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Ulas, Ekin. "Outrageous insights : the ethical value of transgressive literature." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209494.
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The aim of this thesis is to explore the ethical value of literature that I will call ‘transgressive’. That is, literature which depicts morally condemnable characters and their behavior while adopting a perspective that does not condemn them. When readers engage imaginatively with this kind of literature, responding emotionally as solicited by the text, they may end up caring for these morally condemnable characters, and thus be forced to go beyond their habitual moral attitudes. This can be experienced by many readers when reading Lolita (1955) by Vladimir Nabokov, In Cold Blood (1966) by Truman Capote, and A Clockwork Orange (1962) by Anthony Burgess, the works that are the focus of this thesis.
The unexpected emotional responses of care, such as empathic feelings, sympathy, or compassion, that may appear as one engages with such transgressive novels can be ethically valuable as one transcends, in the fictive world, one’s often limiting norms of acceptability and expectations, and thus begins to understand and learn about so-called alien minds. Bridging the gap between fiction and reality, reading can become a transformative experience as the insight gained in a novel can impact one’s views and judgments in real life. Through imagination, one’s moral realm can be enhanced and refined to possibly train tolerance towards all aspects of humanity, even the most puzzling and disturbing ones. Importantly, by connecting us with people who at first seem not only separated but opposed to us in significant ways, fiction can be a place to question our own dangerous capacity to think, judge, and act in morally outrageous ways.published_or_final_version
Philosophy
Master
Master of Philosophy
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Whelan, Fiona Elizabeth. "Morals and manners in twelfth-century England : 'Urbanus Magnus' and courtesy literature." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:4ccb50b9-7e0e-49c8-b9c5-104dfefa3fea.
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This thesis investigates the twelfth-century Latin poem entitled Urbanus magnus or 'The Book of the Civilised Man', attributed to Daniel of Beccles. This is a poem dedicated to the cultivation of a civilised life, aimed primarily at clerics although its use extends to nobility, and specifically the noble householder. This thesis focuses on the text as a primary source for an understanding of social life in medieval England, and uses the content of the text to explore issues such as the medieval household, social hierarchy, the body, and food and diet. Urbanus magnus is commonly referred to as a 'courtesy text'. This thesis seeks to understand Urbanus magnus outside of that attribution, and to situate the text in the context of twelfth and thirteenth-century England. Thus far, scholarship of courtesy literature has focused on later texts such as thirteenth-century vernacular 'courtesy texts' or humanist works as exemplified by Erasmus's De civilitate morum puerilium. This scholarship looks back to the twelfth century and sees texts such as Urbanus magnus as 'early Latin courtesy texts'. This teleological view relegates such earlier texts to positions at the genesis of the genre and blindly assumes that they belong to the corpus of 'courtesy literature'. This neglects both their individual importance and their respective origins. This thesis examines Urbanus magnus as a didactic text which contains elements of 'courtesy literature', but also displays moral and ethical concerns. At the heart of the thesis is the question: should Urbanus magnus be considered as part of the genre of courtesy literature? This question does not have a simple answer, but this thesis shows that some elements and sections of Urbanus magnus do conform to the characteristics of courtesy literature. However, there are further sections that reflect other literary traditions. In addition to morals and ethics, Urbanus magus reflects other genres such as satire, and also reveals social issues in twelfth-century England such as the rise of anti-curiale sentiment and resentment of upward social mobility. This thesis provides an examination of Urbanus magnus through the most prevalent themes in the text. Firstly, it explores the dynamics of the medieval household, along with issues such as social mobility and hierarchy. Secondly, it focuses on the depiction of the body and bodily restraint, covering topics such as speech, bodily emissions, and sexual activity. Thirdly, it discusses food and diet, including table manners, food consumption, and dietary effects of foodstuffs. The penultimate chapter looks at the manuscript dissemination of the text to investigate the different uses which Urbanus magnus found in subsequent centuries. The delineation of Urbanus magnus as part of the genre of courtesy literature ignores the social, cultural, and literary impact on the creation of the text. In response, this thesis has two aims. The first is to minimise the notion of genre, and treat Urbanus magnus as a text in its own right, and as a product of the twelfth century. The second shows that Urbanus magnus reflects both continuity and change in society in England following the Norman Conquest.
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Natarajan, Uttara Valli. "Hazlitt and the reach of sense : criticism, morals and the metaphysics of power." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308818.
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Conroy, Dene. "The development of a practical moral identity in Seneca's Epistulae morales 1-29." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52512.
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Thesis (MA)--Stellenbosch University, 2001.ENGLISH ABSTRACT: In the Epistulae Morales Seneca presents his moral philosophy. Scholars such as Hadot, Mans and Smuts have studied Seneca's moral philosophy in the Epistulae Morales. The question is, how does Seneca present and develop his moral philosophy in the Epistulae Morales, i.e. what literary technique does he use? Scholars have pointed out that Seneca's use of the epistolary form is an integral part of this literary technique. The epistolary form was an ideal medium for conveying his moral philosophy: "[Seneca] presented himself as a spiritual guide, and for that purpose he made use of the literary form of letters ... In this form Seneca was able to give a detailed presentation of the course of moral education" (Misch 1950:419). The more specific question is thus: how does Seneca use the epistolary form to present and develop his moral philosophy in the Epistulae Morales? In order to answer how Seneca employs the epistolary form, it is necessary to understand what Seneca's goal was with the Epistulae Morales. I suggest that the goal of Seneca's moral philosophy in the Epistulae Morales is the development of a practical moral identity. Seneca's choice of the letter as the form of his philosophical discussion enabled him to create certain fictional personae. The three main personae of the Epistulae Morales are the Ideal Persona (the embodiment of Seneca's moral philosophy), the persona Seneca and the persona Lucilius. These personae demonstrate the phases of moral progress. The Ideal Persona is the ideal, which the personae Seneca and Lucilius must strive towards becoming. The persona Seneca acts in the role of the mentor, advising the persona Lucilius on how to achieve this ideal, but he is himself still struggling towards it. The persona Lucilius is just beginning to walk the road of moral progress at the beginning of the Epistulae Morales. The phases of moral progress, which are enacted by the three personae, are also the phases of the development of a practical moral identity. The practical moral identity should thus be viewed both as a goal and as a process in the letters. Epistulae Morales 1-29 form a separate whole, as scholars have pointed out. These letters also supply sufficient evidence of Seneca's literary technique of developing a practical moral identity in the Epistulae Morales. A close reading of Epistulae Morales 1-29 in Chapter 2 analyses this literary technique. Chapter 3 involves a systematic exposition of the practical moral identity in terms of certain themes. The themes represent the main aspects of moral development, i.e. the main aspects of the development of a practical moral identity in Epistulae Morales 1-29.
AFRIKAANSE OPSOMMING: In die Epistulae Morales bied Seneca sy morele filosofie aan. Vakkundiges soos Hadot, Mans en Smuts het Seneca se morele filosofie in die Epistulae Morales bestudeer. Die vraag is egter, hoe ontwikkel Seneca sy morele filosofie in die Epistulae Morales, m.a.w watter literêre tegniek gebruik hy? Vakkundiges het daarop gedui dat Seneca se gebruik van die briefvorm 'n integrale deel van hierdie literêre tegniek uitmaak. Die briefvorm was 'n ideale medium om sy morele filosofie weer te gee: "[Seneca] presented himself as a spiritual guide, and for that purpose he made use of the literary form of letters ... In this form Seneca was able to give a detailed presentation of the course of moral education" (Misch 1950:419). Die meer spesifieke vraag is dus: hoe gebruik Seneca die briefvorm om sy morele filosofie in die Epistulae Morales te ontwikkel? Om hierdie vraag te beantwoord, is dit nodig om te verstaan wat Seneca se doel met die Epistulae Morales was. Ek stel voor dat Seneca die ontwikkeling van 'n praktiese morele identiteit ten doel gehad het. Seneca se gebruik van die briefvorm het hom in staat gestel om sekere fiktiewe personae te skep. Die drie hoof personae van die Epistulae Morales is die Ideale Persona (die verpersoonliking van Seneca se morele filosofie), die persona Seneca en die persona Lucilius. Hierdie personae verteenwoordig die fases van morele ontwikkeling. Die Ideale Persona is die ideaal, wat Seneca en Lucilius moet nastreef. Seneca speel die rol van mentor. Hy gee Lucilius raad oor hoe om hierdie ideaal te verwesenlik, maar hyself streef ook daarna. Die Epistulae Morales open met Lucilius aan die begin van sy morele ontwikkeling. Die fases van morele ontwikkeling wat deur die drie personae opgevoer word is ook die fases van die ontwikkeling van 'n praktiese morele identiteit. Die praktiese morele identiteit moet gesien word as beide 'n doel en 'n proses in die briewe. Epistulae Morales 1-29 vorm 'n afsonderlike geheel, soos deur vakkundiges uitgewys is. Hierdie briewe verskaf voldoende bewys vir die literêre tegniek waarmee die praktiese morele identiteit in die Epistulae Morales geskep word. 'n Gedetailleerde analise van Epistulae Morales 1-29 in Hoofstuk 2 analiseer hierdie literêre tegniek. Hoofstuk 3 gee 'n sistematiese uiteensetting van die praktiese morele identiteit in terme van sekere temas. Die temas verteenwoordig die hoof aspekte van morele ontwikkeling, m.a.w. die hoof aspekte van die ontwikkeling van 'n praktiese morele identiteit in Epistulae Morales 1-29.
