Auswahl der wissenschaftlichen Literatur zum Thema „Schoolboys – Fiction“
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Zeitschriftenartikel zum Thema "Schoolboys – Fiction"
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Goddard, Chris. „Not the Last Word: Point and Counterpoint: The “Sweet” and the “Swill”: Farewell Welfare?“ Children Australia 14, Nr. 4 (1989): 17–18. http://dx.doi.org/10.1017/s0312897000002460.
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“It was a bright cold day in April, and the clocks were striking thirteen” (Orwell, 1949). The opening lines of 1984 have passed into the collective consciousness, gathering the familiarity that is reserved for great works of literature. The ‘Ministry of Truth’ was Winston Smith's employer and the name is now applied by journalists to the Victorian Government's media unit.Much science fiction has been treated with condescension and the label of approval, ‘literature’, has been applied sparingly, if at all. I have enjoyed the genre since reading The War of the Worlds by H.G. Wells. The terror and adventure of the story of the invasion by Martians held me enthralled, but the real thrill for me as a schoolboy was that much of the early action took place where I lived.
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Ghimire, Surendra Prasad. „The Depiction of Human Nature through Allegory: An Analysis of Golding's Lord of the Flies“. Indonesian Journal of English Language Studies (IJELS) 9, Nr. 2 (01.09.2023): 86–94. http://dx.doi.org/10.24071/ijels.v9i2.7125.
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This article critically analyzes Golding's Lord of the Flies to investigate how human nature was allegorically depicted by constructing an almost parallel fictional world to his contemporary time. In this paper, I argued that Golding allegorically exhibited the basic human nature of his contemporary time by experimenting with the schoolboys on the Pacific Ocean, which unveiled the brutal and uncivilized nature of schoolboys, and that such activities as depicted in the novel resembled the brutal and savage nature of the men of his time. The methodology I employed in this study was a close analysis of the primary text to examine how Golding used allegory to uncover the basic nature of human beings, and I analyzed secondary resources related to the study to support my arguments. The analysis identified that Golding depicted savagery and animalistic human nature through allegory, which questioned the traditional understanding of human nature as civilized and moral, and his experience of involving himself in the war and working as a school teacher helped him in reflecting such brutal and uncivilized events of his time. He provided a wider space and various layers of secondary meanings for characters, setting, and events in the story, which resonated in many respects with the events of his contemporary time. In addition, this study unpacked the fact that savagery existed inside the human heart and manifested in a lack of guardianship and civilizational forces in human beings. This paper will be useful in exploring the novel for a better understanding of human nature.
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Ghimire, Surendra Prasad. „Depiction of Human Nature through Allegory: An Analysis of Golding's Lord of the Flies“. Indonesian Journal of English Language Studies (IJELS) 9, Nr. 1 (10.02.2023): 12–19. http://dx.doi.org/10.24071/ijels.v9i1.5824.
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This article critically analyzes Golding's Lord of the Flies to investigate how human nature was allegorically depicted by constructing an almost parallel fictional world to his contemporary time. In this paper, I argued, Golding allegorically exhibited the basic human nature of his contemporary time by experimenting with the schoolboys on the Pacific Ocean which unveiled the brutal and uncivilized nature of schoolboys and such activities as depicted in the novel resembled the brutal and savagery nature of the men of his time. The methodology, I employed in this study was a close analysis of primary text to examine how Golding used allegory to uncover the basic nature of human beings and I analyzed secondary resources related to the study to support my arguments. The analysis identified that Golding depicted savagery and animalistic human nature through allegory which questioned the traditional understanding of human nature as civilized and moral and his experience of involving in the war, and working as a school teacher assisted him in reflecting such brutal and uncivilized events of his time by constructing an almost parallel story. He provided a wider space and various layers of secondary meanings of characters, setting, and events, of the story which resonated in many respects with the events of his contemporary time. In addition, this study unpacked the fact that savagery existed inside the heart of the human, and manifested in a lack of guardianship and civilizational forces in human beings. This paper will be useful in exploring the novel for a better understanding of human nature, and it will also provide direction for further study.
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Remillard, Arthur. „Frank Merriwell and the Fiction of All-American Boyhood: The Progressive Era Creation of the Schoolboy Sports Story“. Journal of American History 103, Nr. 4 (01.03.2017): 1051–52. http://dx.doi.org/10.1093/jahist/jaw551.
