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31	Textos antigos sobre pintura e escultura / Ancient texts upon painting and sculpture Ulbricht, Yuri 05 May 2017 (has links) Exibem-se aqui três coleções de excertos pictóricos e escultóricos extraídos de textos de dois rétores romanos antigos. Embora não tenham escrito sobre pintar e esculpir, assim Cícero como Quintiliano fazem referência à pintura e à escultura, quando falam sobre artes, leis, deveres, fins morais, a República. Esforcei-me por perseguir, o quanto pude, as passagens em que por muitos motivos essas artes aparecem, enquanto os autores ensinam algo outro. Em vez de fundir o material coletado e configurar um novo aspecto para seus monumentos, preferi trazer e traduzir os textos tal como nos foram transmitidos. / We are about to exhibit three collections of pictural and sculptural excerpts extracted from texts of two roman rhetors. Although they had not written on painting or sculping, both Cicero and Quintilian make reference to paint and sculpture when they speak upon arts, laws, duties, moral ends, the Republic. Here I shall endeavour to trace as distinctly as I can the passages in which by many reasons these arts appear while the authors are teaching something else. Instead of melting down the collected material and configurate a new aspect to their monuments, I have preferred to bring and translate the texts as they were trasmitted. Cicero Cícero Escultura Estatuária Obra Opifex Opífice Painting Pintura Quintilian Quintiliano Retórica Rhetoric Sculpture Signum Signum Statua Statua Statuary Tropaeum Tropaeum
32	Textos antigos sobre pintura e escultura / Ancient texts upon painting and sculpture Yuri Ulbricht 05 May 2017 (has links) Exibem-se aqui três coleções de excertos pictóricos e escultóricos extraídos de textos de dois rétores romanos antigos. Embora não tenham escrito sobre pintar e esculpir, assim Cícero como Quintiliano fazem referência à pintura e à escultura, quando falam sobre artes, leis, deveres, fins morais, a República. Esforcei-me por perseguir, o quanto pude, as passagens em que por muitos motivos essas artes aparecem, enquanto os autores ensinam algo outro. Em vez de fundir o material coletado e configurar um novo aspecto para seus monumentos, preferi trazer e traduzir os textos tal como nos foram transmitidos. / We are about to exhibit three collections of pictural and sculptural excerpts extracted from texts of two roman rhetors. Although they had not written on painting or sculping, both Cicero and Quintilian make reference to paint and sculpture when they speak upon arts, laws, duties, moral ends, the Republic. Here I shall endeavour to trace as distinctly as I can the passages in which by many reasons these arts appear while the authors are teaching something else. Instead of melting down the collected material and configurate a new aspect to their monuments, I have preferred to bring and translate the texts as they were trasmitted. Cícero Escultura Estatuária Obra Opífice Pintura Quintiliano Retórica Signum Statua Tropaeum Cicero Opifex Painting Quintilian Rhetoric Sculpture Signum Statua Statuary Tropaeum
33	Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektief Patrick, Glenn Henry 11 1900 (has links) Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek. Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook ondersoek. Die opvoedkundiges is onder meer: • Plato (427-347 vC) • Marcus Fabius Quintilianus (35-100 nC) • Aurelius Augustinus (354-430 nC) • Desiderius Erasmus (1466-1536 nC) • Johan Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori ( 1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke) tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en uitgebou is. Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme van demokratiese wesenskenmerke en aanbevelings met betrekking tot die kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomes-based education and learning approach in South Africa is also examined. The educationists are inter alia: • Plato (427-347 BC) • Marcus Fabius Quintilian (35-100 AD) • Aurelius Augustine (354-430 AD) • Desiderius Erasmus (1466-1536 AD) • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori (1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well as the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde) Democracy Democratic freedom Equality Liberation education Literacy education Individuality Internalisation of values Outcomes-based education and learning Self-development Acceptance of authority 370.9 Education -- History Student government Student participation in administration Competency based education Educational equalization Plato Quintilian Augustine
