My thesis draws connections between today's network society and the workings of gothic literature in the late eighteenth- and early nineteenth-century. Just as our society is formed and affected by the flow of information, the eighteenth-century culture of sensibility was formed by the merging and flow of scientific "technology" (or new scientific discoveries) and societal norms and rules. Gothic literature was born out of this science-society network, and in many ways embodies the ruptures implicit in it. Although gothic literature is not a network in the same sense as informationalism and the culture of sensibility are, gothic literature works according to the logic of networks on both a microscopic and macroscopic level. These correlations between networks and the gothic potentially illuminate two of gothic literature's strange and signature qualities: the subversive nature of the gothic convention, as well as the incredible—and almost inexplicable, considering its libeled and unpopular reputation—staying power of the genre. In Chapter One, I compare the society of informationalism and the eighteenth-century society of sensibility in order to extrapolate a three-pronged logic of networks: networks are subversive, networks are exclusive, and networks are based on codes. In Chapter Two I trace this logic through eighteenth-century gothic conventions as they are portrayed in Ann Radcliffe's The Italian and Matthew Lewis's The Monk. This shows how the gothic, like network society, depends on the paradox of containing the ideology that it subverts. In Chapter Three I investigate this paradox on a macroscopic level by examining the connections between "tales of terror" in Blackwood's Magazine and gothic literature in both the pre-Romantic and Victorian literature. By both adopting and subverting the conventions of Radcliffean gothic, these tales are a key node in the web of the gothic stretching backwards to into the eighteenth century, forwards into the nineteenth century, and beyond.

The chief purpose of this analysis is to determine how much Matthew Cowley used the illustrative method of oral support in his public speaking. A minor purpose is to determine the dominant motivating appeals used in his speaking. Such an examination should provide valuable insight for those desiring effective techniques in public speaking situations.

The purpose of this thesis is to determine how guilt and shame act as engines of social control in two Gothic narratives of the 1790s, how they tie into the terror and horror modes of the genre, and how they give rise to two distinct narrative models, one centered on punishment and the other on rehabilitation. The premise of the paper is that both Matthew G. Lewis's The Monk and Ann Radcliffe's The Italian harness radically different emotional responses, one that demands the punishment of the aberrant individual and the other that reveres the reformative power of domestic felicity. The purposes of both responses are to civilize readers and their respective representations of the Holy Office of the Inquisition are central to this process. I examine the role of the Inquisition in The Monk and contrast it with the depiction of the same institution in The Italian. Lewis's book subordinates the ecclesiastical world to the authority of the aristocracy and uses graphic scenes of torture to support conservative forms of social control based on shame. The Italian, on the other hand, depicted the Inquisition as a conspiratorial body that causes Radcliffe's protagonists, and by extension her readers, to question their complicity in oppressive systems of social control and look for alternative means to punishment. The result is a push toward rehabilitation that is socially progressive but questions the English Enlightenment's promotion of the carceral.

Ce travail vise à rendre compte des pensées de Hans-Georg Gadamer et de Matthew Lipman en regard de la notion de dialogue et de ses implications, puis à mettre en parallèle les deux pensées. La notion de dialogue est premièrement étudiée sous l'angle épistémologique — puisque le dialogue s'avère être une recherche de savoir. On voit alors que le dialogue vise un type de savoir particulier : la compréhension. Le dialogue est aussi étudié sous l'angle éthique car la compréhension semble s'incarner dans une manière d'être particulière. Ce travail vise ainsi à expliciter la compréhension mise en oeuvre dans le dialogue chez Gadamer et chez Lipman, en passant entre autres par l'étude du langage, de l'art et de la logique.

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This paper explores the crucial role of language in understanding the spiritual lives of young people today, commonly known as “Gen Z.” Though significant disaffiliation rates among young people often cause alarm within faith communities, this paper argues that listening carefully to the language of young people provides a more nuanced, in-depth picture that statistics on religious affiliation do not capture, which is critical in developing effective pastoral care for young adults. This paper opens with a sociocultural approach to Gen Z, drawing upon generational analysis and sociological data to demonstrate how different types of research yield varied results in their findings on young people’s spiritual lives. The exploration section is followed by a Christian perspective on finding faith in unexpected voices through exegesis of Matthew 15:21-28. This portion of the paper argues that, when we encounter people whose worldview differs from our own, language is integral to challenging and transforming our viewpoint. As a response to this matter of taking young people’s spiritual language seriously, the final part of this paper proposes a listening session for teens and their families in the context of a high school Confirmation program. Ultimately, the goal of this paper is to emphasize the rich interior lives that are already active in young people, even if on paper they may describe themselves as unaffiliated, and that the best way to become part of those ongoing spiritual journeys is through a pastoral ministry that is grounded in accompaniment and listening.