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Bloomer, W. Martin. „Schooling in Persona: Imagination and Subordination in Roman Education“. Classical Antiquity 16, Nr. 1 (01.04.1997): 57–78. http://dx.doi.org/10.2307/25011054.
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This article explores the relationship between Roman school texts and the socialization of the student into an elite man. I argue that composition and declamation communicated social values; in fact, the rhetorical education of the late republic and the empire was a process of socialization that produced a definite subjectivity in its elite participants. I treat two genres of Roman school texts: the expansions on a set theme known as declamation and the bilingual, Greek and Latin, writing exercises known as the colloquia amid the collections of hermeneumata. This article is more broadly concerned with the attitudes toward language use that are learned along with specific literacy skills. Habits of reading and writing and speaking are learned in scenes and contexts that contribute to concepts of the self and more widely of gender and social roles. The encounters and verbal interactions recurrently plot a deviation from violence or a return to civil and familial order through the proper verbal display of the elite speaker. The student speaker's assumption of roles, his training in fictio personae, is a strong training in memory and imagination-pretending to be someone else, pretending to talk like someone else, or pretending to talk on behalf of someone else. That someone else is most important as the schoolboy becomes the voice of or for prostitutes, the raped, slaves, freedmen, women. His was not a neutral ventriloquism in the styles of Latin but a training in the master's mode toward the ready conviction that the speaker can and must speak for others, his subordinates. Roman rhetorical education was a process of persona building, shaping the schoolboy in his future role while excluding others from the very right to become speaking subjects.
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Sentilles, Renée M. „Frank Merriwell and the Fiction of All-American Boyhood: The Progressive Era Creation of the Schoolboy Sports Story by Ryan K. Anderson“. Journal of the History of Childhood and Youth 10, Nr. 1 (2017): 135–36. http://dx.doi.org/10.1353/hcy.2017.0012.
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Robertson, J. „“Hell’s view”: Van de Ruit’s Spud – changing the boys’ school story tradition?“ Literator 32, Nr. 2 (22.06.2011): 33–64. http://dx.doi.org/10.4102/lit.v32i2.11.
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The article identifies salient features of Van de Ruit’s novels “Spud: a wickedly funny novel” (2005) and “Spud – the madness continues” (2007) and compares them with the corresponding motifs commonly found in historical British boys’ school stories, tracing shifts in discourse to establish the novels’ construction of a South African boyhood. The article argues that through his conscious subversion of the imperial model’s defining discourses, Van de Ruit’s fictional representation of Spud’s school experience portrays the previously accepted “ideal” construction of boyhood, with its unmistakably defined principles and uncontested ethical code, as fundamentally challenged by the variety of alternative discourses to which the modern protagonist is exposed. The resultant construction of Spud’s South African boyhood is, therefore, characterised by the protagonist’s constant struggle to assimilate the frequently incongruous and bewildering discourses (about moral courage and personal integrity, in particular) that compete for his attention. The pivotal component of this particular construction of boyhood may be argued not to be a strict adherence to a clearly defined schoolboy ethic, but as a variable that is ultimately dependent on the boy’s choices.
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Watson, John Gillard. „Watson, B., English Schoolboy Stories: An Annotated Bibliography of Hardcover Fiction. Pp. xxvii + 199. Metuchen, NJ and London: The Scarecrow Press, 1992. £18.75“. Notes and Queries 42, Nr. 2 (01.06.1995): 253–54. http://dx.doi.org/10.1093/notesj/42.2.253.
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France, Peter. „Quintilian and Rousseau: Oratory and Education“. Rhetorica 13, Nr. 3 (1995): 301–21. http://dx.doi.org/10.1525/rh.1995.13.3.301.
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Abstract: Jean-Jacques Rousseau, the enemy of books and civilized learning, might seem poles apart from Quintilian, who was so popular in France in the eighteenth century. Nevertheless, although there are only small traces of direct contact between the author of Émile and the Institutio, comparison between the two works is illuminating. Both are large-scale educational treatises embodying a vision of humanity. The important common ground between them concerns the importance of early childhood, a certain moral idealism, and the prfrence for a manly form of speech. Significant divergences begin to appear in relation to three major areas of concern: citizenship and the public life, the relation of words to things, and the question of acting, imagination, and fiction. Je ne me lasse point de le redire: mettez toutes les leçons des jeunes gens en actions plustôt qu'en discours; qu'ils n'apprennent rien dans les livres de ce que l'expérience peut leur enseigner. Quel extravagant projet de les exercer à parler sans sujet de rien dire, de croire leur faire sentir sur les bancs d'un collège l'énergie du langage des passions, et toute la force de l'art de persuader sans intérêt de rien persuader à personne! Tous les préceptes de la rhétorique ne semblent qu'un pur verbiage à quiconque n'en sent pas l'usage pour son profit. Qu'importe à un Ecolier comment s'y prit Annibal pour déterminer ses soldats à passer les Alpes? (I never tire of repeating it: put ail your tessons for young people into actions, not speeches; let them learn nothing from books which they could learn from experience. What an insane idea to exercise them in speaking when they have nothing to speak about, to believe one can make them feel on their school benches the language of the passions and ail the force of the art of persuasion, when they have no interest in persuading anybody! All the precepts of rhetoric are pure verbiage to anyone who cannot see what use they are to him. What does it matter to a schoolboy how Hannibal set about persuading his soldiers to cross the Alps?)