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Mink, JoAnna Stephens Morgan William Woodrow. "The evolution of the literary hero a survey and a proposal for teaching strategies /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525562.
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Thesis (D.A.)--Illinois State University, 1985.Title from title page screen, viewed June 23, 2005. Dissertation Committee: William W. Morgan (chair), Glenn A. Grever, Stanley W. Renner, Ray Lewis White, William Piland. Includes bibliographical references (leaves 191-201) and abstract. Also available in print.
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Duric, Catherine Lynne. "'Reading makes a country great' : towards a pragrammatological ethics of reading." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610388.
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Martins, Daniele Pavan. "A contação de histórias como recurso facilitador do desenvolvimento do juízo moral de crianças da educação infantil /." Bauru, 2016. http://hdl.handle.net/11449/136464.
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Orientador: Rita Melissa LepreBanca: Antonio Francisco Marques
Banca: Leonardo Lemos de Souza
Resumo: A autonomia moral envolve a construção de valores por meio das relações interpessoais. Processo que se inicia na infância por meio da vivência de exemplos a situações cotidianas. O objetivo deste estudo foi verificar se um programa intencional e planejado com contação de histórias e reflexão coletiva pode contribuir para o desenvolvimento do juízo moral de crianças da pré-escola, tendo como objetivos específicos verificar como os juízos morais infantis são expressos durante as discussões das histórias contadas, e, desenvolver um instrumento de avaliação do juízo moral de crianças não alfabetizadas (produto final desta pesquisa). Fundamentado na Psicologia Genética de Jean Piaget a contação de histórias norteou este estudo. A metodologia adotada foi a da pesquisa-ação, na qual a pesquisadora atuou como observadora-participante. Participaram deste estudo 14 crianças de três a quatro anos de um Centro de Convivência Infantil de uma cidade de médio porte do interior paulista. Para a coleta de dados, foram elaboradas pares de histórias com gravuras que expressam a situação/dilema proposto. O instrumento proposto foi aplicado nas crianças participantes antes e depois de uma intervenção com 13 encontros, nos quais foram trabalhados os valores generosidade, amizade e justiça. Os resultados mostram que: as gravuras ajduaram as crianças a entenderem os dilemas e auxiliaram a emitirem as respostas; detectou-se a necessidade de adequação das histórias/dilemas para a idade das crianças entrevistadas que demonstraram entender efetivamente a proposta e o contexto das histórias, identificando o conflito moral e se posicionando sobre o mesmo; a intervenção possibilitou a elevação qualitativa do juízo moral das crianças e uma melhoria na capacidade dialógica e participativa do grupo. Considera-se que o desenvolvimento moral pode ser estimulado desde a mais tenra idade por meio de um trabalho intencional...
Abstract: The moral autonomy involves building values through interpersonal relationships. Process that begins in childhood by living examples and everyday situations. The aim of this study was to investigate whether an intentional program and planned with storytelling with storytelling and collective reflection can contribute to the development of moral judgment of children of pre-school, and aimed at verifying how children's moral judgments are espressed during the discussions of storytelling and develop an assessment tool of moral judment of illiterate children (final product of this research). Based on Genetic Psychology of Jean Piaget the story-telling guided this study. The methodology adopted was action research, in which the researcher has served as an observer-participant. The study included 14 children aged three to four years of Children's Social Center ofa mid-sized city in São Paulo State. To collect data, pair were prepared stories with pictures that express the situation/ proposed dilemma. The proposed instrument was applied in the participating children before and after an intervention with 13 meetings in which the values were worked generosity, freindship and justice. The results show that: the pictures helped the children understand the dilemmas and helped to issue responses; detected the need to adapt the stories / dilemmas for the age of the children interviewed who demonstrated effectively understand the proposal and context of the story, identifying the moral conflict and positioning on it; the intervention enabled the qualitative elevation of moral judgment of children and an improvement in the dialogic and participatory capacity of the group. It is considered that moral development can be stimulated from an early age by means of an intentional work involving
Mestre
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Larsson, Jessica. "”’It’s a Missage,’ he said to himself, ‘that’s what it is.” : Morals in A.A.Milne’s Winnie-the-Pooh and the House at Pooh Corner." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1582.
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This essay focuses on morals and different moral stages of the characters in A.A.Milne’s Winnie-the-Pooh and the House at Pooh Corner. The books about Winnie-the-Pooh are children’s books and like most books written for children, they contain valuable lessons that are meant to teach children something, usually something about morals. Both Winnie-the-Pooh and The House at Pooh Corner demonstrate, as I will discuss, different kinds of morals, which vary between different characters. The method I use is a close reading of Milne’s books about Winnie-the-Pooh, applying to them theories from Jean Piaget and other authorities on cognitive development and moral behavior. The result of my research points to different moral stages of the characters and the different lessons there are to learn from them. Utilizing Piaget’s theories on cognitive development, my conclusion is that some of the characters represent the adult world and mature adult behavior and some of the characters are more immature and behave as children. For the young reader, there are thus lessons to learn both from the representatives of the adult world and from the experience of children.
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Ocic, Sundberg Erik Daniel. "A Narratological Comparison of the Morals of Herbert West and Victor Frankenstein : Traces of Prometheus through Shelley towards Lovecraft." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61014.
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This essay explores the influence of contemporary values in two iterations of the Greek Prometheus myth and argues that the events portrayed in the two texts follow the structure of the myth and that the discourse in the texts shows traces of contemporary moral values. Mary Shelley’s Frankenstein (1818) is used as a starting point, but the focus is on Howard Phillip Lovecraft’s “Herbert West: Reanimator” (1922) as a later iteration of the Prometheus myth.The method for comparison is centred on disassembling the texts in accordance with the instructions found in Mieke Bal’s Narratology: Introduction to the Theory of Narrative (1997) to form tables of events. The functions of the events found in the Prometheus myth will then be used to sort the events from Lovecraft’s and Shelley’s work to assert focal points for comparing the moral values in the discourse.
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Dunbar, Erin Armintor Deborah Needleman. "The sacred and the profane Nin, Barnes, and the aesthetics of amorality /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11047.
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Han, Kyoung-Min. "Teaching Sympathy in Rural Places: Readers’ Moral Education in Nineteenth-Century British Literature." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1150337396.
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Van, der Nest Megan. ""Tell me how you read and I will tell you who you are": children's literature and moral development." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002852.
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It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.
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Halliwell, David. ""Nothing against good morals and correct taste" : subversion, containment and the masculine boundaries of Victorian sensation fiction." Thesis, University of Huddersfield, 2014. http://eprints.hud.ac.uk/id/eprint/23700/.
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The thesis explores the boundaries of sensation fiction with particular emphasis on masculine discourse as evidenced in these and their performance of ideological work. In its contemporary emphasis on the 1860s the study focuses on sensation novels in their initial published form as serials in family magazines and masculine discourse in paratexts surrounding instalments. Although masculinity is only one perspective in magazines there is sufficient cumulative evidence of a strong masculinist orientation in editorial selection of paratexts which I argue may affect the reading of instalments of sensation fiction. Critical reviews of these novels, the cultural anxieties and ideological fears they provoked are discussed in the following chapter. These critical reviews were a persistent feature of the periodical press and this is worth mentioning because they form a powerful, reactionary and persuasive viewpoint in the masculine boundaries of sensation fiction. Turning to modern criticism the thesis examines the neglect and omission of Edmund Yates, a sensation author who was very much part of the mid-nineteenth century literary scene. Through its emphasis on masculinities the thesis attempts to offer critical insights into the vexed and contentious question of how far sensation fiction is subversive and how far it is successfully and deliberately contained. In its assessment of Edmund Yates the study attempts to show that narrative structures which seem to support the containment of subversive trends in sensation fiction can be used to support dissident readings of a modern canon of sensation.
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Whitcomb, R. C. "The morality of Jane Austen in its literary and historical context." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Kleine, Karsten D. "Comparing moral values in Gotthold Ephraim Lessing's Miss Sara Sampson and Nathaniel Hawthorne's The scarlet letter." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1137.
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Cooper, Lydia R. Fulton Joe B. "Cormac McCarthy's heroes narrative perspective and morality in the novels of Cormac McCarthy /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5228.
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Stamoulis, Derek Clarence. "In pursuit of virtue : the moral education of readers in eighteenth-century fiction /." Title page, contents and preface only, 1991. http://web4.library.adelaide.edu.au/theses/09ARM/09arms783.pdf.
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Chrysanthou, Chrysanthos Stelios. "Narrative, interpretation, and moral judgement in Plutarch's 'Lives'." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:d7647c1c-22c9-4c4e-95e2-c93209592990.
