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Chambers, Carol. "Song and metaphoric imagery in forensic music therapy." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10833/.
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The present research study grew out of my professional practice as a music therapist, and seeks to put forward a new approach to the relationship between theory, research and clinical practice - while still relating in meaningful ways to a broad range of existing work. Music therapy in the UK is a broad and expanding profession, encompassing a notably diverse range of theoretical approaches and practical applications. Such approaches and applications may use, for example, free improvisation, songwriting, or listening- and response-based techniques. And there is a range of specialised literature dealing with each of these areas, as well as a number of broader, overarching studies dealing with the overall field. Within the tradition of a model based largely on musical improvisation, which has been my own practice, the use of pre-composed songs might be regarded as unusual, perhaps even as anomalous. But I hope to show that it is in fact a useful and profoundly revealing process which is firmly rooted in an ethos of active musical participation. This thesis examines the use of songs in forensic pyschiatric music therapy for women, and offers this use of song as an alternative model of musical creativity within such a context. My research project as a whole is approached from the philosophical framework of behaviourism; and the thesis is written from a 'social constructionist' perspective of the creation and enactment of self-identity, grounded in a belief that life and music become inextricably associated during the constructive process. As its major source of evidence, the study presents a longitudinal case study of one woman over the entire three-year course of her therapy. Her song choices are examined according to an adaptation of therapeutic narrative analysis, framed within a chronological view of events. Music remains a central focus and presence within the study, both as a vehicle for song texts and as a therapeutic medium in its own right; and the archetype of sonata form is invoked as a structural framework for analysis and the production of meaning. Images and bi-polar constructs are abstracted from the songs and their metaphoric content interpreted in the context of known life experiences and the progress of the therapy sessions themselves. Results reveal a strong use of generative metaphoric imagery which is humanized yet also, crucially, emotionally decentred or depersonalized. This then leads to assertions of a process of 'Music Therapy by Proxy'. There are also clear indications of the relevance of the passing of time as a dimension of the therapeutic process, resulting in a pattern which I term 'Reverse Chronology'. The songs which were used during the course of therapy provide words, imagery and, in addition, a musical substrate or continuum which 'carries' the textual-and-visual components but also has its own expressive and therapeutic importance. All these elements have their place and function within the therapy as described. Song as a concept is further defined as a transformative or metamorphic process enabling the expression of deeply personal, often unheard or 'suppressed' voices. Emerging from this process, seven core themes are indentified. These then provide the focus for a wider discussion concerning the significance of song and imagery for women in forensic therapy, and the issues which arise from them. Finally, suggestions are made for music therapy practice and for possible new directions in future research.
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Stockwell, Peter James. "The thinking machine : metaphoric patterns in the discourse of science fiction." Thesis, University of Liverpool, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304840.
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Mihalcea, Anca. "Norman Vincent Peale's best-sellers through the lens of metaphoric criticism and invitational rhetoric." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/49027.
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This study analyzes Norman Vincent Peale's bestsellers, A Guide to Confident Living and The Power of Positive Thinking, through the lenses of metaphoric criticism and invitational rhetoric. Invitational rhetoric includes characteristics such as openness, equality, mutual respect and reciprocal understanding. Metaphoric analysis includes the dominant categories of metaphors, their roles and transition across topics. The dominant tenors of mind and thought were identified, which shows consistency with Peale's main themes such as positive thinking, peace and faith. The meaning of the archetypal metaphors of light, water and sun are also discussed, along with the role of other metaphors in supporting invitational rhetoric.Master of Arts
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Champagne, Brian Alan. "A metaphoric analysis of the Christian identity rhetoric of Pastor Pete Peters." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2623.
