Texte remanié de Th. Etat : Sorbonne : Paris : 1991. / Notes bibliogr. et bibliogr. p. 695-749. Index.

Thesis (doctoral)--Uppsala universitet, 1982. / Extra t.p. with thesis statement and English abstract inserted. Summary in English. Includes bibliographical references (p. 162-168).

Thesis--Amsterdam. / "Theses": p. [153]-156. Bibliographical footnotes.

Thesis (doctoral)--Uppsala universitet, 1982. / Extra t.p. with thesis statement and English abstract inserted. Summary in English. Includes bibliographical references (p. 162-168).

The author's thesis, first issued on microfilm in 1954, now brought up to date. / Includes bibliography.

Anthologies composed for adolescent readers are rare in both Afrikaans and Dutch. These anthologies are published at quite lengthy intervals, because they are post-publications in which already published volumes are absorbed. These anthologies are, however, to an increasing extent the medium by which readers become aware of poetry and are also introduced to different poets. For that reason it can be concluded that anthologies inform poetic taste. The empathy and love towards poetry experienced by young children in both languages are gradually replaced by an apathetic attitude towards poems and even an antipathetic attitude in general during adolescence. The first reaction to poetry is usually emotional and this indicates the way for further intellectual development. When selecting poems for the adolescent reader, the different developmental aspects affecting the adolescent and his identity development must be taken into consideration. The needs of the adolescent reader must be kept in mind. Needs in reading develop as a result of general needs that should be satisfied in the first place. Should this be the case, the need for reading would develop. In this study different theoretical points of view, namely reader-response criticism, developmental psychology, general needs and reading-related needs are used to determine the representation of identity in poems. Specific theories of poetry are used as instruments in text studies and analyses with regard to representation of identity in anthologies for adolescents. Poems in Versreise (Vermaak et al.) and Met gekleurde billen zou her gelukkiger leven zijn (Van Coillie) are analysed focusing on the representation of time and space, speaker and perspective, atmosphere and metaphorical language. For the purposes of this study analyses were conducted to evaluate and interpret the representation of identity in the texts of both anthologies. The differences and similarities between the Afrikaans and Dutch poetry texts for the adolescent had to be identified. The differences were used to determine which type of text would support the Afrikaans identity, the Dutch identity or the Flemish identity. The similarities, on the other hand, were used to determine the type of text that would not appeal to the Afrikaans, Dutch or Flemish adolescents only, but to adolescents in general. In this study method-pluralism is scientifically unavoidable. Different methods were systematically combined to support the specific methods of approach. The research was done in accordance with four methods: a synopsis of existing and appropriate theory of literature and forming of theory with regard to relevant concepts and terms; the analyses of texts in two anthologies; a summary of critical opinions stated in different reviews as well as surveys and interviews based on consultations via e-mail with the different role players, i.e. the anthology composers, illustrators and publishers. / Thesis (MA (Afrikaans en Nederlands))--North-West University, Potchefstroom Campus, 2004.

