Daniel Defoe: Robinson Crusoe

Author(s):  
Ann Marie Fallon
Keyword(s):  
2011 ◽  
pp. 107-125
Author(s):  
Craufurd D. Goodwin

Two of the earliest novels in English, Robinson Crusoe (1719) by Daniel Defoe and Gulliver's Travels (1726) by Jonathan Swift, are widely perceived as an entertaining adventure story and a pioneering work of science fiction. Viewed by modern economists, however, they appear as expressions of opposing positions on the desirability of integration within a world economy. Crusoe demonstrated the gains from trade and colonization and the attendant social and political benefits. By contrast, Swift warned of complex entanglements that would arise from globalization, especially with foreign leaders who operated from theory and models rather than common sense.


2020 ◽  
pp. 223-232
Author(s):  
Marta Kacprzak

La ermoza istorya de Robinzon o la mizerya: Sephardi Versions of Robinson CrusoeIn the second half of the 19th century the Haskalah, an intellectual movement whose objective was to educate and westernize Eastern European Jews, also reached the Sephardic communities in the Ottoman Empire. As a result, there emerged Sephardic modern secular literature, represented mainly by narrative fiction, theatre plays and press. It should be added that modern Sephardic literature is primarily based on translations or adaptations of Western novels. Among these texts we find Sephardic editions of classics of European literature, such as Romeo and Juliet by William Shakespeare, Robinson Crusoe by Daniel Defoe and Gulliver’s Travels by Jonathan Swift.I have found four different versions of Robinson Crusoe that were written in Judeo-Spanish and edited in aljamía. Two of them were published serially in Sephardi press, one in Salonica in 1881 and the other in Constantinople in 1900. The other two editions were prepared by Ben Tsiyon Taragan and published as complete versions, the first one in Jerusalem in 1897 and the second one in Constantinople in 1924. The aim of this paper is to provide a brief analysis of the Sephardic adaptations of Robinson Crusoe by Taragan. La ermoza istorya de Robinzon o la mizerya: sefardyjska wersja Robinsona CrusoeHaskala, zwana także Żydowskim Oświeceniem, to ruch intelektualny, którego celem było odrodzenie kulturowe i społeczne Żydów z EuropyWschodniej oraz ich integracja ze środowiskiem lokalnym. W drugiej połowie XIX wieku Haskala objęła także społeczność Żydów sefardyjskich zamieszkujących tereny należące do Imperium Osmańskiego, w wyniku czego powstała współczesna, świecka literatura sefardyjska reprezentowana głównie przez prozę, sztuki teatralne oraz prasę. Warto dodać, że współczesna literatura sefardyjska oparta jest przede wszystkim na przekładach lub adaptacjach powieści uważanych za klasykę literatury europejskiej, takich jak Romeo i Julia Williama Szekspira, Robinson Crusoe Daniela Defoe czy Podróże Guliwera Jonathana Swifta.W trakcie prowadzonych przeze mnie badań natrafiłam na cztery różne judeo-hiszpańskie wersje Robinsona Crusoe, które zapisane zostały alfabetem hebrajskim, tzw. pismem Rasziego. Dwie z nich ukazały się w prasie sefardyjskiej, jako powieść w odcinkach, pierwsza w Salonikach w 1881 r., a druga w Konstantynopolu w 1900 r. Pozostałe dwie, autorstwa Ben Tsiyona Taragana, zostały wydane w całości, pierwsza w Jerozolimie w 1897 r., druga zaś w Konstantynopolu w 1924 r. Celem tego artykułu jest prezentacja oraz krótka analiza sefardyjskich adaptacji Robinsona Crusoe autorstwa B. T. Taragana.


2020 ◽  
Vol 23 (1) ◽  
pp. 21-37
Author(s):  
Paola Encarnación Sandoval

Este artículo estudia la relación entre el motivo del naufragio y el proceso de adquisición del lenguaje en El Criticón de Baltasar Gracián y Robinson Crusoe de Daniel Defoe. El argumento es que el naufragio se configura como un núcleo del relato propicio para desarrollar la aventura intelectual. El análisis de paralelismos entre estos textos, centrado en cuatro elementos —la intención edificante de las obras, el tratamiento del naufragio, el encuentro de los personajes y el proceso de adquisición del lenguaje—, revela una concepción peculiar de la aventura, en la cual el componente intelectual es importante para desarrollar el enfrentamiento de los personajes con sus realidades. El objetivo del estudio consiste en plantear una reflexión en torno a las inquietudes de estos autores sobre el conocimiento como parte de la aventura literaria.


PMLA ◽  
1976 ◽  
Vol 91 (3) ◽  
pp. 420-435 ◽  
Author(s):  
Patricia Meyer Spacks

The authors of eighteenth-century spiritual autobiographies and of their fictional imitations demonstrate the complex functions of imagination as a component of the spiritual life and of its records. Robinson Crusoe and William Cowper’s Memoir (1816) both delineate detailed sequences of emotional and imaginative development as the foundation of religious experience. Crusoe progresses to self-understanding by recognizing and mastering his own fear and anger and developing his capacity for love and by enlarging the resources of his imagination. Cowper asserts that his conversion and the Christian fellowship that followed it dominate his experience, but his account, with dark imagistic undertones, may also be read as revealing the persistence of despair. The unconscious shaping which produces this counter-pattern enriches the memoir’s implication. In novel and autobiography alike, the divergence between what the author asserts and what he suggests, reflecting varying possibilities of the imagination, can generate fruitful literary effects.


2010 ◽  
pp. 167
Author(s):  
Miguel Ángel Maldonado García

El Bicentenario es un suceso capaz de desplegar asertos y versiones inusitadas del sueño independentista; en este artículo el autor utiliza la imagen del héroe para repensar la pedagogía, la construcción del sujeto maestro y su discípulo. El periplo seleccionado pasa por autores y obras románticas de primer orden: Jean Jacques Rousseau, William Shakespeare, Daniel Defoe y Simón Rodríguez, el factor común entre los autores es el carácter romántico propio de aquellos discípulos creados a imagen y semejanza de sus maestros: Calibán, Robinson Crusoe, Emilio y Simón Bolívar. Un segundo momento acude a obras de José Enrique Rodó y Roberto Fernández Retamar para configurar metafóricamente la subjetividad latinoamericana.


2021 ◽  
Author(s):  
Jelena Pavlović Jovanović ◽  
◽  
Danijela Milčić Đošić

Design thinking, a concept primarily developed within the sphere of design and architecture, represents a specific way of organizing project-based learning. It differentiate sit self from the traditional learning in the following: the students are directly involved with defining the core problems, the focus is on the process of creating and testing new ideas, and the role of evaluation is more significant than in classical learning system. The aim of this paper is to present a possible way of organizing a fifth grade Serbian language lesson focusing on the novel Robinson Crusoe by Daniel Defoe, using the principles of design thinking. The students have the assignment to choose one problem that Crusoe has by employing the How would I question technique. The students choose a problem and develop a solution in correlation with their IT and Arts and Crafts classes.


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