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In the Parallel Lives Plutarch does not absolve his readers of the need for moral reflection by offering any sort of hard and fact rules for their moral judgement. Rather, he uses strategies for eliciting from readers an active engagement with the act of judging. This study, building upon and verifying further recent research on the challenging and exploratory, rather than affirmative, moral impact that the Lives are designed to have on their readers, offers the first systematic analysis of the representation of 'experimental' moralism of Plutarch's Parallel Lives. It seeks to describe and analyse the range of narrative techniques that Plutarch employs to draw his readers into the process of moral evaluation and expose them to the complexities and difficulties involved in making moral judgements. Through illustrating Plutarch's narrative techniques, it also sheds significant light on Plutarch's sensibility to the artistic qualities of historical narrative as well as to the challenges and dangers inherent in recounting, reading, and evaluating history. Chapter 1 considers the interrogatory nature of the moralism of the Lives and their narrative sophistication, which the insights of recent literary theories can help us to unfold and analyse. Chapter 2 is concerned with Plutarch's projection of himself and his readers, and, more specifically, with the devices that Plutarch exploits to build his authority with his readers, establish their complicity, and draw them into engaging all the more actively with the subjects of his Lives. Chapter 3 examines how Plutarch's delving into the minds of the in-text characters generates in readers empathy that keeps them alert up to the end of the Life to the complex and provisional character of a clear-cut moralising judgement. Chapter 4 reflects especially upon Plutarch's tendency to refrain from offering an overall moral conclusion in the closing chapters of the biographies. It examines several closural devices (such as anecdotes, the aftermath of cities, literary allusions, and generalised moral statements) that are effective in drawing readers to review in retrospect moral themes and questions which matter to the book as a whole, and (in the case of the endings of the second Lives) help a neat transition to the final comparative epilogue (Synkrisis) - whenever this follows. Chapter 5 explores how the Synkriseis expose readers to the particular challenges involved in deciding an overarching concluding judgement. It also closely examines the books that (as they now stand) do not have a Synkrisis and makes the case that no 'terminal irregularity' can justify and explain any deliberate omission of their comparative epilogues. Finally, Chapter 6 focuses on Plutarch's essay On the malice of Herodotus and explores how far Plutarch's techniques in the Lives escape and how far they are vulnerable to the criticisms that Plutarch makes of Herodotus. This analysis brings together the main strands of the earlier chapters so as to illuminate further Plutarch's narrative strategies; it also discusses the possibility that Plutarch exploits the rhetorical agonistic framework of the essay in order to elicit a similar sort of attentive and acute reader response to historical narrative, as in the Lives, and to arouse awareness of the precarious act of exercising moral judgement.
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EARLS, JOHN PATRICK. "THE MORAL ARGUMENT OF T. S. ELIOT'S "FOUR QUARTETS" (BRADLEY, ETHICS, NEO-HEGELIANISM, ROYCE)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183977.
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This study attempts to establish a connection between the moral philosophy of F. H. Bradley, particularly as expressed in his Ethical Studies and modified in the teaching of Josiah Royce, and the moral thought of Eliot's poetic writings, beginning with "The Love Song of J. Alfred Prufrock," culminating in Four Quartets, and finding a new mode of expression in the dramas. By tracing Eliot's moral thought to the nineteenth century anti-utilitarian moral controversies out of which Bradley's Ethical Studies grew, this study clarifies Eliot's position in the history of moral philosophy. For Bradley, the end of morality is not self-gratification; it is the realization of the universal will in the will of the individual. Hence the aim of moral action must be away from self-concern and toward the duties that society imposes on the individual. The Absolute, in which all individuals and societies culminate, invites us to true self-realization, while the egotistic self solicits us to physical and spiritual self-indulgence. Royce modifies Bradley's Absolute by making it a redemptive community in which the selfish actions of the past are given new meaning by heroic sacrifices in the present and future. The moral thought of Eliot's poetry and drama closely parallels this ethical system. In these works, Eliot dramatizes situations in which selfless motives are scarcely distinguishable from egotistic needs, merited suffering from heroic martyrdom. In Murder in the Cathedral, for instance, Thomas the Archbishop cannot will his martyrdom for the good of God's kingdom without also willing the gratification of his personal vanity. Four Quartets presents the same moral dilemma working itself out in Eliot's thoughts about his own life. He wonders if he has chosen his life as poet and critic as an unselfish response to duty--and hence as a path to God--or if he has chosen it out of personal vanity. In his considerations of time and eternity he comes to the conclusion that it is possible to redeem past mistakes by the present right intention.
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Large, David John. "On to Genesis: Malcolm Lowry, Ultramarine and Consequential Modernism." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11576.
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This thesis explores the composition, revision and prose structure of Malcolm Lowry’s first novel Ultramarine (1933), examining Lowry’s shifting techniques of paraphrase, metaphrase and direct quotation across a variety of drafts and published versions of the novel. Lowry’s early and deliberate assumption of specific—if objectively misleading—personae in early letters to his desired interlocutors portray the fraught process of presenting oneself in a desired light; Ultramarine, I suggest, enacts the same process not just on the prosaic level of its plot, but more crucially for Lowry, as evidence that he had emerged as an author in his own right. Complicating this process, however, my analysis of Ultramarine demonstrates that the novel contains a profoundly greater accretion of voices than has previously been assumed. Among the dozens of newly identified source texts addressed in the thesis, I have discovered in the novel Lowry’s unacknowledged literal prose translations of no fewer than eleven poems by the Norwegian poet and writer Nordahl Grieg. In light of these discoveries, the thesis proposes a reconceptualised approach to Ultramarine criticism and Lowry studies in general, based first on accounting for the influence of the perceivable signifying factors within a work (the ‘phenotext’), though with a view towards a fuller and more balanced explanation of the work’s generative factors (the ‘genotext’). Lowry wrote much of Ultramarine under the tutelage of Conrad Aiken, whose appreciation for polyphony and structured prose I see as demonstrably influential on the younger writer. Aiken’s early literary criticism and the novel Blue Voyage (1927) bear down strongly upon the short stories and drafts that form the nascent text of Ultramarine, though I suggest Lowry shook off Aiken’s influence as he began to exert his desire for true individuation: for authorial ontogenesis. So too did Lowry write against the work of his second literary father figure, Nordahl Grieg, whose poems Lowry had adopted in Ultramarine as lyrical and seemingly authentic expressions of his protagonist’s struggle. Lowry’s second novel In Ballast to the White Sea (1934–6) presents as a particularly reflective attempt to write himself out of Grieg’s shadow. A congenitally modernist writer, Lowry draws heavily upon the works, words and voices of other writers and poets in the process of composing and revising his own texts. Lowry’s prose has an aesthetic appeal greater than the sum of its textual parts: though a text such as Ultramarine is not created from ‘whole cloth’, understanding the warp and weft of Lowry’s textual weaving is of no lesser value than the annotative work of recognising the disparate threads that make up the text itself. I argue in my final chapter that Lowry’s idiosyncratic brand of late modernist composition is best termed a ‘consequential modernism’. Lowry writes as a consequence of his high modernist predecessors, and the interwoven text that results—cited, recited and enciphered—is of particular consequence as much for his dexterity and originality as for the breadth and depth of his source material.
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Vettore, Enrico. "The aesth/ethics of Leonardo Sciascia's writing : how Alessandro Manzoni and Jorge Luis Borges created a Sicilian writer /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190551.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 218-224). Also available for download via the World Wide Web; free to University of Oregon users.
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Story, Amy E. "Ethics and the boundaries of self : a study of Beauvoir and Levinas and a reading of Play as it lays and Beloved /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421615581&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 232-238). Also available for download via the World Wide Web; free to University of Oregon users.
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Snow, Seth David. "Raskolnikov and the Problem of Values." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1374229306.
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Dunbar, Erin. "The Sacred and the Profane: Nin, Barnes, and the Aesthetics of Amorality." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11047/.
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Barnes's Vagaries Malicieux, and Nin's Delta of Venus, are examples the developing vision of female sex, and both authors use their literary techniques to accomplish their aesthetic vision of amorality. Nin's visions are based on her and her friends' extreme experiences. Her primary concern was expressing her erotic and amorally aesthetic gaze, and the results of her efforts are found in her aesthetic vision of Paris and the amoral lifestyle. Barnes uses metaphor and linguistics to fashion her aesthetic vision. Her technique in "Run, Girls, Run!" both subverts any sense of morality, and offers an interesting and challenging read for its audience. In "Vagaries Malicieux" Barnes's Paris is dark while bright, and creates a sense of nothingness, indicated only by Barnes's aesthetic appreciation.
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Catel, Thibault. "« Le sentier de l’exemple » : morale et moralisation dans la nouvelle tragique en France de 1559 à 1630." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040195.
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L’objet de cette thèse est d’étudier la morale des histoires tragiques, du milieu du XVIe siècle au début du XVIIe siècle, à partir de la notion d’exemplarité. Cette notion nous permet de dépasser l’opposition entre l’histoire tragique conçue comme « histoire de loi » ou comme une littérature à sensation et de trouver une voie médiane entre le moralisme de l’une et immoralité de l’autre. La morale des histoires tragiques est avant tout une morale de l’exemple. Nous montrons que l’idée que l’exemplarité traverse une crise à la Renaissance doit être largement relativisée et que le mode d’énonciation de la nouvelle favorise son fonctionnement exemplaire. Nous analysons ensuite comment l’exemplarité morale permet de comprendre le positionnement générique des histoires tragiques et explique en grande partie son rapprochement avec l’histoire et la tragédie, conçues comme des genres moraux. Enfin, nous étudions la nature et les problèmes de cette exemplarité qui repose sur la force des mauvais exemples et sur des cas extraordinaires qui semblent aller à contre-courant des prescriptions morales. Les histoires tragiques tentent de mettre sur pied un nouveau type d’exemplarité qui s’appuie sur le cas singulier et non plus sur la répétition d’exemples semblablesThis thesis aims to show how exemplarity allows for a fresh analysis of the morality of tragic short stories, known as “histoires tragiques”, between the second half of the 16th century and the beginning of the 17th. The ”histoires tragiques” are neither just “histoires de loi” nor sensationalistic stories, and exemplarity helps us find a middle way between the former’s moralism and the later’s immorality. The morality of the “histoires tragiques” essentially works through examples: on this basis, we first put into perspective the crisis that exemplarity is thought to be going through during the Early modern period. We then argue that, through moral exemplarity, we can understand how the “histoires tragiques” take after the two moral “genres” of history and tragedy. Lastly, we study the limits of this exemplarity, which mainly proceeds from the seduction of bad examples and extraordinary cases that seem to be in contrast with commun moral. As the “histoires tragiques” don’t rely anymore on the repetition of similar exemples, this singularity of cases can be seen as a mean to renew exemplarity
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Negi, Akihide. "La « Poésie de l’Échec » : la littérature et la morale chez Jean-Paul Sartre." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040129.