Four oracles appear in Jeremiah 21:11-23:8 detailing the failure and future of the final kings in Judah, also known as the King Collection. The final oracle against Jehoiachin (he also appears with the names Coniah / Jeconiah) precedes the announcement of the unnamed new Davidide, the Branch. The oracle against Jehoiachin appears to be unique, involving no stipulations of covenant wrongdoing, a feature of Deuteronomistic criticism of the kingship since Solomon. He is one of the most unremarkable kings in Israelite history. Yet, he is the concluding figure in both the Greek (Septuagint or LXX) and Hebrew (Masoretic Text or MT) versions of Jeremiah's King Collection, a significant change from the accounts in Kings and Chronicles. He occupies an important place in Josephus's attempts to sketch the ideal Israelite king, respectful of Roman rule. He is important to the rabbis in developing an atonement theory of the exile. In the New Testament, he appears in Matthew's genealogy of Jesus, while the other kings from the King Collection disappear. The Epistle to the Hebrews may adopt similar ideas in developing the analogy of Melchizedek, another insignificant king in Israel's history, as a precursor to Jesus. Ideas developed from the flow of the oracle in the text of Jeremiah, shaped by the polemics of exile, appear in the Acts of the Apostles' casting of Jesus' spiritual kingship on the world's stage. Precritical Jewish and Christian exegesis adopted a harmonizing approach to the oracle, importing reasons from the Deuteronomistic History and the Chronicler for its harsh judgment. Yet discussion of the oracle and its significance in the construction of the figure of Jehoiachin in Jeremiah has all but disappeared from critical scholarship following the groundbreaking work of Bernhard Duhm. Early critical scholarship, while correcting many of the mistakes of precritical exegetes, followed the new Protestant confessionalism of the 19th century. Michel Foucault locates the loss of the theology of the cross as this decisive turn in interpretive methodology. This turn caused modern Protestant interpreters, who are mainly responsible for the foundations of modern critical studies in Jeremiah, to devalue disempowered kings in Israel's history, one of the most important hermeneutical categories in classical Jewish literature, according to Yair Lorberbaum. Thus, Bernhard Duhm, and later scholarship that builds on his work, missed the significance of this oracle in the textual function of the book of Jeremiah and its polemical significance in the debates between post-exile groups of Judeans. Gerhard von Rad, in his revision of Martin Noth's theory of the Deuteronomistic History, saw the importance of Jehoiachin as a source of hope for a renewed Israel. Jack Lundbom most recently observed the development of an oracular frame moving from the center outward in which the oracle against Jehoiachin appears. Yet, to date, little work has appeared on the way the canonical form of Jeremiah frames Jehoiachin and its effect on Jeremiah's end to the DtrH. To make sense of it, we must account for what appears to be an unfulfilled prophecy in Jeremiah 22, as recorded by Jehoiachin's treatment in Jeremiah 52 where, against the expectation of the oracle, the Jewish king again appears on the world stage. Mark Roncace has written extensively on how this type of prophecy functions in the book of Jeremiah. Speech-act theory, as proposed originally by J. L. Austin, and refined by his protégé, John Searle, provides further insight into this issue. Building on the scholarship of von Rad, Lundbom, Mark Leuchter and several other scholars of the sociopolitical forces in the production of biblical texts in exile, we will reconstruct the remarkably adaptable prophetic frame developed in exile around Jehoiachin and his oracle, which set the stage for a return of a Jewish king to the world stage. / Religion

À l'aide d'une grille d'analyse définissant ce qu'est l'éducation morale, nous évaluerons si le programme de philosophie pour enfants peut former moralement un être humain. Notre grille d'analyse s'inspire librement de la grille d'analyse de messieurs Lucien Morin et Louis Brunet, lesquels puisent à même les philosophies aristotélicienne et scolastique. Nous entreprenons donc, tout d'abord, de définir ce qu'est l'éducation morale, nous présentons ensuite le programme de Matthew Lipman: le programme de philosophie pour enfants, puis, nous évaluons la capacité de celui-ci à éduquer moralement le petit de l'être humain.

En initiant une pratique philosophique destinée aux enfants dès la fin des années 60, axée sur l’apprentissage du dialogue philosophique et l’acquisition d’un esprit critique et auto critique, Matthew Lipman appréhenda la pensée de façon plurielle. Loin de la considérer comme un ensemble d’habiletés purement rationnelles, il l’aborda de façon holistique, accordant aux émotions une place essentielle à son bon fonctionnement. Dès lors, la philosophie pour enfants, en reconnaissant à la pensée cette nature double, rationnelle et émotionnelle, ne se limiterait pas à éduquer les élèves à bien penser, c’est-à-dire à manier les différentes habiletés intellectuelles susceptibles d’assurer le discernement, mais également à bien gérer leurs émotions. Si Lipman reconnait la possibilité d’une éducabilité émotionnelle que permettrait l’apprentissage du dialogue philosophique chez les enfants, il n’en identifie pourtant pas les ressorts. Ce travail de thèse s’évertuera alors à prolonger la pensée de Lipman en éclairant le lien entre sa méthode pédagogique et l’éducation des émotions qu’elle induirait. Pour ce faire, une étude pluridisciplinaire de l’intelligence et de l’émotion nous aidera à mieux comprendre ce lien. En nous plongeant dans ce que la philosophie, la psychologie et les neurosciences auront découvert de la nature et de la fonction de ces deux composantes de l’être humain, nous comprendrons à quel point elles sont liées et combien les carences de l’une peuvent endommager les qualités de l’autre. De ce rapport de dépendance entre l’intelligence et l’émotion, nous découvrirons la notion d’«intelligence émotionnelle» telle que présentée par le psychologue Daniel Goleman en 1995. En tant que capacité à gérer ses émotions en relation avec celles d’autrui dans un contexte toujours particulier, nous comparerons alors l’intelligence émotionnelle de Goleman à ce que Lipman entend par l’éducation des émotions afin d’en saisir la ressemblance. À la lumière de cette comparaison, nous rechercherons, de façon toujours interdisciplinaire, les moyens d’améliorer cette même intelligence émotionnelle. Puis, dans une dernière partie, nous pourrons alors identifier dans les outils pratiques de la philosophie pour enfants—les différentes étapes de la méthode lipmanienne (lecture partagée, cueillette des questions, vote de la question et dialogue) —ce qui permettrait d’éduquer les émotions par une sollicitation et un renforcement de l’intelligence émotionnelle.