Marivauder à l’écart du monde : langage et identité

2021 ◽  
Vol 58 (3) ◽  
pp. 207-220
Author(s):  
LAÏTH KHALED IBRAHIM

In most French dictionaries, the word marivaudage is defined as a style named after the characteristics and excesses of Marivaux’s style, which expresses sentiment in a refined and stylized manner. The verb marivauder refers to the imitation of Marivaux’s refinements, often with negative connotations. This article, however, Marivaux’s complete works, including novels, journals and plays, to reveal new meanings of reads these two terms by examining the close relationship between marivaudage, language and identity. As a result, marivaudage also comes to indicate a form of reflection that analyzes individual identity and marivauder comes to refers to the process of self-knowledge.

Schulz/Forum ◽  
2017 ◽  
Author(s):  
Piotr Józef Maksymowicz

So far the first opera inspired by the work of Bruno Schulz, Demiurgos by Juliusz Łuciuk, has been performed only as a concert. Its libretto is based on the selected fragments of Schulz’s fiction which, in combination with music, acquires new meanings. As a result, apparently unrelated scenes contribute to a coherent dramatic narrative. Such a close relationship between the literary and the musical material calls for an analysis of relations of the language of literature and the asemantic idiom of music, which let the audience respond to the meanings imposed on music by fiction. As it turns out, the musical narration is the most important for the dramatic quality of the opera as a coherent narrative presented on stage. The music not only comments and illustrates, but also creates dramatic suspense. Thanks to various techniques of composing, a unique dialog between the word and the music results in a new narrative rooted in the reality of Schulz’s stories.


2020 ◽  
Vol 4 (3) ◽  
pp. 52-61
Author(s):  
O. A. Maslovets

The article is devoted to new directions of personality formation in the postnonclassical value- semantic paradigm of education and science. The existing multidimensional understanding models are in close relationship with the reorientation of a goal-oriented education from a knowledge-centered to a competency-centered one. This shift requires new strategies and techniques for personality formation, with new mentality and objectives. A key role should be devoted to creating a special phenomenological educational environment with intentionality as the driving force of complex structures of consciousness which ensures the identifiability of an object and construction of its meaning. This process becomes possible only within the framework of an intentional act, when the perceptions of the object and its essential content are exposed. As mental intentions and the intentional of the Other are unknown, but new meanings are closely interconnected in the consciousness. In this way knowledge is created: transcendental experience integrates new meanings with those acquired earlier. Sense formation is regulated unconsciously in the mind of a subject. But within the framework of a modern education system, this process can ascend a superior level by regulated meaning formation based on conscious and unconscious intentional acts. Therefore, the development of mechanisms for managing intentional acts of a subject that are relative to sense formation through one’s transcendental experience should be the main focus of innovative education.


2011 ◽  
Vol 37 (4) ◽  
pp. 505-516
Author(s):  
Volker Kaul

Today we can identify two challenges of pluralism: the ever-growing conflicts between religious, national and ethnic groups on the one hand and the oppression of dissenting individuals by their respective communities on the other hand. Both intercommunitarian and intracommunitarian conflicts find their origin in a communitarian conception of our political, cultural, or religious identities. After presenting some of the problems of the communitarian solution in particular with regard to the challenge of internal pluralism, I introduce alternative conceptions of multiculturalism that consider our commitments to be part of our personal or individual identity. Distinguishing a conception of identity based upon self-knowledge from liberal, postmodern theories (Richard Rorty) and alternative non-cognitive theories (Bernard Williams) that consider identity to be individual in nature, I propose that the awareness of the individual nature of commitments makes it possible for us not to impose our values upon other individuals who do not share them while at the same time justifying the multicultural project.