34	Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektief Patrick, Glenn Henry 11 1900 (has links) Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek. Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook ondersoek. Die opvoedkundiges is onder meer: • Plato (427-347 vC) • Marcus Fabius Quintilianus (35-100 nC) • Aurelius Augustinus (354-430 nC) • Desiderius Erasmus (1466-1536 nC) • Johan Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori ( 1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke) tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en uitgebou is. Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme van demokratiese wesenskenmerke en aanbevelings met betrekking tot die kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomes-based education and learning approach in South Africa is also examined. The educationists are inter alia: • Plato (427-347 BC) • Marcus Fabius Quintilian (35-100 AD) • Aurelius Augustine (354-430 AD) • Desiderius Erasmus (1466-1536 AD) • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori (1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well as the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde) Democracy Democratic freedom Equality Liberation education Literacy education Individuality Internalisation of values Outcomes-based education and learning Self-development Acceptance of authority 370.9 Education -- History Student government Student participation in administration Competency based education Educational equalization Plato Quintilian Augustine
35	Estado de causa: estudo e tradução do manual de Sulpitius Victor / Stasis: study and translation of Sulpitius Victor\'s handbook Pustrelo, Matheus de Barros 04 April 2016 (has links) Em nossa dissertação, estudamos o manual retórico de Sulpício Vítor, Institutiones Oratoriae. Nossa pesquisa é dividida em quatro partes. Na primeira, comentamos a bibliografia especializada que nos antecede, abordando questões importantes, como datação, ocorrência de alguns elementos retóricos e semelhança com outros manuais. Na segunda, comparamos os exemplos fornecidos por nosso autor com exercícios declamatórios, sobretudo os de Sêneca pai, mas também os de Calpúrnio Flaco e de Pseudo-Quintiliano. Na terceira, analisamos e explicamos a teoria dos estados de causa de Sulpício Vítor, comparando, sempre que possível, suas lições com as de outros textos. Na última, apresentamos uma tradução anotada para o português. / In our dissertation, we study Sulpitius Victors rhetoric handbook, Institutiones Oratoriae. Our research is divided into four parts. The first consists of a commentary to the specialized bibliography that precedes us, addressing important issues, such as dating, occurrence of some rhetorical elements and similarities with other handbooks. The second aims to compare examples given by our author with declamation exercises, especially those ones of Seneca the Elder, but also the ones of Calpurnius Flaccus and of Ps. Quintilian. The third is dedicated to the analysis and elucidation of Sulpitius Victors issue-theory, as we compare, whenever possible, his lessons with the ones of other texts. The last includes an annotated Portuguese translation. Calpúrnio Flaco Calpurnius Flaccus Declamações Declamation Ps. Quintilian Pseudo-Quintiliano Rhetores latini minores Rhetores latini minores Seneca Elder Seneca pai Stasis-Theory Sulpício Vítor Sulpitius Victor Teoria dos estados de causa Zenão Zeno
36	Estado de causa: estudo e tradução do manual de Sulpitius Victor / Stasis: study and translation of Sulpitius Victor\'s handbook Matheus de Barros Pustrelo 04 April 2016 (has links) Em nossa dissertação, estudamos o manual retórico de Sulpício Vítor, Institutiones Oratoriae. Nossa pesquisa é dividida em quatro partes. Na primeira, comentamos a bibliografia especializada que nos antecede, abordando questões importantes, como datação, ocorrência de alguns elementos retóricos e semelhança com outros manuais. Na segunda, comparamos os exemplos fornecidos por nosso autor com exercícios declamatórios, sobretudo os de Sêneca pai, mas também os de Calpúrnio Flaco e de Pseudo-Quintiliano. Na terceira, analisamos e explicamos a teoria dos estados de causa de Sulpício Vítor, comparando, sempre que possível, suas