ce théâtre et qui ouvrent sur ses autres créations dramatiques. Un modèle Italien merveilleux,Arlequin poli par l’amour (1720) conduit à explorer les fondamentaux marivaudiens : l’inconstance commeaction, l’action redevable à une hybridité générique élevée et la crise du protagoniste à l’origine d’uneinstabilité du centre de l’action. Un anti-modèle tragique fructueux, Annibal (1719) permet de trouver unestructure profonde pour trois chefs-d’oeuvre, comédies « à éclats tragiques » (La Fausse Suivante, Le PrinceTravesti, Le Triomphe de l’Amour) en utilisant les outils classiques de la tragédie (‘noeuds de gloire’, sublime,reconnaissance, choix du protagoniste). Et un modèle utopique, L’Île des Esclaves (1725) oeuvre de pensée,permet de remonter par ce biais à l’action et de comprendre comment Marivaux parvient à construire celle-cien usant de systèmes de compensation avec les aspects ludiques et romanesques. / This research targets to bring new lights on the aesthetic of the theatre of Marivaux by focusing on the conceptof action. Also, through the plays of Marivaux, it looks concretely for a new thinking about this polyvalent andcomplex notion. It constitutes an ‘Anatomy of action’. It takes place in the global reflection on this term, whichgoes back to Aristotle and in which philosophers and creators/theoreticians confronted their conceptions on thedefinition, its essence and the new aesthetic inflexions which could be reached then.The analysis is mostly based on three plays, both ‘experiments’ and patterns which reveal in an emblematicway the diversity of this theatre and open on the other dramatic creations of Marivaux. A fairy Italian pattern,Arlequin polished by love (1720) leads to the exploration of the basics : the inconstancy as action, the actionresulting from a highly hybrid mixed genres theatre and the crisis of the protagonist and its consequences onthe centre of action. A tragic fruitful anti-pattern, Annibal (1719) gives a deep structure for three masterpieces,comedies with “tragic basement” (The False Servant, The Travestied Prince, The Triumph of Love) by usingthe traditional tools of the tragedy (knot of glory, sublime, recognition, choice of the protagonist). And autopian pattern, The Island of slaves (1725) creation of thought leads to the concept of action and gives key forunderstanding how Marivaux builds up this action by mixing and balancing it with cheerful and eventfulaspects.

In act I, scene 2 of Shakespeare's Hamlet, one of the key themes presented is the theme of order versus disorder. Gertrude's hasty marriage to Claudius and their lack of grief over the recent death of King Hamlet violate Hamlet's sense of order and are the cause of Hamlet's anger and despair in 1.2. Rather than contrast Hamlet with his uncle and mother, Olivier constructs an Oedipal relationship between Hamlet and Gertrude--unsupported by the text--that undermine's the characterization of Hamlet as a man of order. In contrast, Tony Richardson presents Claudius' and Gertrude's actions as a violation of the order in which Hamlet believes.

Hearing parents of deaf children who are reliant on Sign Language need to learn to sign to ensure communication mode-match with their children. Signing is vital for parent-child interaction, and has implications for the socio-emotional well-being and educational outcomes of the child. However, poor signing skills of parents is repeatedly reported in the literature, with the majority of children in signing educational programmes reported not to be exposed to signing in the home. Teaching parents to sign therefore appears a priority, with sign teaching strategies being debated in the literature. The learning of Sign Language as a second language by hearing parents of deaf children within the bilingual educational approach, which regards Sign Language as the first language of deaf children, raises the challenges of cross-modality language learning for hearing parents. Reports on teaching methods are mainly anecdotal with only a few studies addressing sign learning by hearing individuals. While the use of graphic representations of signs is a common practice in teaching signs, there is no empirical data on their influence on the learning of signs. This study explored the contribution of graphic representations of signs in sign teaching. The main aim of the study was to describe the impact of sign illustrations on the teaching of signs to hearing mothers. Two sub-aims were formulated to compare the conditions of sign learning with and without the use of sign illustrations in graphic displays in terms of (a) sign reception and sign production, and (b) the amount and nature of assistance required in learning signs. An Adapted Alternating Treatments Design (AATD), with four theme-based sign sets, and probes balanced for equivalence, was developed and used. Four biological mothers of three boys and a girl in a Grade Three class at a day school for the deaf in an urban area of KwaZulu-Natal, South Africa took part in the study. The results revealed no significant differences between the two training strategies for sign acquisition, in terms of sign reception and sign production post-training. There were however, significant differences between the two training strategies with regard to