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Il existe un domaine où Jean-Paul Sartre paraît n’avoir laissé, malgré sa polygraphie, presque aucune trace : la poésie. Mais était-elle dès lors étrangère à sa pensée ? Loin de là selon nous. L’acception de ce mot ne se limite pas chez lui au sens ordinaire d’un genre littéraire, mais elle désigne aussi un mode d’être-dans-le-monde propre au poète-écrivain, qui se résume en choix de l’« échec » ou de « l’impossible ». Même si larvée dans ses écrits, la réflexion de Sartre autour de cette idée nous semble former une systématicité qu’on pourrait appeler un « deuxième Qu’est-ce que la littérature ? » qui, en articulant de manière paradoxale l’esthétisme antihumaniste et la moralité de l’« anthropodicée », trahit parfois le premier — qui ne cesse, pour autant, d’être la pensée de la « littérature engagée ». Dans cette présente étude, suivant de telles lignes conductrices, nous avançons nos analyses en deux étapes. Le premier temps de notre travail sera consacré à l’analyse structurelle de la « poésie » sartrienne, menée d’abord sur le plan du projet existentiel (Partie I), ensuite sur le plan de la création poético-littéraire (Partie II). À cette analyse fera suite le second temps de la recherche, la réflexion sur la portée morale de la « poésie » comprise au sens sartrien (Partie III)There is a domain in which Jean-Paul Sartre appears not to have left any trace, in spite of his polygraphy: poetry. Was it then strange to his thought? Far from it, in our opinion. In Sartre’s work, this word is not limited to the ordinary sense of a literary genre, but also designates a mode of being-in-the-world specific to the poet-writer, which comes down to the choice of “failure” or “impossibility.” Though it remained latent in his writings, his reflection on this idea seems to form a systematicity of what we could call the “second What is literature?” that, articulating in a paradoxical way the antihumanistic aestheticism and morality of “anthropodicy,” sometimes betrays the first What is literature? — without ceasing to be the thought of “committed literature.” Following these guidelines, in this thesis, we advance our analysis in two steps. The primary phase of our work will be devoted to the structural analysis of Sartrian “poetry,” led first on the level of an existential project (Part I), and subsequently, on the level of a poetico-literary creation (Part II). This analysis will be followed by the second phase of the research, reflection on the moral range of “poetry” understood in the Sartrian sense (Part III)
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Stedman, Barbara A. "The word become fiction : textual voices from the evangelical subculture." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917838.
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Between 1979 and 1994, conservative, Protestant Christian fiction, or simply "evangelical fiction," has burgeoned into a powerful literary representative of America's modern evangelical subculture. This study examines that phenomenon by combining: (a) close textual analysis of the novels, particularly novels written by two important evangelical novelists--Janette Oke, romance writer, and Frank Peretti, author of supernatural thrillers; (b) analysis of the reading habits and tastes of 218 readers of evangelical fiction in the Muncie, Indiana, area by way of questionnaire responses and also follow-up interviews with 75 of those respondents; and (c) careful investigation of the cultural context in which these novels are written, published, and read.One particular issue investigated is whether readers read these novels primarily for entertainment or for spiritual edification. On one hand, these novels fit into the category of "popular" fiction and therefore meet readers' needs for entertainment, albeit entertainment that is consistent with evangelicals' theology, lifestyle, and world view. On the other hand, these novels fill readers' needs for edification, for overt religious support and teaching, for perpetuation of what evangelicals already believe. They are, in Roland Barthes' words, examples of doxa, i.e., history transformed into nature.Another special issue investigated is the role that these novels play in the battle against mainstream secular culture. In particular, Oke's novels function as cultural preservers, particularly of nineteenth-century models for the family, morality, and unworldliness; and Peretti's novels function as cultural combatants, actively naming and attacking secular enemies, especially the New Age movement and abortion industry.The study concludes that evangelical fiction not only reflects evangelical subculture, but also affects it; that the genre has undergone dramatic changes from 1979 to 1994 and that publishers, writers, and readers are calling for more sophisticated fiction. However, evangelical fiction, as a cultural expression, falls within what is sometimes called the "evangelical ghetto" and, since evangelicalism is a religious orthodoxy, the fiction will have difficulty emerging from that ghetto.Department of English
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Loicq, Aline. "Aux origines de la discipline littéraire: le sens de la communauté. une histoire des Bonnes Lettres 1450-1545." Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211648.
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Araújo, Taciana Belluci de [UNESP]. "O desenvolvimento do raciocínio moral por meio da técnica da discussão moral: estudo realizado com alunos do ensino fundamental, na disciplina de Língua Portuguesa." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/90147.
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araujo_tb_me_rcla.pdf: 1446448 bytes, checksum: b3d421c53380047ad9c5493923c1a86b (MD5)É visível a preocupação com um modelo de Educação que tenha como princípio a formação da cidadania. Surge, portanto, no meio escolar, a necessidade de se produzir ações que focalizem o ensino de valores morais, dentro desse contexto, uma vez que aos educadores e a todos os agentes envolvidos com a Educação é atribuída a tarefa de se educar ética e moralmente os indivíduos. E este é o interesse desta pesquisa, que apresenta uma alternativa de intervenção pedagógica que culmina na prática da discussão de dilemas morais encontrados no enredo das Fábulas Italianas, compiladas por Ítalo Calvino em 1954. Os objetivos que permearam todo o desenrolar desta pesquisa foram: identificar o nível evolutivo da noção de justiça em que se encontram os sujeitos participantes, de acordo com as teorias de Piaget e Kohlberg, em duas classes do Ensino Fundamental (uma experimental e outra de controle), dentro de uma instituição pública de ensino e verificar se o trabalho pedagógico com o enredo de algumas fábulas italianas, por meio da técnica da discussão moral, implica em uma evolução qualitativa no nível do raciocínio moral. Para tanto, os sujeitos participaram de um pré-teste que corresponde às respostas dadas aos dilemas de Kohlberg. Posteriormente, participaram da intervenção pedagógica e, por último, realizaram o pós-teste com os mesmos questionamentos aplicados no pré-teste. A análise qualitativa dos dados baseou-se nesses depoimentos fornecidos pelos sujeitos, tendo o cuidado de acompanharmos o raciocínio e a estrutura de seu pensamento, caracterizando o seu estágio de raciocínio moral antes e depois de todo o trabalho de intervenção pedagógica, relacionando-os sempre com as teorias de Piaget e Kohlberg e com a teoria da análise de conteúdo de Bardin (1977). Observou-se, ao final dessa pesquisa, que os sujeitos que participaram da Classe Experimental...
It is clearly identifiable the existence of a strong concern towards the existence of an Education model that aims for citizenship development. As a consequence, the school environment holds the need for actions that focus on the teaching of moral values, considering that educators and other teaching-related agents have the difficult task of teaching their pupils both ethic and morally. The present research attempts to introduce an alternative pedagogical intervention which results in the discussion of moral dilemmas taken from the plot of Italian Folktales, compiled by Italo Calvino in 1954. One of the objectives pursued throughout this research was: to identify the level of justice maturity of each participant according to Piaget and Kohlberg theories in two groups of Secondary school (being one the experimental group and other the control group) from a public school. The second objective was to assess the pedagogical work with the plot of some Italian folktales - through moral discussion method - as a means of qualitative evolution in the level of moral reasoning. In order to achieve this result, the participants sat for a pre-test which fits Kohlberg dilemmas‟ answers. Afterwards, they were involved in a data gathering process during the period of pedagogical intervention and in the end, they sat for a post-test involving the same questions previously applied in the pre-test. The datum qualitative analysis was based on the testimony provided by participants. During the analysis, the reasoning and the structure of their thinking were closely observed in order to qualify their stage of moral reasoning before and after all the work of pedagogical intervention, applying Piaget and Kohlberg theories as well as the theory of content analysis by Bardin (1977). At the end of this research, it was observed that all the experimental group participants achieved a superior moral reasoning... (Complete abstract click electronic access below)
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George, Stephen K. "Of vice and men : a virtue ethics study of Steinbeck's The pearl, East of Eden, and The winter of our discontent." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/952814.
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As a writer and thinker, John Steinbeck has often been ridiculed by the academic community as trite and sentimental--someone who appeals to the masses but has little to say on life's "important" issues. This study applies an interdisciplinary approach to three of his later novels--The Pearl, East of Eden, and The Winter of Our Discontent--in order to more accurately assess the quality of Steinbeck's later fiction and to discover what this writer has to say concerning ethics and human nature, particularly the irrational emotions and vices.In concurrence with some of the latest research available, this study reveals that the emotions play a far greater role within the moral realm than previously believed by some philosophers and psychologists. Irrational emotions, such as extreme fear, anger, hatred, and guilt, are often sequential, cyclical, and cumulative in nature and frequently form dynamic combinations which feed on and intensify each other and which may lead to acts of violence or cruelty. Moreover, far from being uncontrollable, these emotions have been shown to have a cognitive dimension which is greatly influenced by upbringing and environment. As indicated in East of Eden, parental neglect and abuse play prominent roles in making certain characters susceptible to their own states of irrationality.The emotions are also primary to the development of more permanent character dispositions, both good and bad. As illustrated in East of Eden's Cathy Ames, a vice such as cruelty is often motivated and enabled by the fear and hatred that frequently form its core. Moreover, the vices themselves seem to be interactive and cumulatively debilitating; just as dishonesty plays a key role in enabling cruelty and loss of integrity, so does a lack of integrity make sense in a morally weak world.Thus, contrary to popular critical opinion, there was no dramatic falling off of quality in Steinbeck's writing, but rather a deliberate change in emphasis from social criticism to morality and from the group to the individual. This study confirms both the importance of what Steinbeck had to say as well as the eloquent and gifted manner in which he said it.Department of English
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Robjant, David. "The river as a guide to Iris Murdoch." Thesis, University of Wales Trinity Saint David, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683256.
