scholarly journals Elementi di astrologia nel Decameron censurato di Luigi Groto

2011 ◽  
Vol 44 (1-2) ◽  
pp. 129-140 ◽  
Author(s):  
Kristina Lazar
Keyword(s):  
The Other ◽  
The Third ◽  
Counter Reformation ◽  
The Way

The censored version of the Decameron by Luigi Groto, which was published in 1588, was already the third censorship of Boccaccio's masterpiece during the Counter-Reformation. As opposed to the other two censured versions, this one did not place emphasis on philological questions, but it tried above all to narratively fill the gaps created by expurgation; in some cases following the original plot and in the others changing it to such a degree that the novels remained barely recognizable. This article exposes some characteristics of Groto's mannerist style; especially the elements of astrology, which emerge in the expurgated parts of the text, and the way these elements function when inserted into Boccaccio's text.

scholarly journals Labels on the maps of the Third Military Survey of Austria-Hungary and on the survey maps of the Military Geographical Institute (Wojskowy Instytut Geograficzny) in Warsaw in the light of survey manuals

2015 ◽  
Vol 47 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Wojciech Włoskowicz
Keyword(s):  
The Other ◽  
Standard Map ◽  
The Third ◽  
Last Stage ◽  
The Right ◽  
The Military ◽  
Topographic Surveys ◽  
The Way

Abstract Materials from topographic surveys had a serious impact on the labels on the maps that were based on these surveys. Collecting toponyms and information that were to be placed as labels on a final map, was an additional duty the survey officers were tasked with. Regulations concerning labels were included in survey manuals issued by the Austro-Hungarian Militärgeographisches Institut in Vienna and the Polish Wojskowy Instytut Geograficzny in Warsaw. The analyzed Austro-Hungarian regulations date from the years 1875, 1887, 1894, 1903 (2nd ed.). The oldest manual was issued during the Third Military Survey of Austria-Hungary (1:25,000) and regulated the way it was conducted (it is to be supposed that the issued manual was mainly a collection of regulations issued prior to the survey launch). The Third Survey was the basis for the 1:75,000 Spezialkarte map. The other manuals regulated the field revisions of the survey. The analyzed Polish manuals date from the years 1925, 1936, and 1937. The properties of the labels resulted from the military purpose of the maps. The geographical names’ function was to facilitate land navigation whereas other labels were meant to provide a military map user with information that could not be otherwise transmitted with standard map symbols. A concern for not overloading the maps with labels is to be observed in the manuals: a survey officer was supposed to conduct a preliminary generalization of geographical names. During a survey both an Austro-Hungarian and a Polish survey officer marked labels on a separate “label sheet”. The most important difference between the procedures in the two institutes was that in the last stage of work an Austro-Hungarian officer transferred the labels (that were to be placed on a printed map) from the “label sheet” to the hand-drawn survey map, which made a cartographer not responsible for placing them in the right places. In the case of the Polish institute the labels remained only on the “label sheets”.

Univocality within Multivocality

2010 ◽  
Vol 2 (2) ◽  
pp. 46-62 ◽  
Author(s):  
Elie Podeh
Keyword(s):  
Jewish History ◽  
Linear Process ◽  
History Textbooks ◽  
The Other ◽  
Fourth Generation ◽  
Third Generation ◽  
Gradual Improvement ◽  
The Third ◽  
The Past ◽  
The Way

Previous research on the way in which the Arab-Israeli conflict and the image of the Arab have been presented in Jewish history and civics textbooks established that there have been three phases, each typified by its own distinctive textbooks. The shift from the first to the third generation of textbooks saw a gradual improvement in the way the Other has been described, with the elimination of many biases, distortions and omissions. This article explores whether new history textbooks, published from 2000 to 2010, have entrenched or reversed this trend. With the escalation of the Israeli-Palestinian conflict since the early 2000s, one might have expected that the past linear process of improvement would be reversed. However, textbooks written over the last decade do not substantially differ from those written in the 1990s, during the heyday of the peace process. The overall picture is, therefore, that the current textbooks do not constitute a fourth generation.

scholarly journals From reformation to counter-reformation to further reformation: A picture of the anti-Roman background of the Heidelberg Catechism