assistance required while learning signs. The graphics strategy required significantly less trainer assistance (p<0.05). In addition, there were significant differences in the nature of assistance provided with the use of graphic representations. Significantly fewer repeated demonstrations of signs were required by the participants during self practice (p<0.01). There was a significantly higher number of corrections with the graphics strategy (p<0.01) initially, and this decreased over time, unlike with the signing-only strategy. It would appear that the sign illustrations were redundant during the initial stages of sign learning using a multimodal approach, but that they were relied on to trigger recall of signs during the self practice phase. Thus, the study confirmed the supportive role of sign illustrations in sign learning. The use of theme-based graphic displays of sign illustrations emerged as a viable method in teaching signs. The implications of these results and recommendations for future research are discussed. / Thesis (PhD)--University of Pretoria, 2009. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

L’objectif de ce travail est la description et l’étude des dynamiques de sens en jeu dans la constructionde la forme sémantique « amour ». L’étude s’inscrit dans une démarche phénoménologique visantl’émergence du sens en tant que produit d’une activité de conceptualisation marquée par l’expérienceperceptive et affective. Trois strates de sens entrelacées apparaissent dans la sémantique du mot etparticipent de la construction globale de la forme par « motivation », « profilage » et « thématisation ».Ces notions permettent l’ouverture de l’espace de création du sens qui provient de l’entrelacs de laperception, du langage et des modalités d’appropriation du phénomène surgissant dans / et par lediscours sur l’amour et le discours amoureux. Le mot amour polarise une dynamique de mouvementau sein des discours amoureux. Sa valeur s’ancre dans le motif composite d’une force propre àdépasser le procès qui le lie à un objet et vecteur de propriétés esthésiques, axiologiques etpraxéologiques. La phénoménologie du mot amour se déploie essentiellement sur un fond de« figures » qualitatives et de constructions métaphorisantes et poétiques qui tendent à unir champsperceptifs et thématiques, et permettent au locuteur la saisie, en partie, de son expérience amoureuse,et l’expression de ses impressions et sentiments. / Construction of the semantic form “amour”. The core of this work is a phenomenological endeavourtargeting the emergence of meaning considered as the result of a conceptualizing process rooted inaffective and perceptual experience. Three intertwined strata of meaning can be observed in thesemantics of the word. These take an active part in the global construction of the form via each ofthese strata, namely the germ-motif stratum, the profiling-unfolding process stratum and the thematicdiscursiveone. The latter notions make it possible to open the creative space of meaning in a trulyoriginal fashion. This creative space results from the intertwining of perception, language and thevarious modalities of self-appropriation of the phenomenon arising in /and through a discourse on loveand the amorous discourse. The word amour polarizes a movement dynamics within the amorousdiscourse. This word is anchored to the heterogeneous “motif” of a dynamic power liable to surpassthe process per se such as linked to its object. It is a vehicle for aesthesic, axiological andpraxeological properties. The phenomenology of the word amour mostly expands in the domain ofqualitative and poetic figures as well as metaphorizing constructions. In the latter domain, figures andconstructions aim at uniting the perceptive and thematic fields, thus enabling the speaker, thoughpartially only, to grasp his amorous experience as well as to express his own impressions andfeelings.

Studiens syfte är att urskilja teman i böckerna om Musse och Helium genom en litteraturanalys, samt vilka teman som framkommer genom elevers (åk 1–2) tolkning av ett utdrag ur böckerna. Studien fokuserar även på befintliga och framtolkade teman från böckernas tillhörande lärarhandledning. Studiens tre resultat jämförs i en komparativ analys. De teman som tolkades fram i litteraturanalysen var; det goda och det onda, dörren till ett magiskt land, att ta lärdom av livets utmaningar, samt det kompetenta barnet. De teman som eleverna tolkade fram i textsamtalen var; det goda och det onda, den hemliga fantasivärlden och allt hänger på dom!. I analysen av lärarhandledningen tolkades en mängd olika teman fram, några var redan vedertagna i instruktionen, vår tolkning av lärarhandledningen landade i att det går att urskilja flera teman beroende på vilken avsikt som finns. I den komparativa analysen så synliggjordes likheter och skillnader mellan de olika teman som tolkats fram i samtligt resultat. Analysen synliggjorde också möjligheter och svårigheter mellan olika arbetssätt. Vår huvudsakliga slutsats är att vi ser goda möjligheter med att arbeta med detta material med tillhörande lärarhandledning i undervisning. Materialet bör däremot inte ses som fullständigt, då vi ser fler möjligheter att använda det skönlitterära verket än vad lärarhandledningen innefattar.