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Oliveira, Jo?o Daniel Guimar?es. "Sem Pen?lopes ? espera: uma leitura da Pornopop?ia, de Reinaldo Moraes." Universidade Estadual de Feira de Santana, 2015. http://localhost:8080/tede/handle/tede/477.
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This study performs a reading of Pornopop?ia (2009), the romance wrote by Reinaldo Moraes, borned in S?o Paulo. In my analysis, I try to identify the manifestations of street smarts and cynicism present in Zeca figure, the protagonist. In the erotic and irresponsible adventure of romance, this guy of metropolis finds himself at the mercy of consumerism and moral vacuum. The individualism and the hero's hedonism, mostly geared toward to the enjoyment, are the result of the logic of a society where the consumer is not a subject but its object. Zeca integrates a particular line of characters that possibly originated in Spain with so-called picaresque novels. Such a line had in Manuel Antonio de Almeida a pioneer in Brazil, with the book Mem?rias de um sargento de mil?cias, in which the author, though inheriting characteristics of the Spanish rogue, absorbs the folk style of local historical figures like Peter Malasartes, creating, so in Leonardo (protagonist of Mem?rias), the prototype of the Brazilian trickster. While in the first chapter i select some individuals who, given their representation throughout history, would be formative parts for the creation of Zeca, in the second i choose for bringing literary examples listed as examples of the types listed in the previous chapter, as well as notabilizam themselves while Reinaldo Moraes' precursors. In the third chapter I dwell on the text and develop my reading from three directions: the Zeca relations with pleasure, with morality and with the void. Therefore, reflect, in this dissertation, on the possible belonging of this character, given its sharp bend to the marginal and peripheral zone.
O presente trabalho realiza uma leitura da Pornopop?ia (2009), romance do escritor paulista Reinaldo Moraes. Em minha an?lise, busco identificar as manifesta??es da malandragem e do cinismo presentes na figura de Zeca, o protagonista. Na aventura er?tica e irrespons?vel do romance, esse indiv?duo da urbe se v? ? merc? do consumismo e do vazio moral. O individualismo e o hedonismo do her?i, majoritariamente voltados para o gozo, s?o frutos da l?gica de uma sociedade para a qual o consumidor n?o ? o sujeito, mas seu objeto. Zeca integra uma linha particular de personagens que possivelmente originou-se na Espanha com os chamados romances picarescos. Tal linha teve em Manuel Antonio de Almeida seu pioneirismo aqui no Brasil, com a obra Mem?rias de um sargento de mil?cias, na qual o autor, embora herdando caracter?sticas do p?caro espanhol, absorve o estilo folcl?rico de figuras hist?ricas locais como Pedro Malasartes, criando, assim, em Leonardo (protagonista das Mem?rias), o prot?tipo do malandro brasileiro. Enquanto no primeiro cap?tulo elenco alguns sujeitos que, dada a sua representatividade ao longo da hist?ria, seriam pe?as formativas para a cria??o de Zeca, no segundo opto por trazer exemplos liter?rios que figuram como exemplos dos tipos listados no cap?tulo anterior, bem como notabilizam-se enquanto precursores de Reinaldo Moraes. No terceiro cap?tulo me debru?o sobre o texto e desenvolvo minha leitura a partir de tr?s dire??es: as rela??es de Zeca com o prazer, com a moral e com o vazio. Assim sendo, reflito, nesta disserta??o, acerca do poss?vel pertencimento desta personagem, tendo em vista sua n?tida curvatura para a zona marginal e perif?rica.
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Mahar, Karen E., and University of Lethbridge Faculty of Arts and Science. "Comstockery and censorship in early American modernism / Karen E. Mahar." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of English, 2011, 2011. http://hdl.handle.net/10133/2601.
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Anthony Comstock was a moral crusader who abhorred all things lewd and obscene, and
who was successful in introducing the Comstock Law to help his fight against it. His lifelong
battle against vice at the end of the nineteenth-century had an impact on literature
and the literary world as it transitioned from Victorian prudery to modernist realism.
Comstock’s influence negatively affected publishers, distributers, and writers, in
particular, canonical Americans Walt Whitman and Theodore Dreiser. His methods were
unconventional, and in the name of morality, Comstock often behaved immorally to
achieve his goals of protecting youth from being corrupted by obscenity. The question of
the value of censorship was present then, as it still endures today, and centered on the
potential harm of viewing or reading obscene materials. Although Comstock presented an
impressive record of confiscations and arrests, his crusade did not have a lasting effect
beyond the fin de siècle.vi, 99 leaves ; 29 cm
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Brunner, Diogo Schmidt. "A epopeia pornô de Reinaldo Moraes : uma narrativa contemporânea /." Assis, 2013. http://hdl.handle.net/11449/94038.
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Orientador: Benedito AntunesBanca: Eliana Maria de Melo Souza
Banca: Ana Maria Domingues de Oliveira
Resumo: O presente estudo visa analisar alguns aspectos relevantes da obra Pornopopéia do escritor paulistano Reinaldo Moraes. Nele, buscamos discutir o possível ressurgimento da figura do malandro na literatura brasileira, assim como fizemos algumas tentativas de interpretação, analisando o narrador-personagem Zeca, a questão da linguagem do romance, que traz algumas novidades quanto à estrutura narrativa, o uso bastante particular do conceito do tempo, a comicidade, questão quase central da narrativa, e, finalmente, as relações e representações gerais que permeiam o livro e que seriam um espelho para analisar as relações do mundo urbano e contemporâneo propriamente dito
Abstract: The present study aims to examine some relevant aspects of the work Pornopopéia from the São Paulo's capital writer, Reinaldo Moraes. In it, we look forward to highlight issues such as the possible resurgence of the scoundrel figure in Brazilian literature, as well as other attempts of interpreting and analyzing the narrator Zeca. The question of the language of the novel, which brings some news about the narrative structure; the use of a very particular time concept; the comicality, almost a central question of the narrative; and finally, the relations and general representations that permeate the book as a mirror, to examine the relationships of the contemporary urban world itself
Mestre
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Ricca, Silvia. "Théories de la compassion dans le Zibaldone. Leopardi lecteur des Lumières." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA139.
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Thème central des débats du XVIIIe siècle sur les fondements de la sociabilité humaine et sur les sources du Moi, la compassion est aussi l’un des sentiments les plus analysés par Leopardi dans son journal philosophique, le Zibaldone. Or, plus que tout autre siècle ou tradition, le XVIIIe siècle marque de son empreinte l’étude léopardienne des passions humaines. La doctrine de la compassion de Leopardi subit-elle aussi cette influence ? Quelle place occupe Leopardi dans l’histoire moderne des théories philosophiques de la compassion ? Se situe-t-il du côté des défenseurs de la compassion, exemplairement représentés par Rousseau, ou du côté de ses nombreux adversaires ? Après un premier chapitre introductif sur le contexte où prend forme le nouveau paradigme moral et lexical du XVIIIe siècle, cette recherche aborde les grandes questions rencontrées par Leopardi dans son analyse de la compassion : la nature énigmatique de ce sentiment ; ses principes et ses composantes ; les conditions psycho-physiques des différentes catégories de personnes qui sont prédisposées ou non à éprouver ce sentiment ; les objets « pitoyables » ainsi que les états d’âme et les moments de la vie qui favorisent davantage l’apparition de ce sentiment. Enfin, le dernier chapitre ouvre une perspective sur la dernière forme de compassion envisagée par Leopardi : la compassion universelle. Ce travail souhaite ainsi souligner les nuances de la théorie et de l’expérience du sentiment de la compassion chez Leopardi, en montrant la complexité d’une analyse toujours en tension entre anthropologie et morale, ontologie et phénoménologie, philosophie et poésieCompassion, at the center of the Enlightenment debate on the fundamentals of sociability and human nature, is perhaps one of the most analyzed feelings in Leopardi’s Zibaldone. Enlightenment contributed, more than any other tradition, to the shaping of Leopardi’s thought, and surely contributed to his interest in passions and human nature. Hence, can we say that it also influenced his examination of compassion ? What is the place of Leopardi within the modern history of the philosophical theories of compassion ? Does he stand with its defenders, whose main champion is Rousseau, or rather with its many opponents ?After an introductory chapter outlining the context in which the new moral and lexical paradigm of the Enlightenment develops, this study explores the topics examined by Leopardi in his analysis of compassion : the enigmatic nature of this feeling, its principles and elements ; the psychophysical conditions of different categories of people who are predisposed, in different degrees, to feel compassion ; the objects that move compassion ; the different moods and stages of life in which one is more inclined to compassion. Finally, the last chapter presents the ultimate form of compassion in Leopardi : the universal compassion. The main goal of this research is therefore to illustrate the diverse facets of the theory and experience of compassion in Leopardi, and to show the complexity of his analysis, which is constantly in between anthropology and morals, ontology and phenomenology, philosophy and poetry
Al centro del dibattito illuministico sui fondamenti della sociabilità e della natura umana, la compassione è forse uno dei sentimenti più analizzati nello Zibaldone di Leopardi. Più di ogni altro secolo e di ogni altra tradizione, quella illuministica ha contribuito alla formazione del pensiero di Leopardi, influenzandone soprattutto l’interesse verso le passioni e la natura umana. Si può dire che questa tradizione abbia inciso anche sull’analisi leopardiana della compassione ? Qual è il posto di Leopardi nella storia moderna delle teorie filosofiche della compassione ? Si schiera con i suoi difensori, di cui il rappresentante principale è Rousseau, o con i suoi numerosi avversari ?Dopo un primo capitolo introduttivo sul contesto in cui prende forma il nuovo paradigma morale e lessicale dell’illuminismo, questa ricerca affronta le tematiche incontrate da Leopardi nella sua analisi della compassione : dalla natura enigmatica di questo sentimento ai princìpi e componenti ; dalle condizioni psicofisiche delle diverse categorie di persone che sono più o meno predisposte a provare compassione, agli oggetti “compassionevoli” ; dagli stati d’animo ai momenti della vita in cui si è più inclini a provare questo sentimento. Infine, l’ultimo capitolo offre uno scorcio sull’ultima forma di compassione leopardiana : la compassione universale. Questo lavoro intende così mettere in luce le numerose sfaccettature della teoria e dell’esperienza della compassione in Leopardi, mostrando la complessità di un’analisi sempre in tensione tra antropologia e morale, ontologia e fenomenologia, filosofia e poesia
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Oliveira, Aurea Maria de. "Literatura infantil e desenvolvimento moral : a construção da noção de justiça em crianças pre-escolares." [s.n.], 1994. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253840.
