Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.

The sequence commentary emerged as a new branch of medieval commentary literature in the twelfth century. The sequence itself, sung in the Roman Mass, was a hugely influential genre—several thousands of sequence texts are known today—but the fact that the Middle Ages also produced commentaries on this liturgical poetry has been hitherto practically unknown and very few commentary texts have been edited. The present work is the first attempt at a broader presentation of the sequence commentary genre. It makes available in modern editions seven previously unedited expositions on the sequence Ad celebres rex for the feast of St Michael. Introductions to each edition discuss the motifs interpreted, the commentary technique used and the sources drawn upon. Manuscript interrelations and textual problems are also treated here. Editions of four prologues introducing collections of commentaries are also included. These texts, though not specifically tied to the commentaries on Ad celebres rex, are presented here since they provide useful evidence of the interpretative frameworks chosen by the commentators. The complex textual transmissions of these texts have required three different editorial methods, which are discussed in a separate chapter. A general introduction surveys the sequence commentary material found to date. From these textual witnesses—nearly a hundred manuscripts listed in an appendix—we may conclude that the genre flourished mainly in the fourteenth and fifteenth centuries. Most manuscripts present large collections of commentaries on sequences for the whole liturgical year, generally preceded by a prologue and sometimes accompanied by a corresponding group of hymn commentaries.

“What characterizes an acceptable theory of self-realization?” The thrust of the present dissertation is towards seeking an answer to this central problem, which stems from the fundamental human experience that life involves change, and that in a modern society such change is often expected to be towards a realization of potentials and the good life for the individual. The dissertation has a three-fold purpose. The first is to clarify the content of five modern theories of self-realization from three academic fields. The theories are those of the psychologist Abraham H. Maslow, the philosophers Charles Taylor and Alan Gewirth, and the theologians Reinhold Niebuhr and Bernard Lonergan. These are methodologically studied by the help of seven analytical questions. The second purpose is to perform a lengthwise comparatative analysis of the five theories, the results of which lead to the third; namely to critically discuss several elements of the reality of human life which have proven to be missing or supressed in much of the material. The theoretical framework for the dissertation runs along two axes: one concerns what is developed as a distinction between internalism and relationalism, and the other is to cast a critical light on the lack of attention paid by the the theories of self-realization to experiences which run counter to optimistic ideas of individual development, such as death, loss and dependence. The dissertation concludes with an outline for a constructive position based on the necessity of a theory’s closeness to experience, and on the need for reconcilitation of what may seem to be unabridgeble in human life. A theory of self-realization must do more than formulate positive conditions for change. It must also take into consideration conditions that are not directly related to, and sometimes even run contrary to, realization of the self.

Mastering the physical aspect of piano technique has long been a topic of great interest and importance to pianists. This is borne out in the numerous pedagogical approaches on the topic of piano technique. Despite the many contributions from pedagogues and scholars in developing an understanding of piano technique, many conflicting approaches often cause more confusion than clarity. After reviewing the literature on pedagogical approaches to piano technique, this study determined that problematic language might lie at the root of the confusion. Core concepts identified in the review of literature as recurring areas of misunderstanding were tension, relaxation, co-contraction, arm weight, and hand and finger shape. The purpose of this study is to seek where issues of language exist in contemporary piano pedagogical approaches and to show how these problems may contribute to the systemic confusion in piano technique. To do this, the language that is used to describe and define the core concepts identified in the review of literature is analyzed in five modern pedagogical approaches. Five authors who have developed approaches that reflect current trends in piano technique have been selected for this study: Barbara Lister-Sink; Dorothy Taubman; Thomas Mark; Fred Karpoff; and Alan Fraser. The first step of this study entails collecting data from each of the five pedagogical approaches. The data is then analyzed for consistency and accuracy. Problems in language that contribute to the inconsistencies and inaccuracies are examined and illustrated with material from the data collection. This study concludes by identifying the main sources of confusion in the use of language: inconsistent and inaccurate use of terms; wavering between scientific, common, and invented language; challenges in describing opposing qualities that come from tension and relaxation; and failing to discern between the individual subjective experience and the mechanics of movement. By recognizing where the problems in language exist, this study represents an important first step for the pedagogical community to reach a common understanding of the language used to describe the physical aspect of piano technique.

Mastering the physical aspect of piano technique has long been a topic of great interest and importance to pianists. This is borne out in the numerous pedagogical approaches on the topic of piano technique. Despite the many contributions from pedagogues and scholars in developing an understanding of piano technique, many conflicting approaches often cause more confusion than clarity. After reviewing the literature on pedagogical approaches to piano technique, this study determined that problematic language might lie at the root of the confusion. Core concepts identified in the review of literature as recurring areas of misunderstanding were tension, relaxation, co-contraction, arm weight, and hand and finger shape. The purpose of this study is to seek where issues of language exist in contemporary piano pedagogical approaches and to show how these problems may contribute to the systemic confusion in piano technique. To do this, the language that is used to describe and define the core concepts identified in the review of literature is analyzed in five modern pedagogical approaches. Five authors who have developed approaches that reflect current trends in piano technique have been selected for this study: Barbara Lister-Sink; Dorothy Taubman; Thomas Mark; Fred Karpoff; and Alan Fraser. The first step of this study entails collecting data from each of the five pedagogical approaches. The data is then analyzed for consistency and accuracy. Problems in language that contribute to the inconsistencies and inaccuracies are examined and illustrated with material from the data collection. This study concludes by identifying the main sources of confusion in the use of language: inconsistent and inaccurate use of terms; wavering between scientific, common, and invented language; challenges in describing opposing qualities that come from tension and relaxation; and failing to discern between the individual subjective experience and the mechanics of movement. By recognizing where the problems in language exist, this study represents an important first step for the pedagogical community to reach a common understanding of the language used to describe the physical aspect of piano technique.