Los padres de familia que invierten en la adquisición de servicios para realizar el cumpleaños idóneo de su menor hijo manifiestan tener poco tiempo para organizar el evento, que en muchas situaciones los conlleva a sentir preocupación y estrés. Asimismo, en la actualidad existe poca presencia de empresas que logran integrar diversos servicios como show de entretenimiento, decoración y catering en una misma plataforma digital. El modelo de negocio de PartyMe está embozado para los padres de familia con poco tiempo para la organización del cumpleaños de su menor, que pertenezcan al nivel socioeconómico AB, cuenten con un alto poder adquisitivo, sean modernas y realicen interacciones cibernéticas. La ventaja competitiva de PartyMe es la capacidad de respuesta inmediata sobre las consultas de los usuarios, así como los servicios totalmente diferenciados, verificados y con calidad garantizada. Además, se ofrecerá flexibilidad en pagos donde no sea indispensable el efectivo y con total seguridad. El desarrollo del presente documento consta de dos partes, la primera se refleja la validación del modelo de negocio en base a una investigación cualitativa y la segunda parte mostrará cómo es este negocio financieramente rentable. / "Parents who pay for acquisition of services in order to celebrate the ideal birthday of their youngest son state that they have little time to organize the event, which in many situations leads them to feel worry and stress. Likewise, currently there is little presence of business that manage to integrate various services such as entertainment, decoration and catering shows on the same digital platform. PartyMe's business model is designed for parents with little time to organize their child's birthday, who belong to the socioeconomic level A and B, have high purchasing power, modern and carry out cyber interactions. PartyMe's competitive advantage is the ability to respond immediately to user queries; as well as totally differentiated, verified and guaranteed quality services. In addition, flexibility in payments will be offered where cash is not essential and with total security. The development of this document consists of two parts, the first reflects the validation of the business model based on qualitative research and the second part will show how financially profitable this business is. / Trabajo de investigación

Maarten Maartens (1858-1915) is the penname of Joost Maria Willem van der Poorten Schwartz, a Dutchman who wrote poetic plays, novels and short stories in English between 1890 and 1914. But &amp;quot;Maarten Maartens&amp;quot; is more than just a pseudonym chosen because it sounded Dutch while it could still easily be pronounced by his English readers. Under his own name, Schwartz lived retired in the country in the Netherlands while, under his heteronym Maarten Maartens, he led a life as a writer and a man of the world. His works were published in Britain, in the United States and in Germany. Due to the variety of settings in different countries as well as well as due to the interest he took in all layers of society, Maartens can be considered a European rather than a Dutch or British writer; he is perhaps the first author worthy of such name. However, the fact that his themes were not limited to a particular social and cultural setting has never been fully acknowledged, because reviewers and critics continued to focus their interest mainly on the Dutch element in his works, i.e., the representation of Dutch life and morals. As Maartens phrased it in the preface to his fifth novel The Greater Glory (1894): &amp;quot;The morals I seek to describe are those of the entire human race. It is only by the merest accident that my scene is laid in Holland, a country whose inhabitants, I suppose, are no better, nor worse, than my neighbours.&amp;quot; In this dissertation, Maartens is placed for the first time within the literary-historical context of the late nineteenth century and the question is explored whether Maartens is merely to be considered a minor author favouring the realistic mode of writing, who still gives us captivating glimpses into a social microcosm long gone by, or whether, and to which extent, he achieved his aim to surpass this aspect. For the general assessment, apart from the published works, a number of unpublished manuscripts are included, amongst which there are a play, several complete and fragmentary novels as well as short stories, private and literary correspondence and some notebooks containing philosophical and literary reflections. While Maartens successfully published both novels and short stories, this dissertation argues