2013 ◽  
Vol 47 (2) ◽  
Author(s):  
Erik Van Alten
Keyword(s):  
Lord's Supper ◽  
Decision Makers ◽  
The Other ◽  
Council Of Trent ◽  
Counter Reformation ◽  
The Way

The anti-Roman sentiment of the Heidelberg Catechism is well-documented. In its contents the Catechism often seeks to combat Roman doctrine. However, this anti-Roman sentiment did not have its origin from textbooks and it was not merely an academic exercise. It was first and foremost a reaction to the ecclesiastical context of that time. At the same time that Elector Frederick III commissioned the writing of the Heidelberg Catechism, the Council of Trent was meeting on the other side of the Alpine mountains. Remarkably, this meeting had only recently decided to write a catechism of its own. It is very likely that the decision-makers in Heidelberg were aware of what was happening in Trent, and reacted accordingly. Underlying the decision to commission and write the Heidelberg Catechism was the acknowledgment of the importance of catechetical teaching. In several documents, which are closely related to the Heidelberg Catechism, the importance of catechetical teaching is highlighted. Interestingly, however, these documents also contrast the reformed principal of catechetical teaching with the Roman sacrament of confirmation. Whereas catechetical teaching leads children on the way from their baptism to the Lord’s Supper, the sacrament of confirmation takes away the urgency for any form of catechetical teaching.Daar is reeds baie geskryf oor die anti-Roomse sentiment wat uit die Heidelbergse Kategismus spreek. Inhoudelik voer die Kategismus dikwels ’n stryd met die Roomse leer. Die oorsprong van hierdie anti-Roomse sentiment kom egter nie net uit handboeke nie en dit was ook nie bloot ’n akademiese oefening nie. Dit was eerstens veral ’n reaksie op die kerklike konteks van daardie tyd. Dieselfde tyd toe Keurvors Frederick III opdrag gegee het vir die opstel van die Heidelbergse Kategismus, het die Konsilie van Trente aan die oorkant van die Alpe vergader. Dit is merkwaardig dat hierdie vergadering kort voor dit besluit het om op sy eie ’n kategismus op te stel. Die besluitnemers in Heidelberg was heel waarskynlik volkome bewus van wat in Trente gebeur het en het dienooreenkomstig opgetree. Onderliggend aan die besluit om opdrag te gee tot die opstel van die Heidelbergse Kategismus, was die besef van die belangrikheid van kategese. In verskeie dokumente wat nóú aan die Heidelbergse Kategismus verwant is, word die belangrikheid van kategese beklemtoon. Dit is egter interessant dat hierdie dokumente ook die kontras tussen die gereformeerde beginsel van kategetiese onderrig en die Roomse sakrament van die vormsel aantoon. Terwyl kategetiese onderrig kinders vanaf hulle doop tot by die nagmaal begelei, misken die sakrament van die vormsel die noodsaaklikheid van enige vorm van kategetiese onderrig.

scholarly journals The Theory of Thinking and the Capacity to Mentalize: A Comparison of Fonagy's and Bion's Models

2007 ◽  
Vol 10 (1) ◽  
pp. 189-198 ◽  
Author(s):  
Carla Mantilla Lagos
Keyword(s):  
Mental States ◽  
The Other ◽  
Human Beings ◽  
The Third ◽  
The World ◽  
The Mind ◽  
Developmental Line ◽  
The Way

This paper presents a comparison of two psychoanalytic models of how human beings learn to use their mental capacities to know meaningfully about the world. The first, Fonagy's model of mentalization, is concerned with the development of a self capable of reflecting upon its own and others' mental states, based on feelings, thoughts, intentions, and desires. The other, Bion's model of thinking, is about the way thoughts are dealt with by babies, facilitating the construction of a thinking apparatus within a framework of primitive ways of communication between mother and baby. The theories are compared along three axes: (a) an axis of the theoretical and philosophical backgrounds of the models; (b) an axis of the kind of evidence that supports them; and (c) the third axis of the technical implications of the ideas of each model. It is concluded that, although the models belong to different theoretical and epistemological traditions and are supported by different sorts of evidence, they may be located along the same developmental line using an intersubjective framework that maintains tension between the intersubjective and the intrapsychic domains of the mind.

