scholarly journals Reception of Doris Lessing`s literary works literary works in scientific discourse

2019 ◽  
Keyword(s):  
American Literature ◽  
Literary Criticism ◽  
Historical Context ◽  
Scientific Discourse ◽  
Doris Lessing ◽  
Comparative Approach ◽  
Literary Works ◽  
Main Research ◽  
Feminist Discourse ◽  
Literary Heritage

The article is devoted to the study of literary heritage reception of modern British writer Doris Lessing, whose work had a significant influence as on the development of English and American literature at XX – XXI centuries, and the feminist thought as well. The article outlines the state of study of the question concerning research of the writer's creativity in contemporary foreign and national literary criticism. Different approaches of the literary critics concerning the analysis of Doris Lessing`s novels are systematized. The main research vectors of the writer's creative heritage are determined. In foreign literary critique writer`s novels were studied mainly in feminist discourse. The attention of scholars was concentrated mainly on the works of “Golden Notebook”, “Grass is singing”, “Children of Violence”. In the national scientific discourse were revealed such following directions of studying of the D. Lessing`s heritage, as: 1) psychological approach (M. Horlach, I. Zimomriia, V. Lutsyk, M. Mykolaichyk); 2) identification of writer's artistic thinking features in the aspect of feminism (V. Savina, L. Miroshnychenko, I. Shapovalova); 3) an analysis of socio-political aspects of author`s creativity (L. Miroshnichenko, A. Shpytal); 4) poetical investigation of D. Lessing`s poetics works (M. Gorlach, V. Kramar) 5) discovery of the cultural-historical context V. Lutsyk, L. Miroshnichenko); 6) revealing features of the writer's creative method (O. Podkoritovа); 7) paratextual approach (L. Miroshnichenko). In foreign literature, the following main aspects of the study of the legacy D. Lessing were revealed: 1) feminist (L. Scott); 2) historical (S. Watkins, M. Drebl, G. Green); 3) psychological (B. Drain, P. Perrakis); 4) culturological K. Fishburne, N. Hardin); 5) a comparative approach (L. Scott); 6) eco-feminist approach (N. Aldeeb); 7) pedagogical (T. Sperlinger).

scholarly journals Kirjanduslikud digikeskkonnad keeleressursside baasina: mõjukriitika juhtumiuuring päringusüsteemis KORP / Digital literary heritage projects as a source of language resources: a case of Estonian criticism in KORP

2020 ◽  
Vol 21 (26) ◽  
Author(s):  
Marin Laak
Keyword(s):  
Literary Criticism ◽  
Literary History ◽  
Digital Humanities ◽  
Language Resources ◽  
Traditional Methods ◽  
Literary Works ◽  
Text Corpora ◽  
Non Linear ◽  
Literary Heritage ◽  
Query System

