This thesis aims to discuss the heroic and the monstrous aspects of Beowulf. In the heroic part, I will discuss Beowulf as a culture hero and a mythological hero; in the monstrous part, I will discuss Beowulf as a monster-man and monsters as man-monsters. Beowulf is about a hero who intends to prove himself by killing malicious monsters. The victory over the villains further brings Beowulf the character to the Geatish throne, though Beowulf¡¦s obsession with glory finally results in the fall of his kingdom. Beowulf¡¦s rise represents the rise of the Geatish kingdom and meritocracy; and his fall also triggers the fall of the kingdom. Beowulf¡¦s journey to the Danish kingdom also resembles Joseph Campbell¡¦s theories of mythological heroes. Beowulf has been regarded as a hero for decades, but however heroic, Beowulf embodies some monstrous tendencies. His rationale to kill repugnant monsters and gain glory in return does not work on the combat with Grendel¡¦s mother and the fire dragon, since the ogress kills Aeschere in order to avenge her only son¡¦s death; and the dragon causes strife because of the theft. The monsters, on the other hand, are somewhat heroic since they know the ethics of vengeance.

The purpose of this study was to investigate why adult students engage in arts learning and what they gain from that experience. Specifically, this research combined case study and narrative inquiry methods to produce a richly textured understanding of the John C. Campbell Folk School and the experiences had by students, instructors, and staff at the school. Due to the unique nature of a rural, interdisciplinary folk arts school, a survey of the Folk School’s history and educational philosophies was conducted to provide a framework for understanding the school’s specific environment. Through informal narrative interviews with students, instructors, and staff, individual accounts of the Folk School experience were established. By identifying what drives enrollment and outcomes of attendance, this study draws conclusions about what individuals seek through informal arts learning. The findings of this study indicate consistent motivations for initial enrollment at the school, but a broad range of reasons for re-enrollment. The reported outcomes were strongly related to personal development, enjoyment, and relationships built at the school. Based on the findings of this study, key components of informal, adult arts learning were identified that can inform other schools and institutions as they promote adult programs. / text

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No description available.

The study conducted was An Appreciative Inquiry approach into the post-merger Campbell Collections at UKZN. The study was meant to explore and discover the value of the Campbell Collections in the new merged institution, which is the University of KwaZulu- Natal. The study was appreciative in nature, and it took the complete interconnected elements that affect the system into consideration. Every year since 2004, when the University of Natal and the University of Durban Westville were officially declared as merged, there have been various changes that took place. The merger is one huge change project that the universities engaged in. Thus the concepts ‘merger’ and ‘change’ were used inter-changeably in the study. The background on the merger was brought into perspective, and an in-depth literature review on Appreciative Inquiry was conducted. Appreciative Inquiry (AI) introduced to the study a research perspective that was very different in focus from more traditional approaches. AI is a highly participative, systemwide approach that seeks to identify and enhance the life-giving forces. It concentrates on things we want to increase to add value, and it is a radical approach to understanding the social world. It concentrates on exploring ideas that people have about what is valuable in what they do and then tries to work out ways in which this can be built on. The emphasis is strong on appreciating the activities and responses of people, rather than focusing on their problems. Appreciative Inquiry is declared to be a strong pillar of research which looks to build a productive link between people and the substance of what they talk about as past and present capacities. In general AI studies are carried out through the use of 4-D Cycles. The 4-Ds represent: discovery; dream; design and destiny. This study was conducted through the application of only two Ds which are discovery and dream phases. The questions used in data gathering were crafted based on affirmative topics to meet the principles of AI. The interview technique was employed and carried out in the form of individual/one-one interviews as well as through focus groups. All Campbell Collections’ staff members were invited to participate in the study, and a few former staff members were also part of the study. The strategic decisions made about whom to invite to take part in a study were based on their experience, familiarity, and understanding of Campbell Collections and the merger. The study findings revealed the strengths and value of Campbell Collections as well as the impact of the merger, mainly in terms of decisions taken at the University’s executive level. One limitation of the study was that it was bound to Campbell Collections; therefore, the information generated could not be generalised and remained specific to the particular case studied. However, the same research can be studied further to evaluate the entire postmerger system of the University. / Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2010.

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This thesis is concerned with engaging a critic who has been neglected by his peers in the field of Joyce studies for more than forty years. This critic, Joseph Campbell, is an American scholar more popularly known for his studies in myth. However, he began his intellectual career contributing to a subject that emerged in the early years of the critical reception of Finnegans Wake: that the dream depicted in Joyce???s final masterpiece is dependent on a Dreamer. The neglect Campbell???s work has endured is largely due, this thesis argues, to an inaccurate treatment of his reading of this dream figure. This inaccuracy largely stems from a critic, Clive Hart, who engages with the debate of the Dreamer as an introductory means to demonstrating the ???structural??? theories involved in the Wake. As a minor feature of Hart???s analysis, Campbell???s theory of the Dreamer is identified with another method, one belonging to a fellow American Joycean, Edmund Wilson, a method incongruent with Campbell theories of dream consciousness. Subsequently, Campbell remains an undeveloped scholar within Joyce criticism. To counter Hart???s inaccurate depiction of Campbell, this thesis argues that there is provision in early scholarship to re-evaluate Campbell???s theory of the Dreamer in more developed terms. In this respect, the thesis is divided up into three sections. The first section is a literary review of this early scholarship, demonstrating certain influential strains of thought equivalent to Campbell???s ???metaphoric??? concept of the Dreamer, one that contrasts with the rigid, ???literal??? ideas his work is predominantly identified. The second section examines Campbell???s account in detail and the specific criticism it drew from Hart. Finally, the third section argues that Campbell???s interpretation of the Dreamer is best engaged through an archetypal account of the Dreamer, one that regards the symbols encountered in the Wake through the ???guiding??? features of a mythological concept of the psyche sensitive to the reflexive tendencies of the dream portrayed, Campbell???s ???cosmogonic cycle???.

Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 1991. / Includes bibliographical references (leaves 573-617).

Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 1991. / Includes bibliographical references (leaves 573-617).

Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Engels.