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Pastor Pete Peters is a minister in La Porte, Colorado. He operates a small church, an Internet website, a newsletter, and a worldwide cassette tape ministry. He teaches Christian Identity, the belief that the white race is Israel of the Bible. His rhetoric contains open derision of Jews, homosexuals, and racial minorities, although he never openly advocates violence toward any group. After tracing the roots of the Christian Identity movement and reviewing the literature on the movement, this thesis examines Peters' rhetoric at the metaphoric level, analyzing the metaphors in four of Peters' key works for their underlying meaning. Metaphoric criticism as a method of rhetorical analysis is introduced and then applied to the metaphors extracted from America the Conquered, Baal Worship, The Greatest Love Story Never Told, and Whores Galore. These books, all by Peters, employ his metaphor of Jews corrupting the United States government and attempting to destroy white Christians through media, courts, and banking, of which Peters asserts they control. Through extracting and analyzing the metaphors in the four books, it was found that Peters does more than warn against corrupt systems: through metaphor and Biblical parallels, he subversively condones and nearly commands violence against Jews, homosexuals, and the government.
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McGurk, Celine. "From trauma to healing : the metaphoric role of the veteran figure in N. Scott Momaday's House made of dawn and Leslie Marmon Silko's Ceremony." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302235.
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Leahy-Dios, Cyana Maria. "Literature education as a social metaphor." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10018445/.
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The thesis investigates Literature Education as one cultural representation of societies. The use of literature is seen as essential to the process of educating social subjects. It is a subject founded on an interdisciplinary triangle composed of an asymmetrical combination of language studies, cultural studies and social studies. Each change of the apex of the triangle indicates a shifted emphasis on certain socio-cultural and politico-pedagogical characteristics. As a bordercrossing discipline, literature education can have a central role in the creation of a socio-political conscience in the future citizens of a particular society. In the thesis two paradigms of literature education have been viewed, described and analysed. The first, the English paradigm, attempts to inculcate in students a range of 'high-culture' values, without offering a clear methodology for the teaching of literature. It has relatively blurred objectives and theories, and aims at fostering personal responses to the literary text. The other, the Brazilian, is a positivist paradigm centred on literary history. It privileges a pseudo-scientific objectivity. In spite of the conceptual differences between a systematised, descriptive model on the one hand, requiring the mastery of large quantities of content, and another, aiming at building up cultural and literary subjectivity, the thesis suggests similarities between them in terms of certain pedagogic practices, views of students, and of the final product aimed for. This dissertation analyses and describes the cultural significance of the curricular contents and pedagogic practices of literature education in the final years of secondary school, through the data of classroom practices collected both in England and in Brazil. In aiming to understand literature education as a social metaphor it concludes by making some recommendations on modes of teaching and learning which may be essential in creating greater access to cultural goods and thereby more equitable societies.
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Werner, Martin. "Die Kälte-Metaphorik in der modernen deutschen Literatur." kostenfrei, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?idn=98211575X.
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Steen, Gerard. "Understanding metaphor in literature : an empirical approach /." London ; New York : Longman, 1994. http://catalogue.bnf.fr/ark:/12148/cb374438839.
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Eickenrodt, Sabine. "Augen-Spiel Jean Pauls optische Metaphorik der Unsterblichkeit." Göttingen Wallstein-Verl, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2814339&prov=M&dok_var=1&dok_ext=htm.
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Picken, Jonathan David. "Metaphor in literature and the foreign language learner." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397594.
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Defferding, Victoria Louise. "The Flor Metaphor of Pre-Conquest Nahuatl Literature." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5248.