Eesti Kirjandusmuuseum on olnud teerajajaid digihumanitaaria valdkonnas juba 1990. aastatest, alates arvutikultuuri laiemast levikust. Väärtuslike andmekogude haldamisel on olnud missiooniks nende kättesaadavaks tegemine avalikkusele. Kultuuripärand avati laiemale kasutajale kahes suunas: sisupõhised otsitavad andmebaasid ning suhtepõhised andmekeskkonnad. Siinse artikli eesmärgiks on näidata arvutusliku kirjandusteaduse tänapäevaseid võimalusi ja nendega seotud kirjanduslike keeleressursside loomist koostöös korpuslingvistidega. Artiklis analüüsin kultuuripärandi sisukeskkondade ja andmekoguside kasutusvõimalusi masinloetava keeleressursina. Esimeste selliste katsetena on valminud kirjavahetuse ja kriitika märgendatud keelekorpused päringusüsteemis KORP. Käesolev uurimus toob on 20. sajandi alguse mõjukriitika probleemi näitel välja kirjanduslike keelekorpuste potentsiaali kultuuripärandi uurimisel.   Estonia can soon expect an explosive growth in digital heritage and text resources due to the current project of mass digitisation of national cultural heritage (printed books, archival documents, photos, art, audiovisual, and ethnographic artifacts) (2019–2023). This will give new opportunities for different fields of digital humanities and make digitised heritage accessible to everyone in the form of open data. The project will focus on the usage of the heritage, on the needs of education, e-learning, and the creative industry, including digital creative arts. The aim of this article is to examine some research possibilities that opened up for literary history due to the digitisation of literary works and archival sources and to put them in the general context of digital humanities. Although the field of digital humanities is broad, the meaning of DH is often reduced to methods of computational language-centered analyses, mainly based on using different tools and software languages (R, Stylo, Phyton, Gephy, Top Modelling etc.). While the corpus-based research is already a professional standard in linguistics, literary scholars are still more used to working with traditional methods. This article introduces two digital literary history projects belonging to the field of digital humanities and analyses them as language resources for creating texts corpora, and introduces some results of the case study of Estonian criticism from the Young Estonia movement up to the 1920s, carried out using the literary texts corpora in the corpus query system KORP (https://korp.keeleressursid.ee) by the Centre of Estonian Language Resources. During the past twenty years, I have mainly focussed on developing large-scale implementation projects for digital representation of Estonian literary history. The objective of these experimental projects has been to develop principally new non-linear models of Estonian literary history for the digital environment. These activities were based on my research of the intertextual relations between authors, literary works, and critical texts using traditional methods. The first content-based literary history project “ERNI. Estonian Literary History in Texts 1924–1925” (www2.kirmus.ee/erni) was based on a hypertextual network of literary source texts and reviews. We re-conceptualised literary history as a non-linear narrative and a gallery with many entrances. The task of the project was also to ensure its usability in education: a significant number of study materials has been added in cooperation with schoolteachers. In 2004, we initiated our long-term and still running project “Kreutzwald’s Century: the Estonian Cultural History Web” (http://kreutzwald.kirmus.ee) at the Estonian Literary Museum. The objective of this project was to make literary sources of the period accessible as the dynamic, interactive information environment. This was a hybrid project which synthesised the classical study of Estonian literary history, the needs of the digital media user, and the expanding digital resources from different memory institutions; its underlying idea was to link together all the works of fiction of an author, as well as their biography, manuscripts, and photos and to make them visible for the user on five interactive time axes. The project uses a specially created platform. Today, this platform is extensively used by schoolteachers: in 2020 (Jan.–Dec.) it had about 8, 986.555 million clicks and during seven years (2013 Dec.–2020 Dec.) it has collected 64, 627.380 million clicks. To find out how we can fit such content-based models of literary heritage into the context of Digital Humanities we need to compare the previous modelling practices with our current experimental project in the corpus query system KORP. Our interdisciplinary project “Literary Studies Meet Corpus Linguistics” (2017–2020) concentrated on studying literary history sources with linguistic methods. As the result of the project two literary text corpora were created: “Epistolary text corpus of Estonian writers Johannes Semper and Johannes Vares-Barbarus” and “Corpus of the Estonian literary criticism, Noor-Eesti and the 1920s”. Both of them were pilot projects in the field, started with converting the digitalised archival and printed sources into machine-readable format before text and data mining for corpus creation. Query system KORP allows us to organise the language data by all the categories used in the corpus, for example, to learn who and in what context mentioned the name of the French writer André Gide. The second currently running project is the morphologically annotated corpus of literary criticism. This corpus contains texts of literary reviews and criticism in different genres, drawn from the projects ERNI and “Kreutzwald’s Century”. The first results in studying the dynamics of literary values can already be seen. A query in KORP about the word ‘mõju’ (‘influence’) revealed that the manifesto “More of European culture!”of the group Young Estonia, voiced in 1905, was during the independent Estonian Republic replaced by the valuing of a specific national character. Corpus query showed a change in the meaning of the word: in the criticism contemporary to Young Estonia, the word ‘mõju’ was only associated with the historical pressure from Russian and German cultures. The foundation for modern comparative linguistics at the University of Tartu was laid in the 1920s by the professorship in Estonian literature.

