This essay aims to show how Clarice Lispector uses a double narrative to wright beyond the rules of representation that are given for all literature. All writing is determined by the social hierarchies that exist in a society, and thus the essay shows how Lispector uses a specific literary strategy in order to give voice to a character that would otherwise be invisible. Using the philosophy of Michel Foucault and Gilles Deleuze as a means of contextualization, the essay further discusses the social and political impact of Lispectors novel. Through a thematic close reading of the novel The Hour of the Star the essay aims to deepen the understanding of the unique characterization in the novel and its implications. The first chapter is devoted to an analysis of the first person narrative in the novel and its development into a extra diegetic narrative. The second chapter aims to go further into the narrative with an analysis of the dichotomy between body and thought and its interplay with the two main characters in the novel. Sequently, the essay explores one of the main topics, the representation of silence in the novel, as a further and more abstract developement of the representation of the protagonist in the novel. The last chapter explores the social and political implications of the literary strategies at work in The Hour of the Star.

Diss. Uppsala : Uppsala universitet, 2009.

Reproduction de : Thèse de doctorat : Philosophie : Lyon 3 : 2005. / Titre provenant de l'écran-titre. Bibliogr.

Reproduction de : Thèse de doctorat : Philosophie : Paris 8 : 2007. / Titre provenant de l'écran-titre. Bibliogr. f. 201-211. Index.

Reproduction de : Thèse de doctorat : Philosophie : Paris 8 : 2008. / Thèse soutenue en co-tutelle. Titre provenant de l'écran-titre. Bibliogr. p. 353-361.

Thesis (M. Phil.)--University of Hong Kong, 2010. / Includes bibliographical references (leaves 121-126). Also available in print.

This thesis reports research undertaken to explore a school community’s imaginings for secondary education for future generations. The research was designed to trouble the seemingly straightforward constructs of imagination and creativity, not merely to trace or audit their inclusion in the secondary curriculum, but rather to invite a secondary school community to put these constructs to work in exploring their imaginings and desires for good education 25-30 years ahead. The objectives used to structure the research involved: tracing the discourses of imagination and creativity in education curriculum policy; exploring a school community’s experiences and perceptions of secondary education; examining a school community’s imaginings for future secondary education; and exploring a school community’s desires for a future ‘curriculum for excellence’. The research was carried out during the development phase of Curriculum for Excellence (Scottish Executive 2004a) in Scotland which is explicit in its desire to provide opportunities for school communities to be/come imaginative and creative. This is not a new aspiration as imagination and creativity are familiar and enduring constructs in education. At a policy level the resurgence of interest in (imagination and) creativity is closely aligned to a desire for economic sustainability. The focus of my study is to explore how the concepts of imagination and creativity might become an impetus for the school community to think differently about good education for future generations. The study took place in a large comprehensive school community in a rural town in Scotland. Groups of participants, including pupils, parents, early-career teachers, mid-career teachers and school managers were drawn from across the school community. The method of data collection was adapted from Open Space Technology (Owen 2008) to provide an unstructured forum for participants to discuss their experiences and imaginings. A theoretical framework which offered a way of thinking differently about the data was devised from readings of concepts drawn from Deleuze (1995) and Deleuze and Guattari (2004) and used to analyse the school community’s perceptions, imaginings and desires. The findings suggest that whilst the new curriculum seems to open up a space for imagination and creativity the school community’s imaginings tend to be orientated to past experiences and/or closely aligned to the policy imaginary which appears to close down openings and opportunities for becoming. However there was a discernible desire in the school community for ‘good’ education in a fair and equitable system which appeared to be less narrowly focused on economic imperatives than that of the policy. I argue that there is a need for a new way of thinking about future education within current structures and systems which I have conceptualised as an ‘edu-imaginary interruption’. The thesis concludes with some reflections on the potential forms of such interruptions to impact on research and professional practice.

Šiame darbe nagrinėjamos Gilles‘io Deleuze‘o ir Arvydo Šliogerio mąstymo koncepcijos. Prancūziškojo postmodernizmo atstovai Deleuze‘as/Guattari savo revoliuciniame filosofijos manifeste Kas yra filosofija? ieško filosofijos atsinaujinimo galimybių. Jame teigiama, kad filosofija nėra kontempliacija, refleksija ar komunikacija. Pagrindinė filosofijos užduotis yra sąvokų ir konceptualių personažų kūrybą. Veikale Kas yra filosofija? Deleuze‘as/Guattari iš esmės tesia jau anksčiau savo filosofijoje pradėta „platonizmo nuvertimo“ programą. Platonizmu yra įvardijama visa klasikinė bei modernioji filosofija, nuo Platono iki Hegelio, kuri remiasi mąstymo ir tikrovės tapatumo prielaida. Deleuze‘as nagrinėdamas tapatybės mąstymą parodo, kad tapatybės slypi skirties ir kartotės žaismas. Oponuodamas klasikiniam mąstymui, Deleuze‘as pasiūlo nomadinio mąstymo koncepciją. Nomadinio mąstymo įkvėpimo šaltiniu Deleuze‘o filosofijoje tampa Nietzsche‘s bei Prousto kūryba. Nietzshce interpretuojamas kaip genialus sąvokų kūrėjas. Veikale Proustas ir ženklai, Deleuze‘as pristato Proustą kaip ženklų kūrimo mašinos išradėją. Deleuze‘as/ Guattari meną, mokslą ir filosofiją laiko trim savarankiškom minties formom, kurios priešinasi chaosui. Jos yra lyg trys savarankiškos melodijų linijos, kurios nors ir susikerta tarpusavyje, tačiau išlaiko savo unikalų turinį. Šliogeris teigia, kad filosofija tai bekalbės tikrovės įkalbinimas. Pagrindinė problema, kuri gvildenama fundamentaliame veikale Niekis ir... [toliau žr. visą tekstą] / The thesis analyzes conceptions of Gilles Deleuze and Arvydas Šliogeris’s thinking. In the revolutionary philosophical work What is Philosophy?, representatives of the French postmodernism Deleuze and Guattari quest for possibilities for renewal of philosophy. They state that philosophy is not contemplation, reflection or communication. The main task of philosophy is creation of concepts and conceptual roles. In general, in What is Philosophy? Deleuze/Guattari continue implementing their program of “subversion of Platonism”. Platonism is considered to be all classical and modern philosophy starting from Plato and ending with Hegel which is based on presumption of identicalness of thinking and reality. Deleuze shows that play of difference and repeating stands behind the identity. Opposing the classical thinking, Deleuze presents the concept of nomadic thinking. Works of Nietzsche and Proust inspired the nomadic thinking in Deleuze‘s philosophy. Nietzsche is interpreted as a genial inventor of concepts. In his study Proust and Signs Deleuze presents Proust as an inventor of sign creation machine. Deleuze/Guattari consider the art, science and philosophy as three independent forms of thought opposing the chaos. They are like three independent melody lines crossing each other and maintaining their own unique contents at the same time. A. Šliogeris states that philosophy is providing the reality that has no language with language. The main problem that is tackled in... [to full text]

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