Thesis (M.A.)--Kutztown University of Pennsylvania, 2001. / Source: Masters Abstracts International, Volume: 45-06, page: 2822. Typescript. Abstract precedes thesis as preliminary leaf. Includes bibliographical references (leaves 121-126).

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [183]-193).

Thesis (M.A.)--Bowling Green State University, 2006. / Document formatted into pages; contains iii, 79 p. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on February 11, 2008. Dissertation Committee: John Shields (chair), Bruce Hawkins, Ronald Fortune. Includes bibliographical references (leaves 255-281) and abstract. Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1937. / Typescript. Includes abstract and vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 385-392).

This study examines pedagogical patterns associated with wizard, witch, and fairy archetypes in fantasy literature. The fact that magic exists in fantasy literature as a mysterious and elusive element allows narratives to maintain and validate various means of knowledge acquisition – one archetypal form, such as a wizard, pursues a radically different mode of pedagogical engagement with magic than another archetypal form, such as a fairy. According to Carl Jung, archetypes are anchored by ancient elements of mythological lore, yet continuously shape-shift in the present day. My qualitative research process involved close readings of selected passages in popular works of fantasy literature, selected for analysis based on their salient educational themes as well as a presence of witches, wizards, and fairies. I examine how archetypes in fantasy literature frame various approaches to education, investigating whether these pedagogical multiplicities tend to re-codify magic itself. I investigate how these archetypes acquire, dispel, manipulate, and embody magic with opposing or unique tactics, while considering how each archetype confronts the unknown. I also reflect on the relevant folkloric and mythic dimensions of each archetype, examining the extent in which the magical discourse surrounding each archetype relates to ideas about teaching and learning. Each archetype presents pedagogic nuances, subtle parallels, layers, and metaphorical veins of meaning. How does education in fantasy literature establish broad and vexing challenges to the realities that we are familiar with or conscious of in the everyday contemporary educational field? Are there idiosyncratic pedagogical possibilities (and impossibilities) through archetypal representations in fantasy literature, allowing for multifaceted and meaningful representations of teaching and learning? I find that each archetype’s distinct pedagogical model includes variations as well as overlapping representations of creative agency, amplified possibilities, enhanced notions of growth, radical receptivity, calls for empathy, and visions of transformation. After examining each archetype in consecutive chapters, my conclusion summarizes the prismatic meaning of their pedagogical engagements, while reflecting on the implications and cross-pollination of education and magic. The intersection of praxis and knowledge for each archetype induces a mythopoeic imagination in relation to education, as each reconciles and renews significant transformational elements of pedagogy.

Thesis (M.A.)--Miami University, Dept. of Theatre, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], ii, 104 p. Includes bibliographical references (p. 101-104).

The present study aims to bring into focus the antinomian doctrine of redemption through sin as it appears in Jules Michelet’s La Sorcière. According to Michelet, the witch-cult was both vestigial paganism and an attempt at overthrowing the Christian political order. The witch redeemed mankind by sinning against the Christian order, thus anticipating the Renaissance and the Enlightenment, as well as the French Revolution. The notion of redemption through sin, borrowed from Gershom Scholem, will enable us to compare Michelet’s and Scholem’s approaches to history and counter-history. It will also allow us to read La Sorcière against a broader religious background than is usually employed. Among the sources of Michelet, the often overlooked kabbalistic, possibly Sabbatian, subtext will be assessed in relation to his peculiar female messianism. Likewise, the episode, in La Sorcière, of the encounter between the witch and the Jew will be thoroughly studied. This may lead us to better comprehend Michelet’s theology, with the biblical God being akin, in his opinion, to that of the witches.