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Shevtsov, N. V. „Mir Bozhiy magazine and Russian culture in the late 19th – early 20th century“. Concept: philosophy, religion, culture 4, Nr. 2 (31.07.2020): 63–70. http://dx.doi.org/10.24833/2541-8831-2020-2-14-63-70.
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Mir Bozhiy (God’s World) magazine is justly attributed to the lead periodicals of the p lutionary Russia. It came out in 1892-1906. During that relatively short period, it managed to win well-deserved respect and popularity among its readers. The circulation of 18 thousand issues in its best years is a perfect proof. No other classical fat magazine had such a wide circulation. At first, Mir Bozhiy was considered a specialized edition for young audience. That was the reason for its religious name referring at a young soul exploring the world of the God. However, very soon it turned into a magazine for wider public and readers of different ages. Already one year after it was first published, its cover had the subtitle complimented with a note «for self-education». Mir Bozhiy became a magazine for family reading replacing books, schoolbooks and encyclopaedias.Its readers had all reasons to love the magazine. Published works of literature — poems, stories, and novels stood out with their high literary level; and scientific reviews represented thorough analytical studies that contained brave and original conclusion. Contributors of the content included the authors who made Russian poetry and literature shine such as Dmitriy Merezhkovskiy, Ivan Bunin, Dmitriy Mamin-Sibiryak, Alexander Kuprin and others.Exceptional articles came out from the philosophers Sergey Bulgakov, Nikolay Berdyayev, the economist Mikhail Tuhan-Baranovskiy, publishers Pavel Milyukov and Nikolay Iordanskiy, historian Vasily Klyuchevskiy. Articles about music and arts were also frequent in the magazine.Remarkable publications of the magazine became possible thanks to the high professionalism of its staff members who had literary talents and deep scientific knowledge. One of them, Angel Bogdanovich, was not only an outstanding editor but also an excellent publisher. The real masters of literary translation were Lidia Tuhan-Baranovskaya and Maria Kuprina-Iordanskaya, her first husband was the writer Alexander Kuprin, the head of the magazine’s fiction department. Finally, the magazine’s chief editor Fyodor Batyushkov who was the descendant of the famous Russian poet significantly contributed to the success of the magazine.Though, in 1906 due to the political situation, the «harmful magazine» as considered by the censors was closed, publications of the Mir Bozhiy continued influencing the development of Russian literature, science and culture for a long time.
Dissertationen zum Thema "Schoolboys – Fiction"
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Adam, Duncan. „Schoolboys, toughs and adulteresses : representations of desire in the fiction of Mishima Yukio“. Thesis, SOAS, University of London, 2010. http://eprints.soas.ac.uk/28935/.
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This thesis addresses the varying ways in which sexual desire is portrayed in a range of fictional works by Mishima Yukio. It presents a fresh examination of the central role that desire plays in Mishima's work, in the light of contemporary literary theory, particularly cultural materialism and queer theory. The works discussed include a number of Mishima's popular entertainment novels. The representations of aspects of desire, including same-sex desire, sadomasochism and heterosexual relationships outside marriage, are compared to contemporary writing on these in Japanese non-literary discourse, as well as earlier literary representations of, in particular, same-sex desire. The influence of sexology and psychoanalysis is examined, specifically in the forms in which these accounts of desire were communicated to the Japanese reading public in journalism of the period. The relation of Mishima's fiction to popular journalism in general is discussed, with reference to the kasutori magazines of the Occupation period and women's magazines of the high-growth era. Mishima's strategies for representing sexual desire for men are discussed, including his use of literary allusion and his portrayal of women as desiring subjects. Aspects of his narrative technique are identified as camp, in that they use borrowed cultural authority to express desire from a non-dominant subject position. The use of allusion in Forbidden Colours is examined to show how Mishima used allusion to elaborate paradigms for same-sex desire other than those available in contemporary discourse.