2019 ◽  
Vol 16 (16) ◽  
pp. 52-76
Author(s):  
Oksana Shapoval

Background. The knowledge about R. Wagner has now acquired the status of a significant component of not only music, but also philosophy, cultural studies, literary studies, and in studies the authors address to the intonation-conceptual and philosophical foundations of the artistic concepts of the German composer. Such universality has a basis in the substantial depths of Wagner’ works, which are the embodiment of myth-making, the conceptual ideas of Gesamtkunstwerk and Kunstreligion. Objectives. The purpose of the research is to determine the scientific basis for the implementation of the theory of communication as determinants of the analysis of the creative process by R. Wagner through the prism of the heuristic quest of the genius composer and the inclusion of his achievements in the continuum of culture. Methods. In knowledge about R. Wagner methodological importance have the works of the famous scientist M. Cherkashyna-Gubarenko. The researcher examines the conceptual foundations of R. Wagner’s work: finds the influence of the German composer on the artistic formation of S. Prokofiev, reveals in the works by R. Wagner evangelical motifs, the Faustian model, which is a reflection of the archetypes, the problem of the embodiment of his works in the Opera house of today. Significant representative of knowledge about R. Wagner, the author of the doctoral thesis, the focus of which is the Opera the «Flying Dutchman» is E. Roschenko. Analyzing the embodiment of mythology in the musical art, scientist addressed to the conceptual foundations of the artistic practice of the great mythmaker R. Wagner. Great importance in the understanding of cognitive and communicative activity of Wagner plays familiarization with his euristic quest, which was carried out through the study of the music and book editions. Materials about the libraries of Wagner transferred to the archive of the Kharkiv Wagner society by M. Eger in the form of manuscript. The results of his research contribute to the expansion of ideas about Wagner’s universalism, which, in turn, allows us to hunting the principle of the composer – Gesamtkunstwerk – as not only a union of music, poetry and dance, but comprehensive intellectual and spiritual synthesis. Results. In science, there are many approaches to the study of communication. This publication highlights the scientific provisions that are methodologically important in the study of the process of communicative and creative process of the artist. The roots of the theory of communication reach antiquity. Therefore, first of all addressing to them, correlating philosophical reflections of ancient Greek thinkers with scientific and philosophical thought regarding the understanding of these processes in subsequent eras from the perspective of the chosen discourse of the proposed research. The dialectical method of Socrates, justified by Plato, involves the acquisition of true knowledge through reasoning in the form of questions and answers that can be carried out in conversation with the interlocutor or with yourself, in the process of knowledge or self-knowledge. R. Wagner was reflectional artist, a sage who came to know themselves in unity with the being of the world, the idea is constantly addressing the question of the meaning of human existence and finding it on various options of response. The metaplot of his works delineates reflections on the imperfection of mortal existence, eternal desire for freedom and immortality. R. Wagner’s reflections are related to philosophical reasons of thinkers, but they are expressed in terms of the artistic concept of the work, where the composer reveals his own philosophical beliefs, placing the characters in the realities of ontological reality. Therefore, we can conclude that the infinite knowledge and self-knowledge of the German master is expressed in the form of artistic and philosophical reflection. Wagner’s creative work gradually reveals its depths through its inclusion in the public consciousness, where it finds a lot of interpretative readings; carried out by directors and performers, music lovers and opera audience, reviewers and researchers. The texts of the works of the German genius are in the focus of the interpreters active attention in the conditions of the modern Director’s Opera house, where they appear as an initial source, prompting the search and actualization of deep meanings, which is facilitated by the artistic and conceptual content of these works. Creativity of R. Wagner is included in the communicative and creative process, which is carried out in a dialogue in the big time (concept by M. Bakhtin). In turn, the German genius acted in this process not only as a communicator, but also as a comunicant, as evidenced, in particular, by the reflection recorded on the pages of his publications (an appeal to humanity and at the same time an imaginary conversation with outstanding personalities of the past and present). Conclusions. Consideration of R. Wagner’s creative work and thought through the prism of artistic and philosophical reflection, allows us to interpret dialogue as an endless search for truth, which takes its multiplicity, despite the composer’s desire to find episteme knowledge. Texts by R. Wagner are the embodiment of the author’s picture of the world, which reflects the conceptual ideas of the composer, included in the dialogue in the big time. The tracking of the semantic content of a literary text often generates new meanings, since this process is subjective, which bears the imprint of the interpretation’s perception. In the creative work of R. Wagner, there is an operation with symbols that means by composer as a «significant game», during which there is a comprehension of archetypal information and the generation on its basis of new meanings that arise as a result of knowledge through myth. The author sees the prospect of further research in the present consideration of R. Wagner’s creative work from the standpoint of the theory of communication, covering the level of social existence of the composer and onto-communication in his operas – display of ontological processes of the Universe.


