《春秋》微言在《新列國志》中的移轉表現淺說

<p>處於銜接傳統與現代交替關鍵的明朝時期，人文風景展示著種種轉換的影像，或顯或隱，不論內涵與形式，都在巨細之間透露出相互呼應的消息，尤其是最能反映各類情境的通俗文學，不但吞吐即時訊息，而且提供背景資料，以及追蹤指南。因此，本論文擬連結儒家經典與通俗文學二者，探討傳統思維在時空易移下的吸納與演化。茲以精研《春秋》的「三言」（《喻世明言》、《警世通言》、《醒世恒言》）作者馮夢龍為關注主體，從轉變的角度，結合時代特質、學術取向、社會樣貌、文本體式、生命情理等多重層面，觀察其所撰《新列國志》之中，承載《春秋》的狀態，並尋繹其脈絡與意涵。</p> <p>&nbsp;</p><p>The Ming Dynasty was an era of alternating tradition and modernity. Popular literature was becoming more and more popular, and Feng Meng-long’s Xin Lie Guo Zhi is one of the representatives. This thesis will take Xin Lie Guo Zhi and Confucian classics Chun Que as examples to discuss the acceptance of Confucian thinking in popular literature at that time. The content includes: analysis and comparison of the characteristics of the times, social influence, writing characteristics, and humanistic care of Chun Que and Xin Lie Guo Zhi in angles of historical events, academic development, and literary performance.</p> <p>&nbsp;</p>

A Multi-Nodal Approach to Teaching Literature-In-French at Tertiary Levels

Purpose: The purpose of this research is to propose solutions to the problems posed by the teaching of Literature-in-French to the Anglophone learner who has not gained mastery of the appropriate collocations, registers, jargons and expressions that can adequately describe an experience, an emotion or a philosophical position as to be able to analytically engage in the debates or polemics raised by the author of a literary text.Methodology: The methodology used is explanatory and historical in which the brief account of French language teaching and its importance to the Nigerian economy is traced; the foundational teaching at the secondary and teacher training levels and French teaching for special purposes are fundamental to mastery and ability to communicate and engage in literary analyses, which is the major discourse. The teaching of French is explored and the practice of traditional approaches is juxtaposed with the innovative multi-nodal approach, developed from the author’s over thirty years of tertiary teaching.Findings: The findings are that a multi-nodal approach to teaching Literature-in-French to Anglophone learners will improve their linguistic and communicative abilities and is a predictor of better achievement in French.Unique contribution to theory, practice and policy: This research has proposed a multi-nodal technique for teaching Nigerian students whose limited lexical and syntactical competencies in French do not allow for elaborate analysis of literary subjects. The implication for teaching literature-in-French is that it will be theory based, the type that falls within the experience of learners and that they can discuss with ease. The multi-nodal approach comprises of other innovative activities like translation, comparative study, computer-aided learning, students’ participation in roles plays, skits and in particular the use of easy-to-read texts. All these activities combined should enable an all-round achievement in French language and literary performance

A Multi-Nodal Approach to Teaching Literature-In-French at Tertiary Levels

Purpose: The purpose of this research is to propose solutions to the problems posed by the teaching of Literature-in-French to the Anglophone learner who has not gained mastery of the appropriate collocations, registers, jargons and expressions that can adequately describe an experience, an emotion or a philosophical position as to be able to analytically engage in the debates or polemics raised by the author of a literary text.Methodology: The methodology used is explanatory and historical in which the brief account of French language teaching and its importance to the Nigerian economy is traced; the foundational teaching at the secondary and teacher training levels and French teaching for special purposes are fundamental to mastery and ability to communicate and engage in literary analyses, which is the major discourse. The teaching of French is explored and the practice of traditional approaches is juxtaposed with the innovative multi-nodal approach, developed from the author’s over thirty years of tertiary teaching.Findings: The findings are that a multi-nodal approach to teaching Literature-in-French to Anglophone learners will improve their linguistic and communicative abilities and is a predictor of better achievement in French.Unique contribution to theory, practice and policy: This research has proposed a multi-nodal technique for teaching Nigerian students whose limited lexical and syntactical competencies in French do not allow for elaborate analysis of literary subjects. The implication for teaching literature-in-French is that it will be theory based, the type that falls within the experience of learners and that they can discuss with ease. The multi-nodal approach comprises of other innovative activities like translation, comparative study, computer-aided learning, students’ participation in roles plays, skits and in particular the use of easy-to-read texts. All these activities combined should enable an all-round achievement in French language and literary performance

Irreverent Views of Natália Correia and Hilda Hilst from an Autobiographical Perspective

This article explores two talented, controversial writers. One Portuguese, the other Brazilian, both fueled by irreverence and provocation in the way they focus on themselves and the world. Natália Correia, a poet, novelist and Azorean playwright (1923-93), whose work emerged in the midst of the Salazar regime, and with a militant political-literary performance with other leading figures in Portuguese culture and literature during the 1950s and 1960s. Her poetry maintains affinities with aesthetic tendencies of Surrealism, although she was not a strict follower of any literary movement. Hilda Hilst, a poet, prose and playwright from São Paulo (1930-2004), was a militant of different nature. She was not linked to any aesthetic programs or literary trends, a singularity that even today defies critics.

Je Pense à Vous and La Promesse: From Describing to Performing

This chapter looks at two early Dardenne films, Je Pense à Vous (1992) and La Promesse (1996). The gap between these two films proved momentous in the Dardennes’ career, as they were able, after the critical, commercial and, in their eyes, personal failure of Je Pense à Vous, to rethink their approach to film style, which led to La Promesse, the true ‘beginning’ of their career as it is commonly known and their first explicit engagement with Levinas’s ethical philosophy. The chapter considers this radical change in film style to be akin to the distinction that J. L. Austin, in his lectures on performativity, makes between constative and performative uses of language, the first being description and the second being performance. The chapter begins by positing a parallel between the shifts in Emmanuel Levinas’s ethical philosophy from the descriptions of Totality and Infinity to the literary performance of Otherwise than Being and the Dardennes’ reconfiguration of their style between Je Pense à Vous and La Promesse. This will show how, just as Levinas sought to clarify his ethics by deploying a more overtly performative style, so the Dardennes achieve a similar, Levinasian style in their filmmaking in La Promesse.