lições com as de outros textos. Na última, apresentamos uma tradução anotada para o português. / In our dissertation, we study Sulpitius Victors rhetoric handbook, Institutiones Oratoriae. Our research is divided into four parts. The first consists of a commentary to the specialized bibliography that precedes us, addressing important issues, such as dating, occurrence of some rhetorical elements and similarities with other handbooks. The second aims to compare examples given by our author with declamation exercises, especially those ones of Seneca the Elder, but also the ones of Calpurnius Flaccus and of Ps. Quintilian. The third is dedicated to the analysis and elucidation of Sulpitius Victors issue-theory, as we compare, whenever possible, his lessons with the ones of other texts. The last includes an annotated Portuguese translation. Calpúrnio Flaco Declamações Pseudo-Quintiliano Rhetores latini minores Seneca pai Sulpício Vítor Teoria dos estados de causa Zenão Calpurnius Flaccus Declamation Ps. Quintilian Rhetores latini minores Seneca Elder Stasis-Theory Sulpitius Victor Zeno
37	Sagan om skolmajor Jan Björklund och det heliga kravet : eller, en studie över argumentation och berättelser i Jan Björklunds pluggskola Stagnell, Alexander January 2009 (has links) <p>I denna kandidatuppsats undersöks narrativer och argumentation i Jan Björklunds pluggskola. Bakgrunden till uppsatsen är att undersöka hur politiker använder berättelsens övertygande kraft för att vinna röster, och huruvida en argumentation baserat på narrativer är hållbar. Materialet som ligger till grund för denna uppsats är insamlade debattartiklar och uttalanden där Jan Björklund presenterar sin skolpolitik. Teorierna som denna uppsats grundar sig på är den retoriska pedagogiken utifrån Quintilianus och Giambattista Vico, samt det sociokulturella perspektivet på pedagogik. Dessutom används psykologiteorier om narrativens funktion för människans förståelse. Som metod används Ernest G. Bormanns fantasy-themeanalys samt argumentationsanalysen utvecklad av Frans van Eemeren, Rob Grootendorst och Francisca Snoeck Henkemans. Resultaten som framkommit av analysen är att Björklund använder narrativen i argumentativt syfte vilket gör hans argumentation icke hållbar och fallasityngd.</p> / <p>This essay examines narratives and argumentation in Jan Björklunds pluggskolan. The background for this essay is to investigate how politicians use the narratives argumentative force to persuade and if an argument based on a narrative is durable. The material contains articles and statments by Jan Björklund concerning the swedish school system.The theories used in this essey are the rhetoric view on pedagogy, based on Quintilian and Giambattista Vico, and the sociocultural view on pedagogy. The essay also uses psychological theories on the narrative function of human understanding. The methods used in this essay is Bormanns Fantasy theme criticism and the argumentation analysis developed by Frans van Eemeren, Rob Grootendorst and Francisca Snoeck Henkemans. The results of this essay are that Jan Björklund uses the narrative as arguments, which leads to non-durable argumentation.</p> rhetoric argumentation narrative Jan Björklund fallacies pedagogy school Bormann Vico Quintilian van Eemeren retorik argumentation narrativ pedagogik Jan Björklund fallasier skolan Ernest G. Bormann Giambattista Vico Quintilianus Frans van Eemeren Rhetoric Retorik
38	Sagan om skolmajor Jan Björklund och det heliga kravet : eller, en studie över argumentation och berättelser i Jan Björklunds pluggskola Stagnell, Alexander January 2009 (has links) I denna kandidatuppsats undersöks narrativer och argumentation i Jan Björklunds pluggskola. Bakgrunden till uppsatsen är att undersöka hur politiker använder berättelsens övertygande kraft för att vinna röster, och huruvida en argumentation baserat på narrativer är hållbar. Materialet som ligger till grund för denna uppsats är insamlade debattartiklar och uttalanden där Jan Björklund presenterar sin skolpolitik. Teorierna som denna uppsats grundar sig på är den retoriska pedagogiken utifrån Quintilianus och Giambattista Vico, samt det sociokulturella perspektivet på pedagogik. Dessutom används psykologiteorier om narrativens funktion för människans förståelse. Som metod används Ernest G. Bormanns fantasy-themeanalys samt argumentationsanalysen utvecklad av Frans van Eemeren, Rob Grootendorst och Francisca Snoeck Henkemans. Resultaten som framkommit