Though Aristotle is famous for defining three persuasive appeals in his treatise On Rhetoric, I argue that a fourth appeal exists in the pages of The Poetics. In addition to character (ethos), logic (logos), and emotion (pathos), the fourth appeal is to narrative (mythos), or the substantive body of values contained within the socio-cultural elements of a given culture. Using the works of Joseph Campbell, Kenneth Burke, and Roland Barthes as touchstones, the goal of this dissertation is to offer a systematic analysis of this appeal. Because human beings at once function with attention to the whole of lived experience, the myth appeal touches on social norms (the assumed reality), ideology (the lived and presumed reality), and hyperreality (where symbols become a reality unto themselves). The substance of the myth appeal is narrative, or undercurrents of stories used in the place of argument. Here, I offer four examples to display these tensions; the first is an "action-figure" toy line to illustrate how an existing mythology from comics conveys ideological values; the second is a post 09/11 comic book series which used hyperreality to critique social norms; the third is Alan Sokal's academic hoax , which showed a cultural tension across all three areas; and finally, a survey of U.S. Supreme Court decisions on privacy to discuss the emerging mythology of abortion. I conclude with a systematic approach to myth, and a brief discussion of additional persuasive appeals.

This work is a philosophical examination of the relevance and function of socio-political myths in education. Central to this work is exploring the antinomy between myth and reason. Drawing on the work of philosopher Hans Blumenberg, I defend his view that one should go beyond the myth and reason antinomy and understand myth as an important and unique mode of symbolic orientation that, along with reason and science, is an essential part of humanity’s symbolic interaction with the world. From this view, I explore how socio-political myths are philosophically and practically relevant to the analysis of society in general and education specifically. Of particular importance, I argue that a philosophical understanding of ‘socio-political myth’ should be integrated as part of the critical democratic conception of education. By integrating a substantive philosophical understanding of socio-political myths into the critical democratic framework, a number of important pedagogical implications are revealed. Specifically, this work reveals how two particularly powerful socio-political myths that are currently embedded in the Canadian education system, the meritocratic and neoliberal myths, ultimately erode and undermine values, beliefs and educational practices that are consistent with democracy. In addition, I contend that socio-political myth should be understood as an important and necessary narrative corollary to critical democratic praxis. As such, I conceptualize and defend what I denote as democratic myth as an essential narrative to the development of critical participatory democracy both in and through education. Finally, I conclude this work by examining how democratic myth may be practically developed by teachers and students.

Nuo senų laikų gamta ir žmogus turi labai glaudų ryšį. Pasaulyje jau senokai tautosaka yra naudojama senųjų kultūrų ir civilizacijų tyrimui, atskirų istorinių faktų ar įvykusių gamtos reiškinių pagrindimui. Lietuvoje padavimuose ir legendose minimų gamtos reiškinių realumas tikslingai mažai tyrinėtas, nors spėjimų ir teigimų apie išlikusį „racionalų grūdą“ tautosakoje būta nemažai. Šio darbo tikslas - panaudojant geomitologinį metodą palyginti geotopų kilmės mitologines versijas ir mokslo duomenis Lietuvos pavyzdžiu ir gautą informaciją pritaikyti geografijos mokyme. Darbe aptariama naudota metodologija, metodai ir šaltiniai. Teorinis skyrius skirtas gamtai ir mitologijai. Gamtinė dalis susideda iš Lietuvos gamtos paveldo objektų, jų skirstymo bei geotopų. Mitologinėje dalyje pateikta svarbiausia informacija apie tautosaką ir jos skaidymą. Plačiau aprašoma pasakojamoji tautosaka: sakmės, padavimai, legendos ir pasakojimai. Kitame skyriuje pateikta glausta informacija apie geomitologijos mokslą, Lietuvos mokslininkų požiūriai, aktualumas ir tyrimas susijęs su šio mokslo pritaikymu. Paskutiniame skyriuje pateikta informacija apie mitologinių versijų ir mokslo duomenų panaudojimą geografijos mokymo procese, atlikti du edukaciniai tyrimai: anketinė apklausa ir tautosakos pritaikymas trijose skirtingose geografijos pamokose. Atlikto darbo rezultatai leido padaryti išvadą, kad geomitologinis metodas, panaudojant lietuvių tautosakos padavimus, yra naudingas geotopų tyrimuose, taip... [toliau žr. visą tekstą] / Since ancient times a human being has been very closely linked with nature. Folklore has been used to investigate ancient cultures and civilizations for a long time to ground separate historical facts or natural phenomena. Although there have been quite a few predictions and claims about ‘the racional grain‘ in Lithuanian folklore, it has been investigated very little deliberately. The aim of this paper work is to compare mythological versions of geotopes‘origin with scientific data taking Lithuania as a basis and to apply the results while teaching Geography. The paper work comprises the used methodology, methods and sources. The Theory Part deals with nature and mythology. The nature part consists of Lithuanian natural heritage objects, their division and geotopes. The Mythological Part deals with the most relevant information about folklore and its breakdown. Narrative folklore (sagas, legends and stories) receives a great portion of attention. The following section provides brief information about the science of geomythology, opinions of Lithuanian scientists, topicality of the science and relevant investigation. The last section deals with application of mythological versions and scientific data in a teaching process. There are also two educational investigations provided: a questionnaire and an application of folklore in three different Geography lessons. The results of this paper work show that geomythological method has proved to be very useful while investigating... [to full text]