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Orientador : Orly Zucatto Mantovani de AssisTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho de pesquisa teve por objetivo demonstrar a importância de uma intervenção pedagógica, no processo de construção da moralidade infantil, por intermédio da Literatura Infantil como elemento desencadeador da reflexão moral. Foram criadas duas situações experimentais: a dramatização e a apresentação posterior das imagens gravadas em vídeo. A finalidade dessas situações experimentais foi a de propiciar às crianças as oportunidades de compreenderem as diferenças entre os seus valores individuais e os valores que permeiam as atitudes sociais. Ao discutir, refletir e questionar a conduta das personagens, os sujeitos desta pesquisa tiveram que julgar as ações das mesmas, procurando solucionar os conflitos existentes, sem o receio de virem a ser punidos e sem a intenção de virem a ser recompensados. A preocupação fundamental deste estudo foi evidenciar que a educação moral não se constitui em um fator isolado, no currículo escolar, razão pela qual é necessário que se reflita sobre este tema, considerando-o um exercício legítimo de democracia, favorecendo o processo de construção da autonomia, do raciocínio e da cooperação. A Escola e os educadores devem preocupar-se com a formação de indivíduos capazes de refletir, discutir e solucionar os conflitos sociais e morais, por meio do diálogo, da busca de alternativas viáveis, da exposição de idéias, da coordenação de pontos de vista divergentes e da elaboração e reelaboração dos princípios e normas que regem a vida social. No atual contexto histórico-político-social, é de grande importância que haja uma preocupação central em criar condições, para que os sujeitos, em fase de escolarização, vivenciem o processo de construção dos seus próprios valores, pois isso lhes possibilitará a formação de uma consciência crítica, transformando-os em elementos capazes de compreender e coordenar as várias concepções de valor existentes dentro de uma sociedade. Neste momento histórico-político-social, está ocorrendo uma tentativa de transformação social, na qual os princípios éticos universais estão sendo questionados. Está ocorrendo uma busca pela redefinição dos princípios éticos que deveriam reger os valores sociais, morais, políticos, econômicos, jurídicos e religiosos. Entretanto, a concretização de uma transformação social e a compreensão dos princípios éticos universais estão diretamente relacionadas à construção e à clarificação dos valores morais e sociais do indivíduo, caracterizando a elaboração de um nível de justiça: cada vez -mais, complexo e elaborado
Doutorado
Psicologia Educacional
Doutor em Educação
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Barbosa, Ana Claudia Bandeira [UNESP]. "Perfil de Prudente de Moraes, Neto." Universidade Estadual Paulista (UNESP), 2002. http://hdl.handle.net/11449/99163.
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O trabalho de mestrado Perfil de Prudente de Moraes, neto, buscou recuperar parte dos artigos publicados pelo autor em diferentes periódicos. Dessa forma, esse trabalho será composto por uma introdução bibliográfica e intelectual de Prudente de Moraes, neto, apresentado por meio de alguns de seus amigos; logo após segue o corpo do trabalho, que é uma reprodução de parte dos artigos encontrados. Quanto à organização do trabalho, este contará, de início, com o prefácio introdutório, composto pelos dados biográficos do autor, de maneira mais ampla, em suas características intelectuais de crítico e estudioso da literatura brasileira, seguido do corpus central, ou seja, a reprodução parcial dos artigos encontrados.
The master degree project Perfil de Prudente de Moraes, neto, tried to recover part of the articles published by the author in different newspapers. This way, this project will be composed by a biographical and intellectual introduction of Prudente de Moraes, neto, presented through some oh his friends; right after the project itself will follow, wich is a reproduction of a part of the articles found. As for the organization of the project, this will coutain, in its beginning, the introductionary preface, composed by biographical data from the author, on a wider view, about his intelectual characteristics as a critic and studious man of the Brazilian literature, followed by the central corpus what means, a partial reproduction of the articles found.
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Barbosa, Ana Claudia Bandeira. "Perfil de Prudente de Moraes, Neto /." Assis : [s.n.], 2002. http://hdl.handle.net/11449/99163.
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Orientador: José Carlos ZamboniBanca: Rosane Gazolla Alves Feitosa
Banca: Luiz Eduardo Ramos Borges
Resumo: O trabalho de mestrado Perfil de Prudente de Moraes, neto, buscou recuperar parte dos artigos publicados pelo autor em diferentes periódicos. Dessa forma, esse trabalho será composto por uma introdução bibliográfica e intelectual de Prudente de Moraes, neto, apresentado por meio de alguns de seus amigos; logo após segue o corpo do trabalho, que é uma reprodução de parte dos artigos encontrados. Quanto à organização do trabalho, este contará, de início, com o prefácio introdutório, composto pelos dados biográficos do autor, de maneira mais ampla, em suas características intelectuais de crítico e estudioso da literatura brasileira, seguido do corpus central, ou seja, a reprodução parcial dos artigos encontrados.
Abstract: The master degree project Perfil de Prudente de Moraes, neto, tried to recover part of the articles published by the author in different newspapers. This way, this project will be composed by a biographical and intellectual introduction of Prudente de Moraes, neto, presented through some oh his friends; right after the project itself will follow, wich is a reproduction of a part of the articles found. As for the organization of the project, this will coutain, in its beginning, the introductionary preface, composed by biographical data from the author, on a wider view, about his intelectual characteristics as a critic and studious man of the Brazilian literature, followed by the central "corpus" what means, a partial reproduction of the articles found.
Mestre
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Källström, Dan. "Learning from Matthew Arnold’s Thought on Moral Education and Literature." Thesis, Högskolan i Gävle, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24060.
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Almeida, Leandro Thomaz de 1978. "Literatura naturalista, moralidade e natureza." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270046.
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Orientador: Márcia Azevedo de AbreuTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: O critério moralizante, presente de maneira inconteste enquanto elemento de atribuição de valor dos romances produzidos em meados do século XIX no Brasil, também esteve presente na literatura naturalista. Essa constatação, nada óbvia se considera a crítica sobre o naturalismo produzida durante todo o século XX, ampara-se tanto na recepção crítica dos romances naturalistas contemporânea ao seu lançamento, quanto na elaboração teórica do escritor Émile Zola. Ao se deter no tema da moral enquanto critério avaliativo da literatura de finais do XIX, o presente trabalho procura também explicar a relação que a literatura e o naturalismo guardaram com a idéia de natureza, muito presente nas discussões que envolveram a tarefa de representação da realidade que seria própria ao naturalismo. Ele propõe ainda uma leitura dos romances Bom- Crioulo, A carne e Livro de uma sogra, a partir das discussões teóricas tratadas na tese
Abstract: The moral criterion for evaluating the literature, unchallenged while the mid-nineteenth century in Brazil, was also present in the literature naturalist. This finding, nothing obvious if one considers the criticism on naturalism produced throughout the twentieth century, is supported by both the critical reception of contemporary naturalistic novels, as the theoretical elaboration of the writer Émile Zola. By dwelling on the theme of morality as a criterion of evaluation literature from the late nineteenth, this thesis also seeks to explain the relationship that literature and naturalism kept with the idea of nature, very present in discussions involving the task of representing reality that would be proper to naturalism. He also proposes a reading of the novels Bom-Crioulo, A carne e Livro de uma sogra, taking into account the theoretical discussions addressed in the thesis
Doutorado
Historia e Historiografia Literaria
Doutor em Teoria e História Literária
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Brunner, Diogo Schmidt [UNESP]. "A epopeia pornô de Reinaldo Moraes: uma narrativa contemporânea." Universidade Estadual Paulista (UNESP), 2013. http://hdl.handle.net/11449/94038.