av analysen är att Björklund använder narrativen i argumentativt syfte vilket gör hans argumentation icke hållbar och fallasityngd. / This essay examines narratives and argumentation in Jan Björklunds pluggskolan. The background for this essay is to investigate how politicians use the narratives argumentative force to persuade and if an argument based on a narrative is durable. The material contains articles and statments by Jan Björklund concerning the swedish school system.The theories used in this essey are the rhetoric view on pedagogy, based on Quintilian and Giambattista Vico, and the sociocultural view on pedagogy. The essay also uses psychological theories on the narrative function of human understanding. The methods used in this essay is Bormanns Fantasy theme criticism and the argumentation analysis developed by Frans van Eemeren, Rob Grootendorst and Francisca Snoeck Henkemans. The results of this essay are that Jan Björklund uses the narrative as arguments, which leads to non-durable argumentation. rhetoric argumentation narrative Jan Björklund fallacies pedagogy school Bormann Vico Quintilian van Eemeren retorik argumentation narrativ pedagogik Jan Björklund fallasier skolan Ernest G. Bormann Giambattista Vico Quintilianus Frans van Eemeren Rhetoric Retorik
39	Rubens and the Stoic Baroque: Classical Stoic Ethics, Rhetoric, and Natural Philosophy in Rubens’s Style Nutting, Catherine M. 18 January 2018 (has links) Rubens is known as a painter; he should also be defined as an art theorist. Following Robert Williams’ theory that Early Modern art became philosophical, I believe that style can connote art theoretical interests and philosophical models, and that in Rubens’s case, these included the classical Stoic. While it would be possible to trace Rubens’s commitment to Stoicism in his subject matter, I investigate it in his style, taking a Baxandalian approach to inferential criticism. I focus on Rubens’s formal choices, his varied brushwork, and his ability to create a vibrant picture plane. My study is divided into chapters on Ethics, Logic, and Physics. In Chapter One I treat Stoic moral philosophy as an influence in the design of Rubens’s paintings, consider similarities between classical and Early Modern interest in viewer/reader response, and argue that Baroque artists could use style to avoid dogma while targeting viewers’ personal transformation. In Chapter Two I focus on Rhetoric, a section of the Stoic philosophy of Logic. Stoic Logic privileged truth: that is, it centred on investigating existing reality. As such, Stoic rhetorical theory and the classical literature influenced by it promoted a style that is complex and nuanced. I relate this to the Early Modern interest in copia, arguing that this includes Rubens’s painterly style which, apropos copia, should be better termed the Abundant Style. In Chapter Three I explore similarities between Stoic Natural Philosophy and the Early Modern artistic interest in the unified visual field. The Stoics defined the natural world as eternally moving and mixing; with force fields, energy, and elements in constant relationships of cause/effect. The Stoic concept of natural sympathy was a notion of material/energetic interrelatedness in which the world was seen as a living body, and the divine inhered in matter. I consider ways that these classical Stoic concepts of transformation, realism, and vivified matter might be discerned in Rubens’s style. / Graduate / 2023-12-14 Art History Peter Paul Rubens Baroque Baroque Painting Seventeenth-Century Antwerp Seventeenth-Century Art Style Baroque Style Stoicism Stoicism and Art Early Modern NeoStoicism Antwerp NeoStoicism Flemish NeoStoicism Seventeenth-Cenury Flemish Art Seventeenth-Cenury Flemish Painting Flemish Baroque Painting Stoicism and Style Stoic Ethics Stoic Ethical Philosophy Stoic Rhetoric Stoic Rhetorical Philosophy Stoic Physics Stoic Natural Philosophy Roger de Piles Seneca Seneca Naturales Questiones Tacitus Tacitus's Style Tacitus and Stoicism Stoic continuum Baroque unity Justus Lipsius Early Modern Library Macchia Sententiae Style and Meaning Quintilian Diogenes Laertius Epictetus Chrysippus Marcus Aurelius Early Modern Art Theory Rubens as a Theorist Antwerp Humanism Flemish Humanism Humanism in Flanders and Brabant The Self The Early Modern Self Style for Truth The Continuum Nature Alive Stoic Optimism Seventeenth-Century Stoic Optimism

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