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Abstract not available. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1998.

This thesis examines the concept of liberalism as it informs, and is expressed in, the work of two of the most prominent South African writers during the apartheid era of 1948-1990: Alan Paton and Athol Fugard. The aim of this study is to come to a precise and objective understanding of liberalism during this time, and to demonstrate how the nature and worth of the literary achievements of these writers can be properly ascertained only through a thorough grasp of their liberal outlook. A dual focus is thus pursued. From one perspective, a fuller understanding is facilitated of the work of two major South African writers in the light of a lucid and coherent comprehension of their liberalism. Obversely, an accurate understanding of their work - as perceptive, sensitive and informed writers, addressing problems of their social and political milieu - in turn serves to illuminate some of the most important dilemmas and responses of liberals in recent South African history. The rationale for this study arises from the fact that much confusion, imprecision and misunderstanding continues to surround the notion of liberalism in South African literary critical, political and historiographical thinking. Such imprecision, moreover, is not limited to the opponents of liberalism, but also characterises the thinking of many liberal-minded scholars in this country. In consequence, the liberal basis of a good deal of South African literature remains either unacknowledged or misconceived, and, accordingly, the actual meaning and significance of a large proportion of literary work in this country, including that of Paton and Fugard, has not been adequately apprehended or appreciated. Given this critical imprecision, it is necessary as a preliminary measure to provide an introduction to the notion of liberalism in general theoretical terms before proceeding to a specific exploration of how the values, principles and beliefs which constitute liberal political philosophy present themselves in the literary work under consideration. The opening chapter explicates such fundamental liberal concepts as individualism, autonomy, liberty and equality, as well as some of the differences in emphasis between the leading liberal political theorists. This chapter also considers the nature of the contemporary liberal democratic state, the development of liberalism within the South African context, and some of the key linkages between liberal political philosophy and liberal literary critical practice. Following this theoretical introduction, the greater part of the thesis involves a detailed critical scrutiny of the creative writing, in turn, of Alan Paton and Athol Fugard. These writers have been chosen, firstly, because they stand out as indisputably the most eminent liberal authors in recent South African literature, indeed, as two of the most acclaimed writers in the contemporary English-speaking world. But their selection also derives from the fact that their writing, taken together effectively spans the entire period of apartheid. Alan Paton's famous first novel, Cry, the Beloved Country, was written immediately prior to the Nationalist Party election victory in 1948, and his writing extends into the 1980s. Athol Fugard's career commences in the 1950s and has continued up to and beyond the ending of apartheid in 1990. In fact, his most recent work to be considered in this study, Playland, is set on the last day of 1989, on the very brink of apartheid's demise. As the critical study of each writer's primary literary texts follows a chronological sequence, their work collectively provides a comprehensive view of the developing conflicts and challenges which confronted liberals throughout the time of apartheid. This is not to suggest that Paton and Fugard were the only liberal writers active against apartheid, and attention is paid to the achievements of other liberal authors during this time. Concomitantly, cognizance is taken of the range of differences between Paton and Fugard, including age, temperament, background, religious convictions, and involvement in formal politics. An advantage of a study dealing with both men is the ability not only to suggest the essential characteristics of liberalism which underlie individual distinctions, but also to reveal how a general liberal orientation manifests itself in particular instances. A study of both Paton and Fugard has benefits also in a generic sense, in that it allows a perspective on the expression of liberal ideas in both a fictive and a dramaturgical mode. For the most part, this thesis concentrates on each writer's favoured genre (Paton's fiction and Fugard's drama), though consideration is given to their other creative work, such as Paton's poetry and drama, and Fugard's fiction and film work. Moreover, both men's non-creative writing (autobiographical, biographical, notebooks, speeches, articles) is taken into account as a potentially valuable source of insight into the evolution of their liberal understanding. The most provocative factor motivating the selection of Paton and Fugard for study remains, however, the fact that neither writer's liberal standpoint has to date received full or proper appraisal. It is the contention of this thesis that each writer's liberalism, far from being a subordinate feature of his work, forms the very core of his political morality and aesthetic and demands a precise understanding. The chief objective of this study, then, is to conduct a reassessment of the work of Paton and Fugard through the filter of a rigorous account of their understanding and expression of the fundamental values and principles of liberalism. / Thesis (Ph.D.)-University of Natal, Durban, 1996.

The broad aim of this study is to show, through a comparative and contrasting analysis of three thematically related texts - namely Peter Abrahams's Mine Boy; Alan Patan's Cry, the Beloved Country and Phyllis Altman's The Law of the Vultures - the ideologically mediated nature of the relationship between the 'real' history which constituted their context, and the representations of it in the historical realist form. An examination afthe texts' characters and events; political formulations, and formal devices reveals three very different representations of the same object. This diversity is significant in so far as it supports a Marxist conceptualisation of the [historical] realist text as a production of ideology as opposed to a portrayal of reality. The study considers the nature of the relationship between each text and ideology in terms of three aspects of this relationship: the 'objectively determinable' relation between history, ideology and text; the ideology of the text itself, and the mode of a text's insertion into an 'ideological sub-ensemble.' In relation to the modes of a text's insertion into an ideological sub-ensemble, my specific aim is to assess the extent to which each text actually challenges the political dispensation to which it was addressed. / Thesis (M.A.)-University of Natal, Durban, 2000.