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Derolez, Séverine. „La patrimonialisation des objets scientifiques contemporains et leurs contextes de valorisation : cas de l’accélérateur de particules Cockcroft-Walton“. Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE1274/document.
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Notre recherche en didactique des sciences, explore la potentialité des objets scientifiques contemporains à devenir des objets de patrimoine à travers un cas d'étude : l'accélérateur de particules Cockcroft-Walton (CW). Nous faisons l'hypothèse que la valorisation des objets scientifiques contemporains, étape importante du processus de patrimonialisation, est spécifique et nécessite une expertise particulière. Notre travail a été réalisé grâce au dispositif CIFRE, nous permettant de travailler aux côtés du musée des Confluences à Lyon, qui expose un accélérateur de particules CW dans Sociétés : le théâtre des hommes. L'Institut de Physique Nucléaire de Lyon (IPNL) possède également un appareil de ce type, qui est aujourd'hui au cœur d'un projet de valorisation. Notre analyse s'appuie sur une étude du contexte, historique, épistémologique et social, de « naissance » du premier accélérateur CW et d'une étude scientifique de l'objet. Nous avons également mené deux enquêtes, la première visant à retracer la trajectoire de l'accélérateur CW à Lyon, la seconde à retrouver l'ensemble des accélérateurs CW dans le monde. En nous appuyant sur différents travaux qui ont souligné les étapes du processus de patrimonialisation, nous avons caractérisé les spécificités du patrimoine scientifique contemporain, et recherché les traces laissées par ces caractéristiques dans la mise en exposition de l'objet. Nos résultats mettent en évidence le manque d'informations permettant l'interprétation et l'appropriation de l'accélérateur CW par un public, et nous invitent à interroger le contenu représentationnel de l'objet, véhiculé à travers d'autres contextes d'utilisation, formel ou fictionnelOur thesis in science education explore the potentiality of contemporary scientific objects to become objects of heritage through a study case: the Cockcroft-Walton particle accelerator (CW). We call it “patrimonialisation” (the making of heritage) according to Information and Communication Sciences. We assume that the value of contemporary scientific objects, an important stage of the patrimonialisation, is specific and requires a particular expertise. Our work was realized thanks to a french financing facility, allowing us to work with Le musée des Confluences in Lyon (France), which exposes a particle accelerator CW in Societies: the human theater. The Institute of Lyon Nuclear physics (IPNL) also possesses a device of this type, who is the focus of a recognition project. sing a multidisciplinary approach, our analysis begin with a study of historical, epistemological, social and scientific context, of the first one CW. We also led two inquiries, the first one to redraw the accelerator CW trajectory in Lyon, the second to find all the accelerators CW in the world. Several studies have indeed highlighted the stages of the patrimonialisation. Relying on these studies we characterized the specificities of the contemporary scientific heritage, and looked for tracks left by these characteristics in the exhibition text (museography). Our results demonstrate the lack of information allowing the interpretation (lecture) and the appropriation of the accelerator CW by a public, and invite us to question the representational contents of the object, conveyed through other contexts of use, formal or fictional
Bücher zum Thema "Schoolboys – Fiction"
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Karçığa, Önder. Okul yolunda. İstanbul: Morpa, 2009.
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Persaud, Petamber. The Balgobin saga. London: Hansib, 2009.
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Roberts, Lleucu. Stwff: Guto S. Tomos. Talybont, Ceredigion: Y Lolfa, 2010.
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Pan, Yiru. Wu shi shao nian de tian kong. 8. Aufl. Taibei Shi: Jiu ge chu ban she you xian gong si, 2013.
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Qin, Wenjun. Nan xiong nan di. 8. Aufl. Shanghai: Shao nian er tong chu ban she, 2015.
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Yadeng. Gui ju lao shi tiao pi hai er. 8. Aufl. Jinan Shi: Ming tian chu ban she, 2007.
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Cao, Wenxuan. Cao fang zi. 8. Aufl. Beijing Shi: Ren min wen xue chu ban she, 2011.
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Lü qun zi lao shi. Shanghai: Shao nian er tong chu ban she, 2015.
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Chʹae, Chŏng-tʹaek. Tutu de hong tou fa. 8. Aufl. Xianggang: Mu mian shu chu ban she, 2016.