Anthologies composed for adolescent readers are rare in both Afrikaans and Dutch. These anthologies are published at quite lengthy intervals, because they are post-publications in which already published volumes are absorbed. These anthologies are, however, to an increasing extent the medium by which readers become aware of poetry and are also introduced to different poets. For that reason it can be concluded that anthologies inform poetic taste. The empathy and love towards poetry experienced by young children in both languages are gradually replaced by an apathetic attitude towards poems and even an antipathetic attitude in general during adolescence. The first reaction to poetry is usually emotional and this indicates the way for further intellectual development. When selecting poems for the adolescent reader, the different developmental aspects affecting the adolescent and his identity development must be taken into consideration. The needs of the adolescent reader must be kept in mind. Needs in reading develop as a result of general needs that should be satisfied in the first place. Should this be the case, the need for reading would develop. In this study different theoretical points of view, namely reader-response criticism, developmental psychology, general needs and reading-related needs are used to determine the representation of identity in poems. Specific theories of poetry are used as instruments in text studies and analyses with regard to representation of identity in anthologies for adolescents. Poems in Versreise (Vermaak et al.) and Met gekleurde billen zou her gelukkiger leven zijn (Van Coillie) are analysed focusing on the representation of time and space, speaker and perspective, atmosphere and metaphorical language. For the purposes of this study analyses were conducted to evaluate and interpret the representation of identity in the texts of both anthologies. The differences and similarities between the Afrikaans and Dutch poetry texts for the adolescent had to be identified. The differences were used to determine which type of text would support the Afrikaans identity, the Dutch identity or the Flemish identity. The similarities, on the other hand, were used to determine the type of text that would not appeal to the Afrikaans, Dutch or Flemish adolescents only, but to adolescents in general. In this study method-pluralism is scientifically unavoidable. Different methods were systematically combined to support the specific methods of approach. The research was done in accordance with four methods: a synopsis of existing and appropriate theory of literature and forming of theory with regard to relevant concepts and terms; the analyses of texts in two anthologies; a summary of critical opinions stated in different reviews as well as surveys and interviews based on consultations via e-mail with the different role players, i.e. the anthology composers, illustrators and publishers. / Thesis (MA (Afrikaans en Nederlands))--North-West University, Potchefstroom Campus, 2004.

Deze dissertatie levert een bijdrage aan een christelijk geïnspireerde visie op begeleiding vanuit de oudtestamentische wijsheidsliteratuur; in het bijzonder het boek Spreuken. Hoofdstuk 1 bevat een algemene inleiding waarin het begrip begeleiding wordt gedefinieerd. In hoofdstuk 2 staat de vraag naar de context van de wijsheid centraal. Er wordt een (conceptueel) kader ontwikkeld over begeleiding in oud-Israël om zo inzicht te krijgen in de wijsheidsleraren en hun leerlingen. Het derde hoofdstuk richt zich op de theologie van de wijsheid en beantwoordt de vraag welke invloed de wijsheid en de theologie op elkaar hebben gehad en hoe de theologie van de wijsheid zich verhoudt tot de theologie van het Oude Testament. Dit hoofdstuk besteedt daarnaast aandacht aan het Godsbeeld en het mensbeeld van de wijsheidsleraren en behandelt (theologische) thema’s die relevant zijn voor begeleiding. Hoofdstuk 4 houdt zich bezig met Salomo, de mannen van Chizkia, Agoer en Lemoeël. Salomo neemt in de wijsheidsliteratuur een prominente plaats in en wordt genoemd als auteur van verzamelingen van spreuken in het boek Spreuken. ‘Zijn’ wijsheid heeft een sociale verandering in oud-Israël op gang gebracht. Hoofdstuk 5 buigt zich over de vraag tegen welke achtergrond het boek Spreuken moet worden gelezen. Vragen die gesteld worden, zijn wie de mogelijke auteur van het boek is, in welk tijdvak het boek is ontstaan, uit welke verzamelingen het boek bestaat, en voor wie en met welk doel het boek is geschreven. De antwoorden werpen licht op de teksten die in hoofdstuk 6 onder de loep worden genomen en worden, in hoofdstuk 7, toegepast op begeleiding. Het zesde hoofdstuk neemt als uitgangspunt teksten uit het boek Spreuken die licht werpen op begeleiding. Deze teksten worden uitgelegd aan de hand van toonaangevende wetenschappelijke commentaren. Tot deze teksten behoren de inleiding op Spreuken (1:1-7), de ‘vrees voor JHWH’-teksten, ‘leven’-teksten, werkwoorden die het proces kenmerken dat leidt tot een ‘levend leven’ en opdrachten aan de vader/leraar (en daarmee aan de begeleider). Hoofdstuk 7 geeft antwoord op de onderzoeksvraag welke aanwijzingen kunnen worden afgeleid uit het boek Spreuken voor begeleiders en christelijke opleidingen tot begeleidingskundige? en wendt de kennis opgedaan in de voorgaande hoofdstukken aan om te komen tot een Bijbels geïnspireerde visie op begeleiding in een hedendaagse context. / Old Testament and Ancient Near Eastern Studies / D.Th. (Old Testament)