scholarly journals PANTELEIMON KULISH AS LITERARY CRITIC: PROTECTING THE NATIVE LANGUAGE AND NATIONAL CULTURE

2019 ◽  
pp. 128-133
Author(s):  
Zhanna Yankovska
Keyword(s):  
Literary Criticism ◽  
Research Methods ◽  
National Culture ◽  
Native Language ◽  
Literary Critic ◽  
Social Activist ◽  
National Interests ◽  
Literary Works ◽  
Literary Heritage ◽  
New Research

The figure of Panteleimon Kulish is particularly prominent and influential for Ukrainian culture. But not all his works have not been published yet. Numerous of generations of scholars have studied his literary heritage and research works. These studies have been more and more elaborated with every stage in the Ukrainian humanities’ development due to the application of new research methods. Intersectionality of the writer’s literary and research interests determines the approaches to the study of his copious achievements as an author, poet, historian, translator, folklore researcher, literary critic, publisher, and social activist. Since his literary and research works were first published and up to nowadays, they have been studied by M. Kostomarov, O. Bodianskyi, M .Zerov, V. Petrov, O.Vertii, Ye. Nakhlik, Ya. Harasym, V. Ivashkiv, O. Fedoruk and many other scholars. Nevertheless, his works devoted to literary criticism require more rigorous scrutiny. They have been studied mainly from the perspective of P. Kulish’s evaluation of various works by particular writers. The attention should be drawn to the fact that, in the meantime, he repeatedly emphasized the importance of preserving the Ukrainian language and national culture, its uniqueness and significance. As a matter of fact, the analysis of certain literary criticism studies through this perspective is the main purpose of the article. Having conducted this study, it is necessary to conclude that living under conditions of the imperial censorship, total prohibition of everything related to Ukrainian culture, P. Kulish was always a zealous advocate of the native language, culture and national interests of the Ukrainians. Such views are widely presented in his literary criticism’ works and serve as the basis for the main analyzed material. After all, he proved it by all his life, including his literary works.

scholarly journals PECULIARITIES OF LOIK SHERALI’S LITERARY CRITIQUE

2021 ◽  
pp. 114-118
Author(s):  
Бохир Мукаммилович Раджабов
Keyword(s):  
Literary Criticism ◽  
20Th Century ◽  
Research Method ◽  
Historical Analysis ◽  
Social Motives ◽  
Literary Works ◽  
Main Research ◽  
Research Material ◽  
Comparative Historical Analysis ◽  
Political Conditions

