THE MADRIGAL AQUIL'ALTERA BY JACOPO DA BOLOGNA AND INTERTEXTUAL RELATIONSHIPS IN THE MUSICAL REPERTORY OF THE ITALIAN TRECENTO

2009 ◽  
Vol 28 ◽  
pp. 1-37
Author(s):  
Elena Abramov-van Rijk
Keyword(s):  
Literary Style ◽  
Cultural Phenomenon ◽  
Musical Compositions ◽  
Italian Poetry ◽  
Natural Domain ◽  
True Meaning ◽  
Poetic Texts ◽  
Symbolic Content ◽  
Human Intellect ◽  
Educated Person

One difficulty in understanding the poetic texts of Trecento madrigals is that the language they use is often that of allegories and symbols, which requires a key for deciphering their true meaning. It is widely accepted, based on the interpretation of birds as heraldic symbols, that the madrigal Aquil'altera (Proud eagle) by Jacopo da Bologna was written either for a wedding or for a coronation ceremony. In this essay, however, I show that Aquila's content and literary style echo ideas and images that were circulating in the literature of the time, and especially in bestiaries and bestiary-inspired Italian poetry. Since these sources were well known to every educated person of the time, we may assume that its symbolic content, which is actually a praise of the human intellect, would have been understood by listeners and readers. This madrigal in turn provides a stimulus for tracing its ideas in other musical compositions of the Trecento, the madrigals Musica son by Francesco Landini and Se premio di virtù by Bartolino da Padova. These compositions are examined in the context of a specific cultural phenomenon in Italy of this period, namely, tenzoni, or correspondence in poetic forms – a practice that was the natural domain of the phenomenon we know as intertextuality.

scholarly journals Kepentingan Pendidikan Humanistik dalam Pengembangan Psikologi

2020 ◽  
Vol 12 (1) ◽  
pp. 33
Author(s):  
Khairul Nizam Bin Zainal Badri
Keyword(s):  
Human Nature ◽  
Human Dignity ◽  
Psychological Development ◽  
Human Values ◽  
Humanistic Education ◽  
True Meaning ◽  
Human Intellect

This article aims to analyze the importance of humanistic education from a psychological standpoint. Humanistic education can be considered as a form of education that promotes positive psychological development. Through humanistic education, human dignity is elevated as much as human intellect can be, and thinking can be further developed. Humanistic education also enlivens human nature through the realization of one's existence. However, humanistic education must be in line with religion so that students will not be confused by the true meaning of freedom. True human values must be based on religion and not on mere logic

The Word's Dispersion: Two Letters and a Parchment in Browning's Poetry

1990 ◽  
Vol 18 ◽  
pp. 95-111 ◽  
Author(s):  
Joseph A. Dupras
Keyword(s):  
Written Language ◽  
First Century ◽  
Discursive Practices ◽  
Cultural Phenomenon ◽  
Book Of Nature ◽  
Poetic Texts ◽  
Better Than

Scientific and hermeneutic studies, which held the attention of Robert Browning7's contemporaries who were sensitive to Christology, made Scripture and the “book of nature” seem even more inscrutable. A prominent theme in many Browning poems, “How very hard it is to be / A Christian” (Easter-Day, lines 1–2), pertains not only to behavior but also to the influence of spoken, written, or printed discourse on historical and canonical matters. In Karshish's epistle to Abib, Cleon's letter to Protus, and multiple analyses of a parchment concerning St. John's death, Christianity appears not just a religious and cultural phenomenon, but a changing philological and interpretive one affected by “the ineptitude of the time, / And the penman's prejudice” (Christmas-Eve 871–72). For Victorians and later readers, anxious about being on the brink of a post-Christian age and therefore inclined to idealize their ancestors' religious confidence, Browning's portraits of Christianity's first century are a chance to review inherited discursive practices. He represents Christianity's vocal and textual foundations to accentuate “hermeneutics, … how poets find authority and means to communicate in written language and how readers derive meaning from poetic texts … or an event qua text.” (Peterson 363). Browning is less troubled by “higher” or “lower” critics, attuned to the perils of logocentrism, than by nervous religious and literary disciples who understand his poetics no better than they adapt to the altered theological climate.

scholarly journals Franko’s Prose as Psycho-Onthological and Sociо-Cultural Phenomenon. Introductory Notes

2019 ◽  
pp. 12-25
Author(s):  
Mykola Lehkyi
Keyword(s):  
Fairy Tales ◽  
Highly Educated ◽  
Cultural Phenomenon ◽  
School Year ◽  
Wide Range ◽  
Long Time ◽  
Educated Person ◽  
School Tasks ◽  
Over 40 Years ◽  
Clear Goal

