Abstract of Thesis--Catholic University of America. / Includes bibliographical references (p. 46-52) and index.

Thesis (M.C.S.)--Regent College, Vancouver, BC, 2001. / Abstract and vita. Includes bibliographical references (leaves [108]-119).

Thesis (Th. M.)--Regent College, 2007. / Abstract and vita. Includes bibliographical references (leaves 145-155).

Thesis (M.C.S.)--Regent College, Vancouver, BC, 2001. / Abstract and vita. Includes bibliographical references (leaves [108]-119).

Teaching is a call to the sacred in life, for it is the field of self-knowing and ultimately of transformation. My conceptual exploration of the inner life of the teacher represents an experiment in educational research wherein I define the qualities of the "True" teacher and show how a heightened teaching "presence" cultivates a classroom of compassion and soulful learning. I have invited the voices of other writers from the fields of psychology, philosophy, spirituality and education to co-habit this text, offering their unique insights into searching/educating for spirit. This auto-ethnography presents a personal narrative of my teaching/living experiences revealing the pre-requisites necessary to be fully present in the classroom, and honoring the humanity both in myself and in my students. I examine the essential qualities of the True teacher as manifested in her presence, and in the acts of "myth-making," "witnessing," "compassion," and "knowing." Throughout my writing, I juxtapose my personal/professional inquiries with a more academic discussion revealing the tension between these two voices within myself. As well, I locate my personal inquiries in the experiences of the body honoring the kinesthetic wisdom that I have too long ignored. What emerges is a conversation between teacher and person, both identities searching for communion with the other. The classroom is the site of that communion as I come to inhabit my body and my spirit more fully, and begin to recognize the barriers and bridges to my True self/ teacher within my pedagogy and my life. This autobiographical writing is a healing journey locating transcendence within the everyday experiences of a teacher's life. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

The Dominican Order gradually evolved rules governing contact between a Dominican pastor and a woman penitent. In the context of these rules, the care given to Catherine of Siena as reported by Raymund of Capua and as confirmed in the letters of Catherine herself can only be termed irregular. The paper attempts to identify the principles underlying and legitimating pastoral irregularity.

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Selon son étude des diverses expériences du temps et sa réfléxion sur le concept de lieu de mémoire de Pierre Nora, François Hartog présente notre époque comme marquée par un présent perpétuel et multiple qu'il nomme « présentisme ». À partir de cette définition, il est possible de suivre les effets de cette appréhension du temps dans la logique du témoignage et des écrits de soi, plus particulièrement l'autofiction comme espace d'expérimentation d'une mémoire qui se construit à partir des possibilités du simulacre. Les oeuvres Douleur Exquise et Des histoires vraies + dix de Sophie Calle et Deuils cannibales et mélancoliques de Catherine Mavrikakis sont le point d'ancrage de cette étude qui prend comme base analytique la fascination contemporaine pour une identité élective fondée sur une mémoire faite de réel et de fictif. Avec l'utilisation de l'archive, document ayant valeur de témoignage historique, Sophie Calle met en scène une mémoire qui pluralise les traces de sa défaillance pour inscrire en creux l'absent. Ainsi, c'est à partir de la construction archivistique qu'il est possible d'aborder le récit comme stratégie de l'oubli autant que pratique de la remémoration. De ce point de vue, l'oeuvre entière est engagée dans un dialogue temporel irréductible à l'événement passé. Aussi à la recherche des traces de l'oubli et de la perte, Mavrikakis énonce, contrairement à Calle, une parole plus subjective marquée par la répétition du deuil et la réécriture de ces morts. Alors que la mémoire mobilise cette parole, la prosopopée agit comme la seule voix possible qui crée une sépulture de la perte. L'écriture se trouve alors travaillée par un présent cannibalisé et saturé des deuils à faire; l'oeuvre s'écrit enfin pour qu'enfin une crypte puisse s'élever. Cette étude tente ainsi d'établir une équation entre l'inquiétude mémorielle contemporaine marquée par une nouvelle conception du temps et l'attrait pour les écrits de soi qui agissent comme le lieu d'une mémoire individuelle. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Mémoire, Présentisme, Autofiction, Deuil, Identité.

This essay is an analysis of Emily Brontë’s novel “Wuthering Heights” and revolves mainly around the love between the two main characters, Catherine Earnshaw and Heathcliff, and how they express this love, either through words or through actions. Paradoxes concerning their love and paradoxes concerning the narration of the novel are of interest as well. The analysis employs Genette’s theories and terminology in the narrative analysis. The essay first discusses the effect of the narrative levels and paradoxes that can be found concerning these narratives and then investigates some events in “Wuthering Heights” that are linked to the two main characters’ love for one another. The events are analyzed in chronological order and discuss the paradoxes found in those events. The essay concludes by giving a short summary of the way Catherine and Heathcliff expresses their love for one another and the paradoxes found concerning this love. The narration is of importance since its complex structure allows for the entire novel to be read as one paradox. Disregarding the narration, the paradoxes found are many. The paradoxical love of Catherine and Heathcliff concern their love for one another in the sense that Catherine chooses to marry Edgar instead of Heathcliff and that she claims that Heathcliff killed her. They concern the way the act upon their love for one another in the sense that Catherine was double natured. The most prominent paradox, however, is the one concerning Catherine’s statement that she is Heathcliff. It is the most prominent because it is referred to throughout the novel in different ways.