В статье предпринимается попытка определения направлений и особенностей литературной критики таджикского поэта Лоика Шерали, который начиная со второй половины 60-х годов ХХ века до конца своей творческой деятельности, кроме поэтических произведений, написал около 150 критических и публицистических работ - статей, рецензий, интервью, выступлений, вступительных слов, предисловий, писем, послесловий и т.п., подтверждающих его значительное место в литературно-критической публицистике и литературной критике. Благодаря своей деятельности в качестве публициста, критика, историка и социолога Л. Шерали завоевал особое место не только в поэзии, но и в литературоведении, лингвистике, публицистике и литературной критике. Основными методами исследования послужили историко-сравнительный анализ материалов и описательный метод. Материал исследования составили сборники научно-публицистических статей Л. Шерали, публицистические произведения и литературно-критические статьи его современников.Размышляя над проблемами художественной литературы и литературной критики, Лоик Шерали акцентирует внимание на роли поэта и назначении поэзии, особенно с учетом социально-политических условий. В статьях Л. Шерали значительное место занимает критика творчества начинающих поэтов. В своих рассуждениях он настаивает на необходимости искусного владения языком, эрудированности, знания творчества классиков и правил сочинения стихов, законов аруза, метрики, логики, средств художественного выражения и т.п. В его критических произведениях прослеживаются социальные мотивы, отражаются проблемы национальных традиций и родного языка, имеют место проявление патриотизма и обращение к исторической теме, а также осмысляются вопросы литературных взаимосвязей и перевода. The author of the article makes an attempt to determine the streamlines and peculiarities of literary criticism of the Tajik poet Loik Sherali, who had written (besides poetic works) about 150 critical and publicistic literary works (articles, reviews, interviews, speeches, welcoming remarks, prefaces, letters, epilogues, etc.) since the late 60s of the 20th century to the end of his career, thus, confirming his significant place in literary critical journalism and literary criticism, in general. Owing to his activity as a publicist, critic, historian and sociologist, Sherali holds a special place not only in poetry, but in literary criticism, linguistics, journalism and literary criticism.The main research method is a comparative-historical analysis of materials as well as a descriptive one. The research material was compiled by the collections of L. Sherali's scientific-journalistic articles, his contemporaries’ publicistic works and literary critical articles. Reflecting on the problems beset with belles-lettres literature and literary criticism, Loik Sherali pays his particular attention to the poet’s role and his poetry target taking into consideration socio-political conditions. Criticism of the works of novice poets occupies a significant place in L. Sherali’s articles. Sherali insists on the need for erudition, knowledge of the classics and the rules for composing poetry, the laws of aruz, metrics, logic, means of artistic expression, language, etc. in his reasoning. The influence of social motives and the problems of national traditions and the native language, manifestation of patriotism, an appeal to a historical theme are reflected in his critical literary works. The issues in regard to literary interrelations and translation are taken into account as well.

Anxieties of Experience

2017 ◽  
Author(s):  
Jeffrey Lawrence
Keyword(s):  
American Literature ◽  
Latin American ◽  
World Literature ◽  
Latin American Literature ◽  
First Century ◽  
Comparative Approach ◽  
Leaves Of Grass ◽  
Literary Authority ◽  
The Us ◽  
New Interpretation

Anxieties of Experience: The Literatures of the Americas from Whitman to Bolaño offers a new interpretation of US and Latin American literature from the nineteenth century to the present. Revisiting longstanding debates in the hemisphere about whether the source of authority for New World literature derives from an author’s first-hand contact with American places and peoples or from a creative (mis)reading of existing traditions, the book charts a widening gap in how modern US and Latin American writers defined their literary authority. In the process, it traces the development of two distinct literary strains in the Americas: the “US literature of experience” and the “Latin American literature of the reader.” Reinterpreting a range of canonical works from Walt Whitman’s Leaves of Grass to Roberto Bolaño’s 2666, Anxieties of Experience shows how this hemispheric literary divide fueled a series of anxieties, misunderstandings, and “misencounters” between US and Latin American authors. In the wake of recent calls to rethink the “common grounds” approach to literature across the Americas, the book advocates a comparative approach that highlights the distinct logics of production and legitimation in the US and Latin American literary fields. Anxieties of Experience closes by exploring the convergence of the literature of experience and the literature of the reader in the first decades of the twenty-first century, arguing that the post-Bolaño moment has produced the strongest signs of a truly reciprocal literature of the Americas in more than a hundred years.