Exile

2021 ◽  
pp. 398-414
Author(s):  
Johannes Bartuschat
Keyword(s):  
Major Element ◽  
Human Condition ◽  
The Other ◽  
The Third ◽  
Vita Nuova ◽  
Moral Lesson ◽  
Other World ◽  
The Relationship ◽  
The Way ◽  
The Human Condition

This chapter examines the way the poet represents his exile. It is composed of three parts: the first considers the way Dante handles his exile in relation to authorship, and reveals how he constructs his authority from his position as an exile in the Convivio, De vulgari eloquentia, and his Epistles. The second analyses exile as a major element of the autobiographical dimension of the Commedia. It shows that the necessity to grasp the moral lesson of the exile constitutes the very heart of the poem. The third part explores the relationship between exile and pilgrimage, the latter being, from the Vita Nuova onwards, a symbol of the human condition, and demonstrates how Dante interprets his experience both as an exile and as a wanderer in the other world in the light of pilgrimage.

Opposition in late eighteenth-century Ireland: the case of the Townshend viceroyalty

1981 ◽  
Vol 22 (88) ◽  
pp. 313-330 ◽  
Author(s):  
Thomas Bartlett
Keyword(s):  
Eighteenth Century ◽  
Free Trade ◽  
The Other ◽  
Political Life ◽  
The Third ◽  
Late Eighteenth Century ◽  
Late Eighteenth ◽  
The Way

Political life in Ireland in the third quarter of the eighteenth century was disturbed by three major opposition campaigns. From 1753 to 1756 there was the so-called money bill dispute in which Henry Boyle (later first earl of Shannon) mounted a formidable and largely successful opposition to the designs of the Dublin Castle administration for replacing him as chief undertaker. The years 1769-71 saw a noisy but ineffective opposition to Viscount Townshend’s plans for re-modelling the way Ireland was governed. And from 1778 to 1783 there was the famous patriot opposition led by Henry Grattan and Henry Flood which won for Ireland ‘a free trade’ and the ‘constitution of ’82’ The first and last ofthese opposition campaigns have been studied in detail; but the opposition to Townshend has been comparatively neglected, perhaps because the result was so unequivocally a victory for the Castle and hence less ‘heroic’ in its outcome than the other two campaigns. This paper sets out in the first instance to correct this imbalance by examining the reasons for the failure of the Irish opposition to Townshend.

scholarly journals From Narcissus to Genius through the Work of Pleshette DeArmitt

2015 ◽  
Vol 23 (2) ◽  
pp. 59-66
Author(s):  
Marygrace Hemme
Keyword(s):  
Hannah Arendt ◽  
The Other ◽  
Melanie Klein ◽  
Love Stories ◽  
The Third ◽  
The Subject ◽  
The Spectator ◽  
The Right ◽  
The Way

Through my reading of the section of Pleshette Dearmitt’s book The Right to Narcissism, entitled “Kristeva: the Rebirth of Narcissus,” I illustrate the way in which DeArmitt’s reading of Narcissus is reflected in Julia Kristeva’s conception of genius. DeArmitt describes narcissism as a structure through which subjectivity, language, self-love, and love for the other come about. Narcissism develops through a metaphorical relation of identification with a “loving third” in which the subject-in-formation is transferred to the site of the other, to the place from which he or she is seen and heard through the words of the mother directed at an other. The emerging subject catches the words of others and repeats them. The speech of the other, then, is a model or pattern with which the subject-in-formation identifies repeatedly, and it is through identifying with the third that the forming subject becomes like the other, a speaking subject herself. All love comes from narcissism because it is a repetition of this identification and transference. I connect this account to Kristeva’s Female Genius Trilogy by claiming that these works are love stories since they are based on a repetition of the narcissistic structure on a cultural level in their content and in their form, though for each genius it manifests through a different register. For Hannah Arendt the relation is between the actor and the spectator; for Melanie Klein it is between the analyst and the analysand; and for Colette it is between the writer and the reader. 