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000746273.pdf: 836812 bytes, checksum: 70296dddc92842a3a08dbb041f055ab8 (MD5)O presente estudo visa analisar alguns aspectos relevantes da obra Pornopopéia do escritor paulistano Reinaldo Moraes. Nele, buscamos discutir o possível ressurgimento da figura do malandro na literatura brasileira, assim como fizemos algumas tentativas de interpretação, analisando o narrador-personagem Zeca, a questão da linguagem do romance, que traz algumas novidades quanto à estrutura narrativa, o uso bastante particular do conceito do tempo, a comicidade, questão quase central da narrativa, e, finalmente, as relações e representações gerais que permeiam o livro e que seriam um espelho para analisar as relações do mundo urbano e contemporâneo propriamente dito
The present study aims to examine some relevant aspects of the work Pornopopéia from the São Paulo’s capital writer, Reinaldo Moraes. In it, we look forward to highlight issues such as the possible resurgence of the scoundrel figure in Brazilian literature, as well as other attempts of interpreting and analyzing the narrator Zeca. The question of the language of the novel, which brings some news about the narrative structure; the use of a very particular time concept; the comicality, almost a central question of the narrative; and finally, the relations and general representations that permeate the book as a mirror, to examine the relationships of the contemporary urban world itself
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Marshall, Jamie. "Character education instruction integrated through literature in elementary classrooms." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JMarshall2006.pdf.
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Santana, Christine Arndt de. "Educação e literatura: a "moral em exercício" em Diderot." Pós-Graduação em Educação, 2013. https://ri.ufs.br/handle/riufs/4877.
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Ce qui a été exposée dans cette thèse est d étudier la relation entre l éducation et la littérature à
la pensée de Denis Diderot, basée sur une analyse du Plan d une Université de La Louange a
Richardson et de La Religieuse. En conséquence, le but de cette littérature avis a été rédigé
diderotienne dans une perspective morale et de l éducation en ce qui concerne l expression
littéraire à travers l idée de «l exercice moral». Pour être en mesure d atteindre cet objectif, il
était nécessaire d étudier le point de vue moral sous-jacent au Plan et, à travers lui, d aller
dans les deux autres oeuvres de Diderot, ici analysés afin d identifier la façon dont ce point de
vue moral dans ces écrits que nourrit ce Plan; présenter quelles sont les procédures de
O que se tem em tela nesta Tese é investigar a relação entre a Educação e a Literatura no pensamento de Denis Diderot, partindo da análise do Plano de uma Universidade, do Elogio a Richardson e de A Religiosa. Nesse sentido, o objetivo geral deste escrito foi analisar a literatura diderotiana a partir de uma perspectiva de moral e educação que estejam relacionadas à expressão literária através da ideia de moral em exercício . Para ser possível alcançar tal fim, foi necessário investigar a perspectiva de moral subjacente ao Plano e, por meio dele, ir até as duas outras obras de Diderot, aqui analisadas, para identificar como a perspectiva de moral presente nestes escritos alimenta aquele Plano; apresentar quais são os procedimentos da moral em exercício ; compreender a relação que existe entre a ideia de moral em exercício e a função educativa da Literatura e reconhecer tal ideia nos textos analisados. A metodologia usada para alcançar os resultados obtidos foi a da pesquisa bibliográfica a partir da perspectiva interpretativa-hermenêutica, entendida como a busca dos nexos argumentativos e das estruturas lógicas do texto. No desenvolver desta Tese, foi possível concluir que o Elogio é uma poética que existe em nome de uma ideia, a moralização dos homens, e que tem em A Religiosa a sua concretização no que respeita aos procedimentos da moral em exercício . Para que fosse possível chegar a esta conclusão, o presente escrito precisou ser dividido em três capítulos: o primeiro, que trata da Educação no Século da Pedagogia e apresenta a mudança de paradigma ocasionada naquele período, quanto ao conceito de Educação e quanto a sua efetivação nos estabelecimentos de ensino. O segundo, que conceitua o que é Educação para Diderot a partir da explicação de como se dá a relação entre os termos da sentença Instrução, Virtude e Felicidade. E o último que se propôs a explicar o porquê de Diderot sacrificar a bela página à bela ação, quando coloca a moral em exercício
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Rodrigues, Priscila Gomes. "Literatura e moral nos contos exemplares de Sophia Andresen." Universidade Federal do Amazonas, 2014. http://tede.ufam.edu.br/handle/tede/2388.
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Previous issue date: 2014-03-20Fundação de Amparo à Pesquisa do Estado do Amazonas
La literatura siempre acompañó al hombre en todo su trayecto, incluso mucho antes de la escritura a través de las narrativas orales. Entre las temáticas presentes en la literatura en el transcurso de los tiempos la moral siempre fue muy abordada desde las sociedades antiguas hasta la actualidad. Por medio de las fábulas el hombre maduró la producción de la literatura moralizante que a su vez sufrió a lo largo del tiempo modificaciones, resultando hoy en el cuento moral. Es a través de un levantamiento bibliográfico que este trabajo pretende comprender la relación de la literatura con la moral desde los tiempos más remotos hasta los días más actuales, y de esa forma construir un escenario teórico para el análisis de los cuentos O jantar do Bispo, A viagem e Retrato de Mónica presentes en la obra Contos Exemplares de Sophia de Mello Breyner Andresen. Para alcanzar tal objetivo el presente trabajo está dividido en tres capítulos. El primero consiste en un levantamiento bibliográfico sobre la historia del cuento desde sus orígenes hasta los días actuales con el intuito de percibir las transformaciones sufridas por el género a lo largo del tiempo. Las principales obras utilizadas en este capítulo fueron Teoria do conto (2002) de Nádia Batella Gotlib, Formas simples: legenda, saga, mito, adivinha, ditado, caso, memorável, conto, chiste (1930) de André Jolles, A criação literária: prosa I: formas em prosa, o conto, a novela, o romance (2006) de Massaud Moisés entre otras referentes al cuento no solamente al respecto de su origen sino también su función social a lo largo del tiempo. El capítulo siguiente se trata de un levantamiento bibliográfico sobre algunas de las principales teorías filosóficas sobre la moral que tuvieron grande influencia en la construcción de lo que se entiende por moral hoy. Esa búsqueda se torna necesaria para percibir los cambios ocurridos en los estudios filosóficos y en el pensamiento predominante de cada época, desde la sociedad primitiva hasta el mundo contemporáneo. El cuadro teórico de este capítulo está compuesto principalmente por la obras Ética (2010) de Adolfo Sánchez Vázquez, Escritos de Filosofia IV: Introdução à ética filosófica 1 (1999) de Henrique C. de Lima Vaz, O fundamento da moral (2006) de Marcel Conche, entre otros que abordan ese rescate histórico de las principales teorías y filósofos en cada momento de la sociedad. El último capítulo está constituido por los análisis de los tres cuentos. Los análisis están divididos en tres segmentos, el cristianismo, lo fantástico y la moral filosófica. Esa división ocurre porque se entiende que esos son los tres elementos más presentes en los cuentos analizados y que juntos construyen la moral de cada cuento. Las principales obras utilizadas para los análisis son Aminadab, ou o fantástico considerado uma linguagem (2005) de Jean-Paul Sartre, Ética, sexualidade, política (2006) de Michel Foucault, Ensaios sobre moral e política (2001) de Francis Bacon, Sophia de Mello Breyner: Contos exemplares (1990) de Maria Graciete Besse, además de otras sobre símbolos y objetos que posibilitan el análisis de los hechos de la narrativa con el fin de aproximarse de la moral contenida en los cuentos. Es a través de esa unión que la obra Contos Exemplares, con sus narrativas cortas le proporciona al lector una reflexión sobre la moral de forma casi inconsciente. Busca en la tradición cristiana, en las referencias de los filósofos griegos y en las alegorías de lo fantástico la moral del hombre contemporáneo.
A literatura sempre acompanhou o homem em todo seu trajeto, mesmo muito antes da escrita através das narrativas orais. Entre as temáticas presentes na literatura no decorrer dos tempos a moral sempre foi muito abordada desde as sociedades antigas até a atualidade. Por meio das fábulas o homem amadureceu a produção da literatura moralizante que por vez sofreu ao longo do tempo modificações, resultando hoje no conto moral. É através de um levantamento bibliográfico que este trabalho pretende compreender a relação da literatura com a moral desde os tempos mais remotos até os dias mais presentes, e dessa forma construir um cenário teórico para a análise dos contos O jantar do Bispo, A viagem e Retrato de Mónica presentes na obra Contos Exemplares de Sophia de Mello Breyner Andresen. Para alcançar tal objetivo o presente trabalho está divido em três capítulos. O primeiro consiste em um levantamento bibliográfico sobre a história do conto desde suas origens aos dias atuais com o intuito de perceber as transformações sofridas pelo gênero ao longo do tempo. As principais obras utilizadas nesse capítulo foram Teoria do conto (2002) de Nádia Batella Gotlib, Formas simples: legenda, saga, mito, adivinha, ditado, caso, memorável, conto, chiste (1930) de André Jolles, A criação literária: prosa I: formas em prosa, o conto, a novela, o romance (2006) de Massaud Moisés entre outras que tratam sobre o conto não somente a respeito de sua origem mas também sua função social ao longo do tempo. O capítulo seguinte trata de um levantamento bibliográfico sobre algumas das principais teorias filosóficas sobre a moral que tiveram grande influência na construção do que se entende por moral hoje. Esse busca se torna necessária para perceber as mudanças ocorridas nos estudos filosóficos e no pensamento predominante de cada época, desde a sociedade primitiva ao mundo contemporâneo. O quadro teórico deste capítulo está composto principalmente pelas obras Ética (2010) de Adolfo Sánchez Vázquez, Escritos de Filosofia IV: Introdução à ética filosófica 1 (1999) de Henrique C. de Lima Vaz, O fundamento da moral (2006) de Marcel Conche, entre outros que abordam sobre esse resgate histórico das principais teorias e filósofos em cada momento da sociedade. O último capitulo constitui-se das análises dos três contos. As análises estão dividas em três seguimentos, o cristianismo, o fantástico e da moral filosófica. Essa divisão ocorre por se entender que esses são os três elementos mais presentes nos contos analisados e que juntos constroem a moral de cada conto. As principais obras utilizadas para as análises são Aminadab, ou o fantástico considerado uma linguagem (2005) de Jean-Paul Sartre, Ética, sexualidade, política (2006) de Michel Foucault, Ensaios sobre moral e política (2001) de Francis Bacon, Sophia de Mello Breyner: Contos exemplares (1990) de Maria Graciete Besse, além de obras sobre símbolos e objetos que possibilitam a análise dos fatos da narrativa a fim de se aproximar da moral contida nos contos. É através dessa junção que a obra Contos Exemplares, com suas narrativas curtas proporciona ao leitor uma reflexão sobre a moral de forma quase que inconsciente. Busca na tradição cristã, nas referências dos filósofos gregos nas alegorias do fantástico sua moral, sem deixar de retratar a moral do homem contemporâneo.