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The purpose of the present study is to show that the metaphor, flor, of Pre-Conquest Nahuatl literature means much more than the most widely accepted rendering of that metaphor that classic scholars such as Miguel Le6n-Portilla and Angel M. Garibay have attributed to it. Typically flor is referred to as meaning poetry. It is explored in this study as a metaphor that refers to entheogenic plants, their use and the divine words or songs, or poetry, that resulted from their use. As evidence for the theory presented, I examine and discuss various religious practices and important archeological treasures in order to help us understand a broader concept of flor. I then present my findings in a purely literary context. Gordon Wasson's study of pertinent archeological evidences is important to the foundation of this study, especially his studies of mushroom stones, figures of ecstacy and more importantly his study of the statue of Xochipilli, which can be viewed as a three-dimensional chart of the entheogenic substances used by the nobility to create their true or divine words. The rhetoric the nobility used in their meditations was richly poetic, imaginative and filled with metaphors that are elusive to those not wellversed in their noble dialect. As the noble underwent an entheogenic experience, he was transported from the real world via magical flight to the ethereal world of mystical time, space and knowledge. It was there on a search for truth that he would gain wisdom from the divine and be able to express this wisdom through true or divine words in xochitl in cuicatl. Some of the more important themes common to many of the poems studied are the mystery of life, philosophical questions and the importance of friendship. It was found that the additional meaning that we have attributed to the metaphor flor in these poems is an adequate rendering of the metaphor.
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Gustafson, Melissa Brown. "The Valuation of Literature: Triangulating the Rhetorical with the Economic Metaphor." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd510.pdf.
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Teucher, Ulrich C. "Writing the unspeakable : metaphor in cancer narratives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ56631.pdf.
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Desy, Jeanne N. "The effect of metaphor on narrative progress /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487863429091662.
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Xia, Jue. "Economical Metaphors in English Newspapers." Thesis, Kristianstad University, Department of Teacher Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6622.
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Lewis-Turner, Jessica Lindsay. "Fantasizing Hermaphroditism: Two-Sexed Metaphors in Nineteenth-Century American Literature and Culture." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/436793.
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EnglishPh.D.
In nineteenth-century medicine, it was generally agreed that “true hermaphroditism,” or the equal combination of male and female sexual characteristics in one body, was impossible in humans. Yet true hermaphroditism remained a significant presence in both fictional and non-fictional texts. Much of the scholarly literature is on the history of hermaphroditism as a history of intersexuality. Fantasizing Hermaphroditism: Two-Sexed Metaphors in Nineteenth-Century American Literature and Culture is a study of both hermaphroditism and the hermaphrodite as a fantasy. My approach is a combination of historicization and close reading. The chapters are in chronological order, and each chapter is centered on a single text. Chapter 1 addresses Julia Ward Howe’s fictional manuscript, The Hermaphrodite; Chapter 2, S.H. Harris’ case narrative on “A Case of Doubtful Sex”; Chapter 3, James Kiernan’s theoretical treatise on “Responsibility in Sexual Perversion”; and Chapter 4, a memoir by an author who went by the names Ralph Werther and Earl Lind, titled Autobiography of an Androgyne. I begin with the broader cultural moment of the text’s writing, and then explore the text’s language and structure in greater depth. This range of texts demonstrates that the hermaphrodite was a fantasy for nineteenth century authors, described as an impossibility but inspiring very real fear and pleasure. The language that they—and we—use in fantasies about the unreal hermaphrodite can help us to unpack these anxieties and desires around marriage, the body, race, and the definition of the individual.
Temple University--Theses
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Sheldon, Douglas H. "'Another Thing': Literature, Containment Metaphors, and the Second Language/Transnational Composition Classroom." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373709955.
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Platten, David Philip. "Michel Tournier and the metaphor of fiction." Thesis, University of Liverpool, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385431.
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Williams, Jeanne. "A metaphorical analysis of behavior therapy." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Courbot, Leo. "Metaphor, Myth and Memory in Caribbean Literature : the Work of Fred D'Aguiar." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30031.
