Machine anthropomorphism is the reification of technology in representation, giving machines human features, qualities, and motivations. This study aims to investigate the origins and functions of machine anthropomorphism and the impact that it has on readers in a technic society as part of an ideological apparatus. It looks at how machine anthropomorphism creates a social imaginaire for technology and how animist representations of machines have shifted from adult culture to children’s fiction. Working from the premise that children identify with childlike machines such as Thomas the Tank Engine this study examines how the relationships between machines and humans are used to model relationships between children and adults. These fall into three modes of representation: the promethean machine, the fraternal machine, and the dominant machine. Each mode functions as an ideological apparatus to either support the promethean ideology, provide a counter discourse, or turn it on its head completely. The case studies focus on promethean representations in The Railway Series/Thomas and Friends and Bob the Builder; on fraternal representations in Ivor the Engine and WALL·E; and on reverse promethean representations in The Transformers franchise and Pixar’s Cars films. Machine anthropomorphism is an important mode of representation not only in children’s entertainment but increasingly in adult culture as well, functioning as part of an ideological apparatus to reproduce consumer power in a post-technic society. As technology becomes more human-like machine anthropomorphism functions to create a new social imaginaire, preparing society for the technical disruption of increased automation, robotics, cybernetics, and artificial intelligence.

Berge Meere und Giganten (BMG) by Alfred Döblin is a fictional account of future events in which humanity brings about the ruin of western civilization by its own technological hubris. Although BMG has been examined considerably for its literary merit in light of the Döblin corpus, few scholars have identified Döblin's work as an apocalyptic text especially after the Judeo-Christian tradition. The apocalyptic nature of BMG implies a profound religious experience on the part of the author, which in my view offers at least one plausible explanation for Döblin's repeated fixation with BMG. In my thesis, I explicate the apocalyptic themes of BMG by considering the intertextuality of the apocryphal Book of the Watchers, the canonical Book of Revelation from the New Testament with some of its connections to Babylonian mythology, and finally the function of the author as a conduit of the literary tradition of apocalypticism. Ultimately, I demonstrate that BMG draws heavily from these apocalyptic texts and is consistent with the Judeo-Christian apocalyptic tradition, which utilizes the descriptions of macroscopic catastrophes in human history as a metaphor of spiritual transformation.