scholarly journals Aristotelian Analysis of Parvin E’tesami’s Poems: "The Reliever", "Two Courts" and "Words and Deeds"

2017 ◽  
Vol 75 ◽  
pp. 10-21
Author(s):  
Ahad Mehrvand
Keyword(s):  
Promising Result ◽  
The Other ◽  
Central Character ◽  
Western Literature ◽  
The Third ◽  
Profound Influence ◽  
Literary Theories ◽  
Research Show ◽  
The Way

The present paper aims at proving that Parvin E’tesami has been, consciously or unconsciously, under the profound influence of both ancient Persian and Western literatures in composing her poems. The overseas effect is mainly due to her translations of Western works and her intimate familiarity with Western literature. So far research into Parvin’s treatment of Aristotle, as founder of Western literary theories, has not yielded a promising result. The present researcher attempts to answer the question whether or not Aristotelian elements of anagnorisis and peripeteia play any roles in Parvin’s poems, and if so, how she uses them in some of her poems. The findings of this research show that, in the three selected poems, namely “The Reliever,” “Two Courts,” and “Words and Deeds,” Parvin has used the third type of anagnorisis and peripeteia, in which they happen concurrently, rather than the other two types, in which anagnorisis and peripeteia either precede or succeed each other. Parvin has not used these two Aristotelian concepts accidently. The use of the concurrent type becomes more significant if we know that it is the best type of Aristotelian usages of these two terms, an application which rightly and effectively paves the way for internal and external changes of the central character in the poems.

The Relative Emphasis Upon Mechanical Skill and Applications of Elementary Mathematics

1921 ◽  
Vol 14 (8) ◽  
pp. 435-443
Author(s):  
Fiske Allen
Keyword(s):  
Elementary Mathematics ◽  
Daily Life ◽  
The Other ◽  
The Third ◽  
Division Of Fractions ◽  
Life Problems ◽  
The Subject ◽  
High Degree ◽  
The Way

The teaching of elementary mathematics has two distinct purposes, quite closely connected with each other and yet easily distinguished. The pupil must develop a skill in the manipulation of the symbols of elementary mathematics and he must develop a power to apply them to the solution of life problems. By special emphasis upon either phase of the subject an ability can be developed in it without a corresponding ability in the other phase, and sometimes at the expense of ability in the other phase. It is easy to develop in pupils a high degree of skill in the mechanical processes of computation with almost no ability to decide in a particular problem what process is to be used. And in pioneer days many men were quite able to solve the problems met in daily life though knowing nothing of the use of figures for purposes of computation. It has been very interesting to me to note that pupils in the third and fourth grades, utterly innocent of the use of the symbols in division of fractions, will frequently solve problems involving division of fractious more readily than will those same pupils after they have been taught to “invert the divisor and multiply.” This does not mean that skill in computation with figures stands in the way of solving concrete problems, but that during the time devoted to acquiring the skill they have lost power in thinking number relations, possibly through a transfer of interest.

Questions for philosophical counselling

Human Affairs ◽  
2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Blanka Šulavíková
Keyword(s):  
Critical Thinking ◽  
The Self ◽  
The Other ◽  
Critical Reasoning ◽  
Philosophical Counselling ◽  
The Third ◽  
Other Hand ◽  
Classical Conception ◽  
Definition Of ◽  
The Way

AbstractThe article poses three questions relating to the self-definition of philosophical counselling: 1. Is it an alternative to psychological and psychotherapeutic approaches? 2. What is the therapeutic nature of philosophical counselling? 3. Is it contemplation or critical reasoning? The first part introduces some examples of the concepts that sharply distinguish philosophical counselling from psychological and psychotherapeutic approaches. It also considers those that mix these different approaches. The second part deals with the question of whether or not philosophical counselling can be considered to be a therapy. Some philosophical counsellors work on the belief that there is a synchrony between modern philosophical counselling and the classical conception of philosophy as therapy. Many, however, are of the opinion that it is not possible to speak of it in terms of therapy. The third part gives examples of the way in which philosophical counselling is understood to be contemplation and on the other hand of those who employ approaches based on critical thinking in philosophical counselling.

Sign in / Sign up

Export Citation Format

Share Document