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Ce travail de recherche propose une étude de l’œuvre intégrale, en vers et en prose, de Fred D'Aguiar, à travers le prisme du mythe, de la métaphore et de la mémoire, et dans le cadre d'une définition large, inclusive et interculturelle de la littérature caraïbe. A partir de la mise en lumière de la relation hypomnésique de la métaphore à la mythologie et à la métaphysique occidentale, l'argumentation s'étend sur des questions telles que celle du lien entre référent et monde et élabore une vision à la fois interculturelle et géographique de la métaphore en tant que tropicalité. La tropicalité donne, à son tour, son élan à l'argumentation, en permettant, pour la première moitié de ce travail de recherche, la production d'une lecture singulière de la poésie de Fred D'Aguiar, qui s'avère aussi liée à un vaste corpus littéraire, s'étendant de l'Antiquité romaine au réalisme magique américain et caraïbe, du romantisme britannique à la philosophie de Jacques Derrida. La deuxième moitié de ce travail explore la prose de Fred D'Aguiar à travers le thème de l'orphelinat, car tous les protagonistes de ses romans sont des orphelins – et, qui plus est, parce-que le roman est aussi, par définition, le genre qui nie toute filiation. Divisée en deux chapitres, cette deuxième partie de l'étude commence par une problématisation des liens qui opèrent entre textualité et orphelinat ainsi qu'entre orphelinat et esclavage, mais aussi entre esclavage et illettrisme, afin d'étudier la représentation de l'esclavage dans les romans de Fred D'Aguiar. Cette deuxième moitié progresse ensuite vers une réflexion sur les qualités surnaturelles, voire orphiques des orphelins de la prose d'aguiarienne, ainsi que sur leur relation, tout autant orphique, à l'environnement. En conséquence, le présent travail de recherche se clôt sur deux questions : celle de la tradition orphique qui sous-tend l'histoire de la littérature, de l'antiquité jusqu'à présent, et celle de la dimension écocritique de la littérature contemporaine, que l'on proposera de défendre pour certains cas, en tant qu'environnementalisme vatiqueThe present dissertation proposes a study of Fred D'Aguiar's complete verse and prose works, through the triple lens of myth, metaphor and memory, and from within a broad, inclusive, and cross-cultural understanding of Caribbean literature. Beginning with an exacerbation of metaphor's hypomnesic relationship to mythology and Western metaphysics, the argument expands to address issues such as that of the relationship between word and world, and elaborates a cross-cultural, and geographically-based understanding of metaphor as tropicality. Tropicality in turn gives the argument its thrust, as it allows, in the first half of the dissertation, for a singular reading of Fred D'Aguiar's entire verse corpus, which is also shown, in the process, to intersect with a vast body of literature, ranging from Roman antiquity to American-Caribbean magic(al) realism and from British romanticism to the philosophy of Jacques Derrida. The second half of this research work explores D'Aguiar's novels in terms of orphanhood, as all the protagonists of his six novels – itself a genre which, presenting itself as newness, denies filiation – are orphans. Divided in two chapters, the second half of this dissertation begins with a problematization of the links that relate textuality to orphanhood and orphanhood to slavery, but also slavery to literacy, in order to study Fred D'Aguiar's novelistic accounts of slavery. It then proposes a reflection on the supernatural, Orphic qualities of D'Aguiar's orphan characters, and of their relation to the environment, which leads, in turn, to reflections on the Orphic traditions pervading literary history, and opens up onto the ecocritical dimensions of contemporary literature, through the tentative coinage of the notion of vatic environmentalism
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Donnelly, Taylor, and Taylor Donnelly. "Vogue Diagnoses: Functions of Madness in Twentieth-Century American Literature." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12366.