2020 ◽  
Vol 159 ◽  
pp. 09012
Author(s):  
Fatima Tashimova ◽  
Aidana Rizulla ◽  
Galiya Ibrayeva ◽  
Gulnar Abdullina ◽  
Bakhtiyar Nurumov

The formation of the subject of the education system is inextricably linkedwith factors of self-knowledge and self-awareness that includes the knowledge of one’s own inner world. The inner world was associated with mental processes, conscious and unconscious factors, feelings and emotions, semantic reality. In recent years, in connection with the understanding of a person as a collective phenomenon, the inner world begins to be perceived as a representation of significant others. In particular, in psychoanalysis it is the representation of parents, in individual psychology it is siblings, in analytical psychology it is a multitude of personalities, up to the first man, that determine the formation of subjectivity. Based on this, we define the inner world not just as a semantic reality, but a reality for the production of meanings, provided by the cooperation of all the intimate personalities represented in one person, with whom she/he interacts directly and indirectly.Based on this, we propose a semantic analysis of the inner world, which involves the identification of a system of significant personalities, the subjective reflection of their values and actions, the study and rethinking of positive and negative influences that ensure the formation of new meanings.


2017 ◽  
Vol 14 (1) ◽  
pp. 89-96
Author(s):  
Mihaela Cozma

Abstract There is a close relationship between language and identity, and, consequently, any process of foreign language acquisition will exert a certain influence on the learners’ overall sense of identity. In the case of English learning, the situation is even more complex, since this foreign language is commonly perceived as a key to global access. The paper will discuss the role played by the English instruction in the process of developing multiple identities in a multicultural Europe and beyond, taking into account research data based on both the input offered by the English textbooks meant for high school level, and the Romanian students’ perceptions in this respect.


Author(s):  
John H. Harvey ◽  
Julia Omarzu
Keyword(s):  

2010 ◽  
Vol 31 (2) ◽  
pp. 95-100 ◽  
Author(s):  
Claudia Quaiser-Pohl ◽  
Anna M. Rohe ◽  
Tobias Amberger

The solution strategies of preschool children solving mental-rotation tasks were analyzed in two studies. In the first study n = 111 preschool children had to demonstrate their solution strategy in the Picture Rotation Test (PRT) items by thinking aloud; seven different strategies were identified. In the second study these strategies were confirmed by latent class analysis (LCA) with the PRT data of n = 565 preschool children. In addition, a close relationship was found between the solution strategy and children’s age. Results point to a stage model for the development of mental-rotation ability as measured by the PRT, going from inappropriate strategies like guessing or comparing details, to semiappropriate approaches like choosing the stimulus with the smallest angle discrepancy, to a holistic or analytic strategy. A latent transition analysis (LTA) revealed that the ability to mentally rotate objects can be influenced by training in the preschool age.


2008 ◽  
Vol 29 (4) ◽  
pp. 205-216 ◽  
Author(s):  
Stefan Krumm ◽  
Lothar Schmidt-Atzert ◽  
Kurt Michalczyk ◽  
Vanessa Danthiir

Mental speed (MS) and sustained attention (SA) are theoretically distinct constructs. However, tests of MS are very similar to SA tests that use time pressure as an impeding condition. The performance in such tasks largely relies on the participants’ speed of task processing (i.e., how quickly and correctly one can perform the simple cognitive tasks). The present study examined whether SA and MS are empirically the same or different constructs. To this end, 24 paper-pencil and computerized tests were administered to 199 students. SA turned out to be highly related to MS task classes: substitution and perceptual speed. Furthermore, SA showed a very close relationship with the paper-pencil MS factor. The correlation between SA and computerized speed was considerably lower but still high. In a higher-order general speed factor model, SA had the highest loading on the higher-order factor; the higher-order factor explained 88% of SA variance. It is argued that SA (as operationalized with tests using time pressure as an impeding condition) and MS cannot be differentiated, at the level of broad constructs. Implications for neuropsychological assessment and future research are discussed.


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