that his predilection for literary tableaux quite naturally points at the short story as its most suitable form. Stripped of all non-essential detail and moralizing, the short story enabled the artist to escape from the calling of the preacher. Not only did its moral impact remain untainted; it became more persuasive. In his short stories, Maartens did not feel compelled to tackle the larger social issues that preoccupied him. The short form allowed him to ignore the changes in literary tastes and fashions, giving his attention exclusively to the essential detail, which, to him, represented a universal truth. If he had more thoroughly exploited its potential to give shape to his unique observations, the short story in the English language would have been the richer for it. A number of short stories have remained unpublished to this day, but there are four collections, as well as a number of uncollected stories published in magazines that offer invaluable insights into prevailing attitudes of the late nineteenth and early twentieth centuries. To this day Maarten Maartens? novels and in particular his short stories continue to be unique literary explorations of the human condition. / Maarten Maartens (1858-1915) ist das Pseudonym von Joost Maria Willem van der Poorten Schwartz, einem Holländer, der zwischen 1890 und 1914 lyrische Theaterstücke, Romane und Kurzgeschichten in der englischen Sprache verfasste. Aber &amp;quot;Maarten Maartens&amp;quot; ist mehr als nur ein Pseudonym, das ausgewählt worden war, weil es holländisch klang und doch leicht von englischen Lesern ausgesprochen werden konnte. Unter seinem eigenen Namen lebte Schwartz ein zurückgezogenes Leben auf seinem holländischen Landgut, während er unter seinem Heteronym Maarten Maartens das Leben eines Autors und eines Mannes von Welt führte. Seine Werke wurden in England, Amerika und Deutschland veröffentlicht. Wegen der Internationalität seiner Schauplätze und Themen, sowie auch wegen des Interesses, das er an allen sozialen Schichten zeigte, muss Maartens eher als europäischer denn als niederländischer oder britischer Autor betrachtet werden; vielleicht ist er sogar der erste Autor, der den europäischen Namen verdient. Die Tatsache, dass seine Themen nicht auf das Holländische beschränkt sind, wurde allerdings von der Kritik vernachlässigt, weil Rezensenten und Kritiker sich immer hauptsächlich auf die holländischen Elemente in seinen Werken konzentrierten. Doch wie es Maartens selbst im Vorwort zu seinem fünften Roman The Greater Glory (1894) formulierte: &amp;quot;Die moralischen Werte, die ich zu beschreiben suche, sind die der ganzen Menschheit. Es ist reiner Zufall, dass meine Schauplätze in Holland liegen, einem Land, dessen Einwohner, wie ich annehme, weder besser noch schlechter sind als meine Nachbarn.&amp;quot; In dieser Dissertation wird Maartens zum ersten Mal in den literar-historischen Kontext des späten neunzehnten Jahrhunderts eingeordnet, und es wird untersucht, ob Maartens als minor author gelten sollte, der in seiner realistischen Schreibweise noch heute interessante Einblicke in einen längst vergangenen sozialen Mikrokosmos gewährt, bzw. in welchem Maße er sein selbst definiertes Ziel erreicht, über diesen Aspekt hinauszugehen. Für die allgemeine Bewertung wurden neben publizierten Werken auch eine Anzahl unveröffentlichter Manuskripte herangezogen, sowie auch Auszüge aus seiner privaten und literarischen Korrespondenz. Hinzu kommen einige (unveröffentlichte) Notizbücher mit privaten und philosophischen Betrachtungen. Maartens war erfolgreicher Autor von Romanen und Kurzgeschichten, aber es wird in der vorliegenden Arbeit die These vertreten, dass ihn seine Vorliebe für literarische tableaux eigentlich für die kurze Form prädestinierte. Da hier das Einfügen zahlloser Einzelheiten und ausführlicher moralisch-bewertender Erzählerkommentare gattungsbedingt nicht möglich war, musste sich Maartens auf das Wesentliche beschränken, so dass die Geschichten für sich selbst sprachen. Die Kurzgeschichte ermöglichte ihm, geschmacksgeschichtliche Veränderungen zu ignorieren und sich ausschließlich auf solche Details zu konzentrieren, die für ihn universelle Wahrheiten enthielten. Hätte er sich verstärkt dieser Form gewidmet, um seine besonderen Einblicken festzuhalten, wäre die englische Kurzgeschichte reicher geworden. Einige seiner Romane und Kurzgeschichten sind unveröffentlicht, doch es sind vier Erzählbände erschienen; weitere einzelne Geschichten wurden in Zeitschriften publiziert. Bis heute bleiben Maarten Maartens Romane, doch v.a. seine Kurzgeschichten einzigartige Untersuchungen der condition humaine.