The paper describes the essence of I. Franko’s prose as a psycho-onthological and socio-cultural phenomenon, that took a long time to be created and appeared due to many factors of the writer’s spiritual life: the tireless hard work, the desire to be a highly educated person and reach the broadest possible range of human interests in his activity, constant refi nement of literary taste, etc. In the realm of prose the writer worked for over 40 years (which is symbolical!), starting from the 1871/1872 school year, when he wrote school tasks for the teachers of literature, till 1913. During this time the writer wrote 10 novels and tales and about half a hundred works of short prose (stories of different kinds, essays, fairy tales, etc.). Thus, Franko perceived his writing as a manifestation of the internal need of labor, which could enable a wide range of people to get accustomed to intellectual work. In his creative work Franko saw a clear goal, which he directed to the future, imagining it to be a soil which would give a generous crop. Franko considered himself as a propaedeutic, who prepares the nation for future cultural achievements. The roots of many Franko’s characters and prose forms should also be sought in the early childhood of the writer, a son of a village blacksmith and poor noblewoman. The greatest influence on his literary taste, as he himself admitted, had gymnasium teachers Ivan Verchratskyi (biologist and litterateur), who supplied the young schoolboy with books from his own library, and Julian Turchynskyi (writer and critic), but direct impetus to writing was given by the example of gymnasium friends – Izydor Pasichynskyi and Dmytro Vintskovskyi. The researcher also made an attempt to periodize Franko’s prose and singled out 3 periods of its progress: ‘youthful romanticism’, scholarly and ‘ideal’ realism and the section of modernist searches.

Intersections

2020 ◽  
Vol 22 ◽  
Author(s):  
Chadwick Auriol Gaspard
Keyword(s):  
Hip Hop ◽  
Contemporary Dance ◽  
Skill Sets ◽  
Cultural Phenomenon ◽  
Dance Company ◽  
Short Time ◽  
Artistic Director ◽  
New System

Hip Hop is a cultural phenomenon that is constantly evolving and has made a worldwide impact in a short time. While it continues to change Hip Hop at its core remains the same. Victor Quijada artistic director of the Rubberband Dance company posed the question of “What more could Hip Hop be”. With those words in mind the focus of my research is to examine the movement and concepts/ideologies of the breakdancing subculture of Hip Hop; to create a fusion with contemporary dance. As such a brand-new system of movement with its own concepts and life could be created. The dance world is continuously shifting, and different skill sets, as well as ideologies, have been valued at different times and places. This exploration will challenge the mainstream ideals of what is currently considered “technique” and “foundation”

Chelovek.RU/Человек.RU

Chelovek RU ◽  
2020 ◽  
pp. 18-53
Author(s):  
Sergei Avanesov ◽  
Keyword(s):  
Family History ◽  
Great Distance ◽  
Point Of View ◽  
The Past ◽  
Russian Philosopher ◽  
True Meaning ◽  
The Future ◽  
Pavel Florensky ◽  
The Moment

Abstract. The article analyzes the autobiography of the famous Russian philosopher, theologian and scientist Pavel Florensky, as well as those of his texts that retain traces of memories. According to Florensky, the personal biography is based on family history and continues in children. He addresses his own biography to his children. Memories based on diary entries are designed as a memory diary, that is, as material for future memories. The past becomes actual in autobiography, turns into a kind of present. The past, from the point of view of its realization in the present, gains meaning and significance. The au-thor is active in relation to his own past, transforming it from a collection of disparate facts into a se-quence of events. A person can only see the true meaning of such events from a great distance. Therefore, the philosopher remembers not so much the circumstances of his life as the inner impressions of the en-counter with reality. The most powerful personality-forming experiences are associated with childhood. Even the moment of birth can decisively affect the character of a person and the range of his interests. The foundations of a person's worldview are laid precisely in childhood. Florensky not only writes mem-oirs about himself, but also tries to analyze the problems of time and memory. A person is immersed in time, but he is able to move into the past through memory and into the future through faith. An autobi-ography can never be written to the end because its author lives on. However, reaching the depths of life, he is able to build his path in such a way that at the end of this path he will unite with the fullness of time, with eternity.

“You Were Not There,” The Creation of Humility and Knowledge in Qur?anic Stories: A Rhetorical and Narratological Analysis

2017 ◽  
Vol 11 (1) ◽  
pp. 65-94 ◽  
Author(s):  
Leyla Ozgur Alhassen
Keyword(s):  
Second Person ◽  
Literary Style ◽  
Rhetorical Device ◽  
The Creation ◽  
Lack Of Knowledge

In this study, I explore verses in the Qur?an that come towards the end of stories and use a second-person address to say, “you were not there” when this happened. I seek to understand what literary function in the story it serves to address the second person and her/ his lack of knowledge, whomever s/he is. I locate all of these verses (3:44, 11:49, 12:102 and 28:44–46) and analyze them in order to obtain a better understanding and analysis of Qur?anic literary style. I focus on what these stories have in common and how the verses function. In addition, I analyze the verses and their roles in their respective stories. Through this analysis, we see that these verses are generally seen by commentators and modern scholars as asserting the Prophet’s authority and the Qur?an’s authenticity. However, I argue that these verses function as a sophisticated Qur?anic literary and rhetorical device that works to put people in their place: Prophet Mu?ammad, his contemporaries, and all of the Qur?an’s audience, by showing them their lack of knowledge and their temporality.

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