Shakespeare's Hamlet

2017 ◽  
Keyword(s):  
Literary Criticism ◽  
Literary Works ◽  
Dramatic Form

Hamlet has long been recognized as concerned with fundamental philosophical issues about identity, responsibility, intimacy, mourning, and agency. How is the play’s address to these issues structured by its distinctively powerful literary-dramatic form and language? What might philosophy have to learn from its mode of address? Is such learning affected by Hamlet being not merely literature, but literature designed to be embodied and voiced on a stage? And what light, in turn, might attention to philosophical themes cast on the play’s development and interest, in other words, does literary criticism gain or lose when tempted to employ literary works as gateways enabling abstract reflection? This book brings together a team of leading literary scholars and philosophers who were invited to probe philosophical dimensions of Shakespeare’s Hamlet. Authors diverge in what they focus on: what is shown by Hamlet’s words, what is shown by Hamlet (despite his words), what is shown by Hamlet, what is shown by Hamlet’s interpreters. “Philosophy in literature” does not, accordingly, possess a consistent meaning throughout this volume. Some essays inquire into Hamlet’s own insights. Others assess the significance of philosophy’s literary-dramatic framing by this play. Still others trace the philosophically relevant underpinnings exposed by historical transformations in Hamlet’s reception. Subjectivity, knowledge, sex, grief, self-theatricalization—these are but some of the topics examined in overlapping ways in the emerging symposium.

Romantic Capabilities

2020 ◽  
Author(s):  
Mike Goode
Keyword(s):  
New Media ◽  
Literary Criticism ◽  
Historical Context ◽  
Popular Media ◽  
Literary Texts ◽  
Reception Studies ◽  
Ecological Design ◽  
Conflicting Demands ◽  
Contemporary Media

Romantic Capabilities argues that popular new media uses of literary texts often activate and make visible ways the texts were already about their relationship to medium. Devising and modelling a methodology that bridges historicist literary criticism and reception studies with media studies and formalism, it contends that how a literary text behaves when it encounters new media reveals capabilities in media that can transform how we understand the text’s significance for the original historical context in which it was created. Following an introductory chapter that explains and justifies its approach to the archive, the book analyses significant popular “media behaviors” exhibited by three major Romantic British literary corpuses: the viral circulation of William Blake’s pictures and proverbs across contemporary media, the gravitation of Victorian panorama painters and stereoscopic photographers to Walter Scott’s historical fictions, and the ongoing popular practice of writing fanfiction set in the worlds of Jane Austen’s novels and their imaginary country estates. Blake emerges from the study as an important theorist of how viral media can be used to undermine law, someone whose art deregulates through the medium of its audiences’ heterogeneous tastes and conflicting demands for wisdom. Scott’s novels are shown to have fostered a new experience of vision and understanding of frame that helped launch modern immersive media. Finally, Austenian realism is revealed as a mode of ecological design whose project fanfiction grasps and extends.

scholarly journals Stylistics, Literary Criticism, Linguistics and Discourse Analysis

2019 ◽  
Vol 9 (2) ◽  
pp. 412
Author(s):  
Saleh Ahmed Saif Abdulmughni
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Literary Criticism ◽  
Clear Distinction ◽  
Comparative Approach ◽  
Small Scale ◽  
Value Judgments ◽  
Learning And Teaching ◽  
English Major ◽  
Similarities And Differences

There is confusion regarding the differences between linguistics, stylistics, literary criticism, and discourse analysis (DA) among teachers and learners of the English Major due to their overlapping natures, blurred boundaries, and analysis approaches. Therefore, the present study examines the similarities and differences of these four fields to make a clear demarcation between them. A descriptive and comparative approach using exemplary text was used in the study and the stylistics were thoroughly investigated, analyzed and exemplified in small-scale (one phrase, clause or sentence) or wider-scale (a paragraph). Finally, value judgments on the importance and value of the stylistics were furnished. This research enhances the prospects of pedagogical studies of different language learning and teaching of these four fields. This has opened the window for teacher-oriented studies and presented valid and genuine analytical and diagnostic studies of the related issues to enhance the accessibility of a clear distinction of the above stated fields.

scholarly journals The Role of Social Microenvironment in Spiritual and Moral Upbringing of Young People as a Subject of Reflection in Pedagogy of Russian Émigrés in the 1920s–1930s