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Fiction and drama have engaged with madness across the epistemes of the American twentieth century. Given the prominence of the subject of madness, both historically and literarily, we need a unified methodology for analysis and action. As a subfield of disability studies, "mad studies" deals specifically with representations of mental distress rather than physical otherness, examining how "madness" enables writers to convey certain meanings or produce certain stories. In minor characters, these meanings are infused into characters' actantial function within the symbolic model of disability: madness works as a device for plot, psychological depth (of other characters), and thematic resonance. Onstage, these meanings transform as they inhabit the social/political/cultural model of disability rather than the medical or symbolic models. Realistic, expressionistic, and musical theatre across the twentieth century have all found ways to stage not only "madness," but also the social responses and contexts that construct it, while simultaneously giving audiences formal opportunities to sympathize with the so-called mad characters. Mad protagonists follow particular plot patterns prompted by the temporal, existential, or hermeneutic mystery posed by madness. Male madness narratives often engage with the legitimizing etiology of war, freeing them from the temporal mystery - "what caused this to happen?" - and allowing them to address the existential mystery - "what is this like?" - through formal experimentation. Female madness narratives, grappling with a medical discourse that emphasizes endogenous causality for women, retort to such discourse by emphasizing a broader temporal plot. Offering more possible answers to "what caused this to happen" than doctors do, female madness narratives show that subjective experience exists within a social, as well as a biological, framework. Yet, popular as fictions remain, in recent years, the genre of memoir has eclipsed them. Madness memoir engages in a real-world context with the central linguistic challenge of madness. Memoirists' use of metaphor to convey recalcitrant experiences of distress not only engages with existential and hermeneutic mystery (what is it like, and what does it mean), but suggests a way forward for intersubjective understanding that sympathizes without co-opting, allowing for meaningful communication and political action across differences.
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Brown, Ian James Morris. "History as theatrical metaphor." Thesis, Manchester Metropolitan University, 1991. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290319.
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Radwin, Ariella Michal. "Adultery and the marriage metaphor rabbinic readings of Sotah /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1383469791&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Wright, Myra. "Whores and their metaphors in early modern English drama." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86819.
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Several clusters of metaphors were routinely used to represent the sex trade onstage in early modern England. Close philological study of these figures reveals that even the most conventional metaphors for whores and their work were capable of meaning many things at once, especially in the discursive context of the drama. This project follows a practice of reading that admits multiple significations for the words used by characters on the early modern stage. I argue that metaphors are social phenomena with consequences as varied and complex as the human interactions they're meant to describe. Each chapter treats a different set of images: commodities and commercial transactions, buildings and thoroughfares, food and drink, and rhetorical and theatrical ingenuity. Using methods based on the study of conceptual metaphor in the field of cognitive linguistics, I trace the deployment of conventional figures for prostitution in plays by William Shakespeare, Thomas Middleton, Thomas Dekker, Ben Jonson, and John Marston. I also introduce occurrences of these metaphors in other genres (news pamphlets, prose narratives, homilies, medical manuals, and so on) to show that they were part of pervasive cultural patterns. The readings below dwell on the figurative associations that were most available to early modern writers as they fashioned prostitute characters for the stage—metaphors commonly taken for granted as literal descriptions of sex work. An understanding of the social force of metaphor begins with the realization that words convey more than any writer, printer, or actor intends. The language of prostitution in the early modern theatre is therefore both common and complex, much like the characters it conjures.Pendant la Renaissance, divers grappes de métaphores étaient utilisées couramment dans les représentations théâtrale de la prostitution en Angleterre. Des études minutieuses philologiques des métaphores pour les putains et leur travail révéler que même les plus conventionnelles pouvaient signifier plusieurs choses à la fois, particulièrement dans le contexte discursif du théâtre. Le projet suit un procédé de lecture qui admet plusieurs significations pour les mots utilisés par des personnages de la Renaissance. Je soutiens que les métaphores sont des phénomènes sociaux qui ont des conséquences aussi variées et complexes que les interactions humaines qu'elles sont censées décrire. Chaque chapitre met en évidence une différente série d'images: les marchandises et transactions commerciales, les bâtiments et les voies urbaines, la nourriture et les boissons, l'ingénuité rhétorique et théâtrale. En utilisant des méthodes basées sur l'étude des métaphores conceptuelles dans le domaine de la linguistique cognitive, je retrace le cortège des figures conventionnelles de prostitution dans les pièces de théâtre de William Shakespeare, Thomas Middleton, Thomas Dekker, Ben Jonson, et John Marston. Je signale aussi l'existence de ces métaphores dans d'autres genres littéraires (pamphlets de nouvelles, narratives en prose, homélies, manuels médicaux, etc.) pour démontrer qu'elles faisaient partie des tendances culturelles omniprésentes. Les explications ci-dessous s'entendent sur les associations figurées qui étaiaent les plus à la disposition des écrivains de la Renaissance en façonnant les personnages des prostituées—les métaphores qui étaient souvent considerées comme constituant les descriptions littérales du travail sexuel. Pour bien comprendre la force sociale de la métaphore, il faut realiser d'abord que les mots communiquent beaucoup plus qu'un écrivain, un imprimeur, ou un acteur les destine. La la
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Seymour, Emma Ursula Harriet. "#Dangerous conceits' : mind, body, and metaphor 1590-1640." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295352.