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Garson, Sarah. Daydream Dan. London: Andersen Press, 2008.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Schoolboys – Fiction"
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Fennell, Jack. „Gothic Fiction in the Irish Language“. In Irish Gothic, 135–50. Edinburgh University Press, 2023. http://dx.doi.org/10.3366/edinburgh/9781399500555.003.0008.
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This chapter provides a broad overview of twentieth-century gothic writing as Gaeilge in the twentieth and twenty-first centuries. In the first half of the twentieth century, gothic storytelling occurred in the specific contexts of language revival and nation-building – contexts which infuse the material with political significance. Translation and adaptation were charged issues, and the translation of works such as Dracula or Strange Case of Dr Jekyll and Mr Hyde (translated into Irish by An Gúm), were liable to provoke angry responses from purist cultural nationalists. Original Irish-language gothic material – often written under pseudonyms – largely reflected the political tenor of the time in which it was written, demonstrating the country’s self-conscious attempts to straddle the division between tradition and modernity, while dealing with anxieties of infiltration and re-conquest. In the latter half of the twentieth century, Irish-language gothic stories proliferated in children’s literature and schoolbooks as well as newspapers, chapbooks and short story collections, gradually outgrowing political orthodoxy. The overview presented in this chapter will culminate with an examination of short films and television programmes in Irish with a gothic sensibility, such as An Fiach Dubh (2003), Rógairí (2005), Na Cloigne (2010), Dorchadas (2014) and An Gadhar Dubh (2017).
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Eastlake, Laura. „Imperial Boys and Men of Letters“. In Ancient Rome and Victorian Masculinity, 41–54. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198833031.003.0002.
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This chapter examines the Roman influences upon the muscular Christian virtue and hardy imperialist outlooks which sit at the heart of much Victorian schoolboy fiction including Thomas Hughes’s Tom Brown’s Schooldays (1857) and Kipling’s Stalky and Co. (1899). It then examines more closely constructions of an equivalent intellectual—or literary—masculinity embodied in the Man of Letters, whose identity, like those of his cousins the muscular Christian and the Victorian imperialist, is also derived from classical exemplars, but whose manliness is encoded more subtly, even metatextually, into works like Kipling’s Stalky. It argues that the refiguration of writing as a heroic act equivalent, and even superior to fighting, held a particular appeal for Victorian culture which perceived itself to have a uniquely modern relationship with the written word.
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Miola, Robert S. „Desiderius Erasmus“. In Early Modern Catholicism, 41–45. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780199259854.003.0002.
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Abstract Great Dutch humanist, scholar, and priest, Desiderius Erasmus (1459–1536) applied new philological methods to biblical texts, producing the Novum Instrumentum in 1516, an annotated Greek text of the New Testament with a revision of the Vulgate (the standard Latin translation by St Jerome). Erasmus diligently revised this work, Wnding many supporters in the Church, and many opponents, notably Gregory Martin, later translator of the Rheims New Testament (1582). Moreover, contributing to the great controversy over Luther’s doctrine of predestination, Erasmus aYrmed the freedom of the will in De libero arbitrio (On Free Will, 1524) and Hyperaspistes (1526). He wrote schoolbooks for Europe and urged reform of the clergy and of church practices (see fiction).
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Eastlake, Laura. „Reading, Reception, and Elite Education“. In Ancient Rome and Victorian Masculinity, 17–40. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198833031.003.0001.
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This chapter examines representations of identity formation in boys through acts of reading and particularly through acts of learning to grapple with the Latin language. This relationship between manhood and reading is evidenced in both the content and the semantic structures of schoolboy fiction. For Tom Brown, Eric, and Stalky—each of whom attend a different calibre or type of Victorian school—Latin is both the process through which boys become men and the designator of that manliness, with senior male figures like Thomas Arnold often being constructed as Caesar-like figures at the top of an ascending scale of maturity and seniority. Rome is often presented as both the maker and the marker of elite Victorian manliness in both its physical and intellectual varieties. Yet this chapter is also interested in changes and challenges to the classical curriculum in the nineteenth century as competing styles of masculinity emerged in the form of the captains of industry and science.
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Crossley, Alice. „Chapter 1 Violent Play and Regular Discipline: The Abuses of the Schoolboy Body in Victorian Fiction“. In The Victorian Male Body, 23–45. Edinburgh University Press, 2018. http://dx.doi.org/10.1515/9781474428620-004.
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