2018 ◽  
pp. 569-581
Author(s):  
Tatiana V. Masharova ◽  
Vasily A. Sakharov ◽  
Lyudmila G. Sakharova
Keyword(s):  
Young People ◽  
Moral Education ◽  
Methodological Approach ◽  
Historical Context ◽  
Theory And Practice ◽  
Young Generation ◽  
Youth Organizations ◽  
Main Research ◽  
Church School ◽  
The Impact

Introduction. The article is concerned with the impact of social microenvironment on the spiritual and moral upbringing of young people and its reflection in philosophical and pedagogical legacy of Russian émigrés in 1920s-1930s. The relevance of the problem is given by the fact that spiritual upbringing nowadays becomes one of the leading directions in the educational policy of the state. The study of positive historical and pedagogical experience in upbringing the young generation can greatly assist in the implementation of the policy of spiritual and moral education of children and young people. The purpose of this article is to analyze the spiritual and moral upbringing and its emotional and value aspects, as well as the influence of the social microenvironment (church, school, family, children’s and youth organizations) on the process of spiritual and moral upbringing of children in the works of philosophers and educators of Russian émigrés in 1920s-1930s. Materials and Methods. The methodological basis of the research was a systematic approach to understand the holistic pedagogical process and the scientific research devoted to the study of the philosophical and pedagogical heritage of Russian émigrés in 1920s-1930s. The main research method is the theoretical analysis of documentary and archival sources; pedagogical, psychological philosophical and historical literature on an investigated problem; the retrospective method, the method of interpretation (explanation, comparison, analogy), methods of synthesis and generalization, questionnaire. Results. The review of theoretical works and practical experience of philosophers and teachers of Russian émigrés convinces us that while working in the 1920s-1930s, they anticipated some areas of contemporary humanistic pedagogy with its focus on education based on universal moral values, humanization of education, and the focus on the emotional sphere of children in the education process. The leading methodological approach to spiritual and moral education, as it reflected in many philosophical and pedagogical works of Russian émigrés in the 1920s-1930s, is the stimulation of the moral feelings of the child, the actualization of his emotional sphere in the process of upbringing. This occurs in the process of organizing emotional and moral educational milieu which is conducive to the development of moral feelings. Discussion and Conclusions. The creation of the emotional and evaluative milieu was conceived in pedagogy of Russian emigration as an organization of pedagogically targeted influence of church, school and family on the development of the moral feelings, and as the organization of the life and work of children’s and youth organizations with the same objectives. The study of education and development of pedagogical theory and practice of the Russian émigrés will add to the historical context of culture and pedagogy of Russia unjustly forgotten ways of solving problems spiritual and moral education and patriotic upbringing of youth. It will make available to pedagogy ideas and concepts, reflecting universal and spiritual and national values.

scholarly journals Book Review: Reading Harper Lee: Understanding To Kill a Mockingbird and Go Set a Watchman

2019 ◽  
Vol 58 (4) ◽  
pp. 267
Author(s):  
Arianne A. Hartsell-Gundy
Keyword(s):  
Literary Criticism ◽  
Historical Context ◽  
Primary Documents ◽  
To Kill A Mockingbird ◽  
Key Topics ◽  
And Gender ◽  
Harper Lee

Reading Harper Lee: Understanding To Kill a Mockingbird and Go Set a Watchman by Claudia Durst Johnson is meant to assist students studying the work of Harper Lee by providing context for her life and work and examining key topics such as race, class, and gender. It functions in some ways as an update to Johnson’s Understanding To Kill a Mockingbird: A Student Casebook to Issues, Sources, and Historic Documents (Greenwood, 1994) since it includes analysis of Go Set A Watchman. Rather than being a replacement for the 1994 reference work, it functions as a great complement for a student studying Harper Lee. While Understanding To Kill a Mockingbird provides numerous primary documents to help a student understand the historical context, Reading Harper Lee provides a more concise analysis of themes, which potentially makes it more accessible to a student new to literary criticism.

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