Du collège d'Ancien Régime tel qu'il est reconsidéré dans le Traité des études de Charles Rollin en 1726 à l'éducation familiale consentie aux enfants d'Almane dans Adèle et Théodore (1782) de Stéphanie de Genlis en passant par l'anthropologie éducative, Émile ou de l’Éducation (1762) de Rousseau et l'institution princière du Cours d'étude (1776) selon Condillac, les écrits d'éducation du XVIIIe siècle semblent avoir réservé une part importante à la relation éducative. De fait, le rapport établi entre maître et disciple pose question dans un monde en pleine effervescence intellectuelle où l'idée de perfectibilité humaine s'empare des esprits. Le corpus établi forme un ensemble de modalités éducatives variées, oscillant entre éducation domestique et éducation publique puis entre vision idéale et représentation d’une certaine réalité dans une société qui manifeste un intérêt renouvelé pour le monde de l'enfance et de la famille. Ainsi, on cherche à comprendre la qualité et la nature du lien établi entre maître et disciple et à inscrire sa conception dans les champs des savoirs et de leur transmission. On tente avant tout d'examiner comment s'édifie la pensée pédagogique au cours du XVIIIe siècle. La réflexion, souvent conduite par des lettrés extérieurs au monde éducatif, se fonde sur des aspirations et valeurs généralement controversées, tantôt nouvelles tantôt tirant leur légitimité d'un héritage ancien christianisé. Puis est abordé le contrat éducatif du collège noué dans la relation éducative selon Charles Rollin. Le discours pédagogique du Traité des études évoque les idées de reconnaissance et d’élévation du maître dans le respect du caractère et de l'authenticité de l'élève. Se dévoile alors un lien d’âme nourri de pouvoir et d'affection, proche du concept de filiation. Suit une étude de la relation éducative dans les variables du préceptorat. Si Rousseau entend conduire Émile à l'état d'homme dans une rêverie prométhéenne où dominent l'être et la reconnaissance de l'altérité, Condillac rejette toute immédiateté éducative pour Ferdinand de Parme. Cette relation éducative, conçue au nom de l'idéal pédagogique des Lumières, pour former un prince éclairé, interdit la rencontre humaine du gouverneur et de son disciple. Enfin, follement éprise de l'idée d'éducation, Genlis met en lumière toute l'ambivalence du lien éducatif confiné au microcosme familial. Là rien n'est jamais laissé au hasard et la passion d'éduquer consume l'individu en devenir. Les différentes formes de relations éducatives qui apparaissent dans les écrits de Rollin, Rousseau, Condillac et Genlis font poindre l'idée neuve, dès le XVIIIe siècle, qu'est nécessaire une liaison particulière entre maître et élève pour que s'épanouisse toute situation d’éducation. / 18th century writing on education seems to give an important place to the relationship between master and pupil.This is first seen in the way the Ancien Regime school is discussed in 1726 in Charles Rollin’s Traité des études, also in the educational anthropology in Rousseau’s Émile ou de l’Éducation (1762) and the royal institution in Condillac’s Cours d’étude (1776) ; and finally in the upbringing, home education Alman’s children receive in Stéphanie de Genlis’ Adèle et Théodore (1782). Indeed, the relationship between master and pupil raises several questions at this time of intellectual ferment, when minds were filled with ideas of man’s perfectibility. Our corpus brings together various educational modalities, shifting between home education and public education, and between an idealized vision and the representation of a social reality with people taking a new interest in childhood and the family. So we have striven to grasp the quality and the nature of the bond between master and pupil, and to see how knowledge is gained and transmitted in this relationship. First, we attempt to examine how educational thinking develops in the 18th century. It is often scholars who do not belong to the world of education who are involved in this thinking, which is based on generally controversial aspirations and values, some of which are new, and some of which stem from an old Christian heritage. The next aspect tackled is the way Charles Rollin sees the educational relationship in the school educational contract. The approach to education discussed in Traité des études puts forward the idea that a master gains recognition and grandeur in respecting his pupil’s authentic character. In this instance, a spiritual bond is apparent, which is nurtured by affection and power and is thus close to the concept of filiation. Then we study the educational relationship in the light of the variable forms of tutorship. Rousseau intends to lead Emile to manhood in a Promethean daydream in which the human being and the recognition of otherness are dominant. On the other hand, Condillac rejects any idea of educational immediacy for Ferdinand de Parme. For him, if a prince is to be well-educated in accordance with the educational ideal of the Enlightenment, there should be no human dimension in the encounter between master and pupil. Finally, Genlis, who is so passionate about education, brings out the ambivalence present when the educational relationship is confined within the family unit. Here, nothing happens by chance, and the passion to educate prevents the pupil from growing and becoming an individual in his own right. In the 18th century, the different forms of educational relationship found in the writings of Rollin, Rousseau, Condillac and Genlis lead to a new idea emerging : a special bond is necessary between master and pupil for an educational situation to bear fruit.

In this dissertation, the poetic thought of León Felipe is examined through the study of his works written during the Spanish Civil War (1936-1939), namely, Good bye, Panamá (1936); La insignia (1937); El payaso de las bofetadas y el pescador de caña (1938); and Español del éxodo y del llanto (1939). The poet's biographical and poetic paths are outlined, as they are closely linked. A diachronic approach is used to analyse his fundamental ideas or themes that emerge, evolve and merge through his writings during this period which shaped his unique cosmo-vision. The purpose of this dissertation is to study the works of the poet within the social-historical context in which they evolved, establish the importance of this period as the catalyst for his ideological and poetic thought, and analyse how these aspects are reflected in his poetry to give him a new and definitive voice. / Classics & Modern European Languages / M. A. (Spanish)

In this dissertation, the poetic thought of León Felipe is examined through the study of his works written during the Spanish Civil War (1936-1939), namely, Good bye, Panamá (1936); La insignia (1937); El payaso de las bofetadas y el pescador de caña (1938); and Español del éxodo y del llanto (1939). The poet's biographical and poetic paths are outlined, as they are closely linked. A diachronic approach is used to analyse his fundamental ideas or themes that emerge, evolve and merge through his writings during this period which shaped his unique cosmo-vision. The purpose of this dissertation is to study the works of the poet within the social-historical context in which they evolved, establish the importance of this period as the catalyst for his ideological and poetic thought, and analyse how these aspects are reflected in his poetry to give him a new and definitive voice. / Classics and Modern European Languages / M. A. (Spanish)