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Dotto, Neto Ignacio. "Prosa preguiçosa e exotismo, a literatura de Wenceslau de Moraes." [s.n.], 2003. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270156.
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Orientador : Paulo FranchettiDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Mestrado
46
Trott, Tânia Mara Cassel. "Miro o mar, Morais no grande tabuleiro?" Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102183.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Literatura.Made available in DSpace on 2013-07-16T00:15:01Z (GMT). No. of bitstreams: 1 213356.pdf: 842312 bytes, checksum: 9a69792c5dd7f9ddae4667190a04d3e8 (MD5)
Esta pesquisa tem como objeto de estudo a obra A coroa no reino das possibilidades, do escritor catarinense Miro Morais e pretende realizar o entrecruzamento entre a corrente filosófica existencialista e a história veiculada no romance, cujo tema principal é comum e pertinente: a busca incessante da liberdade. Inicialmente investiga-se a trajetória literária do autor, seu estilo ficcional, temática e sua recepção na crítica literária. A seguir, percorre-se a história, temas e principais pensadores da filosofia existencialista, vertente filosófica que se propalava nos meios intelectuais na época em que o romance foi escrito. Logo, reconhece-se a forte influência que essa corrente de pensamento exerceu na poética literatura de Miro Morais, que numa escrita lúdica e lúcida leva o leitor a refletir sobre a vida, a liberdade e o sentido da existência.
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Logan, S. W. "The moral implications of Wordsworth's style." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371692.
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Sund, Elizabeth M. K. A. "Literature and the Moral Imagination: Smithean Sympathy and the Construction of Experience through Readership." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/philosophy_theses/61.
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In this thesis I argue literary readership allows us to gain imagined experiences necessary to sympathize with people whose experiences are different from our own. I begin with a discussion of Adam Smith’s conception of sympathy and moral education. Although sympathy is a process we take part in naturally as members of a society, we can only be skilled spectators if we practice taking the position of the impartial spectator and critically reflect on our judgments. As I will argue in this thesis, literature provides a way for us to practice spectatorship without the consequences that come along with making mistakes when judging real people. Literature also provides a way to build up a stock of experiences, which can be applied together with our personal life histories to create the most informed judgments possible.
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Araújo, Taciana Belluci de. "O desenvolvimento do raciocínio moral por meio da técnica da discussão moral : estudo realizado com alunos do ensino fundamental, na disciplina de Língua Portuguesa /." Rio Claro : [s.n.], 2009. http://hdl.handle.net/11449/90147.
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Orientador: Áurea Maria de OliveiraBanca: Orly Zucatto Mantovani de Assis
Banca: Dalva Maria Bianchini Bonotto
Resumo: É visível a preocupação com um modelo de Educação que tenha como princípio a formação da cidadania. Surge, portanto, no meio escolar, a necessidade de se produzir ações que focalizem o ensino de valores morais, dentro desse contexto, uma vez que aos educadores e a todos os agentes envolvidos com a Educação é atribuída a tarefa de se educar ética e moralmente os indivíduos. E este é o interesse desta pesquisa, que apresenta uma alternativa de intervenção pedagógica que culmina na prática da discussão de dilemas morais encontrados no enredo das Fábulas Italianas, compiladas por Ítalo Calvino em 1954. Os objetivos que permearam todo o desenrolar desta pesquisa foram: identificar o nível evolutivo da noção de justiça em que se encontram os sujeitos participantes, de acordo com as teorias de Piaget e Kohlberg, em duas classes do Ensino Fundamental (uma experimental e outra de controle), dentro de uma instituição pública de ensino e verificar se o trabalho pedagógico com o enredo de algumas fábulas italianas, por meio da técnica da discussão moral, implica em uma evolução qualitativa no nível do raciocínio moral. Para tanto, os sujeitos participaram de um pré-teste que corresponde às respostas dadas aos dilemas de Kohlberg. Posteriormente, participaram da intervenção pedagógica e, por último, realizaram o pós-teste com os mesmos questionamentos aplicados no pré-teste. A análise qualitativa dos dados baseou-se nesses depoimentos fornecidos pelos sujeitos, tendo o cuidado de acompanharmos o raciocínio e a estrutura de seu pensamento, caracterizando o seu estágio de raciocínio moral antes e depois de todo o trabalho de intervenção pedagógica, relacionando-os sempre com as teorias de Piaget e Kohlberg e com a teoria da análise de conteúdo de Bardin (1977). Observou-se, ao final dessa pesquisa, que os sujeitos que participaram da Classe Experimental... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: It is clearly identifiable the existence of a strong concern towards the existence of an Education model that aims for citizenship development. As a consequence, the school environment holds the need for actions that focus on the teaching of moral values, considering that educators and other teaching-related agents have the difficult task of teaching their pupils both ethic and morally. The present research attempts to introduce an alternative pedagogical intervention which results in the discussion of moral dilemmas taken from the plot of Italian Folktales, compiled by Italo Calvino in 1954. One of the objectives pursued throughout this research was: to identify the level of justice maturity of each participant according to Piaget and Kohlberg theories in two groups of Secondary school (being one the experimental group and other the control group) from a public school. The second objective was to assess the pedagogical work with the plot of some Italian folktales - through moral discussion method - as a means of qualitative evolution in the level of moral reasoning. In order to achieve this result, the participants sat for a pre-test which fits Kohlberg dilemmas‟ answers. Afterwards, they were involved in a data gathering process during the period of pedagogical intervention and in the end, they sat for a post-test involving the same questions previously applied in the pre-test. The datum qualitative analysis was based on the testimony provided by participants. During the analysis, the reasoning and the structure of their thinking were closely observed in order to qualify their stage of moral reasoning before and after all the work of pedagogical intervention, applying Piaget and Kohlberg theories as well as the theory of content analysis by Bardin (1977). At the end of this research, it was observed that all the experimental group participants achieved a superior moral reasoning... (Complete abstract click electronic access below)
Mestre
50
Seibt, Rosana Trevisol. "O trágico e o moral em Nelson Rodrigues." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/77950.
Full textAbstract:
Dissertação (mestrado) - Universidde Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Literatura, Florianópolis, 1998Made available in DSpace on 2012-10-17T08:58:40Z (GMT). No. of bitstreams: 1 272849.pdf: 814293 bytes, checksum: 8aa4519bd6b929a5c222929e50b74ff7 (MD5)
No texto dramatúrgico, escrito para ser encenado, estão contidas, por meio das rubricas do artista dramaturgo, todas as diretrizes para sua concretização cênica, que ficará a cargo dos diretores e atores, artistas da encenação. Devido a esse fato singular que une duas formas artísticas distintas, a relação teatro e literatura apresenta-se íntima e complexa. Ao tentar interpretar o movimento do escritor na obra dramática implica o levantamento da questão do teatro e as singularidades que o diferenciam da literatura enquanto formas estéticas definidas. No conjunto das dezessete peças que compõem a obra dramatúrgica de Nelson Rodrigues, desfilam conflitos humanos intensificados pela profunda caracterização psicológica dos personagens. É inegável em sua obra as marcas do repórter policial, hábil observador social, e do leitor atencioso dos clássicos da dramaturgia moderna. Estas constatações geraram algumas indagações acerca das influências que o autor teria sofrido ao compor um universo ficcional tão intenso de humanidade e emoção. Por isso, rastreando suas Memórias, entrevistas e biografias, bem como os dramaturgos seus precursores, busca-se a compreensão das diretrizes que nortearam sua criação. O teatro de Nelson Rodrigues tem sido classificado pelo próprio autor e pela crítica geral de 'tragédias cariocas'. Por isso, fazem-se algumas incursões aos estudos dos elementos trágicos na obra de arte, da clássica à moderna, a fim de legitimar ao autor o conceito de tragicista. Entendendo que na base dos conflitos explorados pela dramaturgia rodrigueana, encontra-se a questão da sexualidade do indivíduo em confronto com a moral preconizada pela sociedade, busca-se a origem e questiona-se o valor dessa norma moral que, embora instituída para organizar os comportamentos sociais pode, muitas vezes, gerar conflitos abissais para o homem frente ao mundo que o rodeia.