This thesis offers an interpretative framework of Italo Calvino’s later work (the cosmicomic stories, Le città invisibili, and Palomar), based on the notions of myth, desire, utopia and science. Its aim is to suggest a reading of these texts as a common literary project best described as being deeply influenced by mythological elements and structures, while clearly bearing the mark of enlightened thought. The study exposes both the intellectual implications of such a project, and the aesthetic mechanisms by which it takes its form. The research was informed by Calvino’s own relevant critical work, a network of secondary criticism approaching either the texts which were of interest to this particular work or the themes and notions that were to be explored, and a set of tertiary texts, which helped to consolidate pivotal notions. The latter include the work of thinkers who had a major influence on Calvino as it is known from his essays and his letters (like Charles Fourier or Giorgio de Santillana), but also other figures, such as Anton Chekhov or Albert Camus, who emerged as interesting comparative opportunities for our study. The analysis of the cosmicomic stories explores the relationship between myth-making and individual responsibility. It draws parallels between intellectual commitment and literary projection, and defines Calvino’s utopian project, including it in a reflection on knowledge, myth and the tyranny of abstract thought. Individual responsibility emerges as a prospective and a retrospective activity, which is explained alongside the idea of ‘poetics in the making’. Le città invisibili is studied as an illustration of Calvino’s precise poetics using the image of the city. The notions of the episode and the frame are the central concepts around which the inquiry is articulated. Discussing the ideas of desire and the search for the ideal, it is possible to draw solid links with the cosmological project of the cosmicomics and Calvino’s idea of utopia and myth. With an examination of characterisation in Palomar and a close analysis of the quest for meaning, this thesis also attempts a definition of Calvino’s aesthetics as the ‘aesthetics of earthly transcendence’. It moves on to a comparative study of Palomar and Le Mythe de Sisyphe by Albert Camus, in order to suggest an interpretation of the main character, as a man who lives and observes his life in the face of the absurd; the literary consequence being the immediate confrontation between writing and death, and the presence of silence threatening understanding and communication.

No description available.

No description available.

This work is a philosophical examination of the relevance and function of socio-political myths in education. Central to this work is exploring the antinomy between myth and reason. Drawing on the work of philosopher Hans Blumenberg, I defend his view that one should go beyond the myth and reason antinomy and understand myth as an important and unique mode of symbolic orientation that, along with reason and science, is an essential part of humanity’s symbolic interaction with the world. From this view, I explore how socio-political myths are philosophically and practically relevant to the analysis of society in general and education specifically. Of particular importance, I argue that a philosophical understanding of ‘socio-political myth’ should be integrated as part of the critical democratic conception of education. By integrating a substantive philosophical understanding of socio-political myths into the critical democratic framework, a number of important pedagogical implications are revealed. Specifically, this work reveals how two particularly powerful socio-political myths that are currently embedded in the Canadian education system, the meritocratic and neoliberal myths, ultimately erode and undermine values, beliefs and educational practices that are consistent with democracy. In addition, I contend that socio-political myth should be understood as an important and necessary narrative corollary to critical democratic praxis. As such, I conceptualize and defend what I denote as democratic myth as an essential narrative to the development of critical participatory democracy both in and through education. Finally, I conclude this work by examining how democratic myth may be practically developed by teachers and students.

No description available.

The myth, Echo and Narcissus, is retold in a modern context in my play Jinx Infinity. The accompanying exegesis examines the techniques I employed in writing this piece with reference also to two other plays I have written from myth. This exploration seeks to determine the fine balance between focusing or relying on the myth and the actuality of writing a dramatic text to be performed on stage by actors in front of a live audience. I was able to divide the results from the examination of my writing process into a ten-step guideline or template. The question of balance is addressed throughout the guidelines but becomes particularly vital in the final step, when the playwright is advised to forget the myth in order to ensure the established principles of playwriting are adhered to. If these principals are present and the essence of the ancient myth is inherent, then the final product should be a successful play containing a universal theme that will translate through the ages.

Thesis (M.A.)--Simon Greenleaf School of Law, 1982. / Includes bibliographical references (leaves 86-91).