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Doran, Kristin J. "Matute's Short Fiction: Metaphorical Journals of Trauma." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195680.
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Renowned Spanish author, Ana Maria Matute, lived through the violent and uncertain years of the Spanish Civil War (1936-1939) and the Franco dictatorship (1939-1975) that followed. Her writing is a reflection of the dysfunctional society that was left in the wake of decades of social upheaval and it serves as a greater metaphor for the national identity crisis Spain experienced in the 20th Century. The intent of this study is to demonstrate how trauma and memory influence individual and national identity formation in selected short stories by Matute. Little study has been done on the role of trauma and memory in this type of narrative despite the frequent presence of trauma in Spanish literature. Further, insufficient academic attention has been given to Matute's short fiction relative to her novels.The characters in Matute's short fiction are dominated by violent and antisocial behavior that results from living in severely fragmented environments where both physical and mental cruelty and the absence of the nuclear family are commonplace. Matute's characters that suffer from traumatic events frequently fail to recover their former identity and remain in posttraumatic states, inhibiting healthy personal development and involvement with others in society. The memory of traumatic events dominates their persona and the characters are unable to distinguish the past from the present, causing a crisis of identity. In addition, Matute's characters can rarely rely on the community at large or family for support; this further propels them into isolation and negatively impacts their sense of self. Although Matute's literature is fictional, one can infer the toll of the Civil War and the dictatorship on the Spanish nation and its identity.
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Farabee, Darlene. "Print travels movement and metaphor in the early modern era /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 296 p, 2008. http://proquest.umi.com/pqdweb?did=1456289051&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Góes, Fernando 1982. "A metáfora da tempestade marítima em A ostra e o vento." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270315.
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Orientador: Paulo Elias Allane FranchettiDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Moacir Costa Lopes se projeta na literatura brasileira em 1959 quando publica seu primeiro romance: Maria de cada porto. Desde essa primeira obra, Lopes já demonstra toda a peculiaridade de seu estilo fluido, do tratamento diferenciado dado ao tempo e principalmente da temática do mar, pouco abordada na literatura brasileira. A ostra e o vento, publicado em 1964, foi a quarta obra de Moacir C. Lopes e pode ser entendida como um marco em sua produção romanesca, pois representa o que se pode chamar de início da sua fase madura como romancista. Em A ostra e o vento o que se destaca é a afinidade amorosa e conflituosa entre uma garota, Marcela, e um ser chamado Saulo, espécie de força sobrenatural, relacionado ao vento. Essa relação pode ser projetada na metáfora da tempestade marítima, pois essa figura sugere, em essência, uma relação entre amantes, entre mar e vento. Este último seria o responsável pela formação das tempestades ao agitar as águas com sua força. Assim, Marcela, atormentada por Saulo acaba destruindo todos os habitantes da ilha, tal como um mar revolto destrói aqueles que ousam desafiá-lo. A utilização da metáfora da tempestade marítima na interpretação de A ostra e o vento se mostra proveitosa, sobretudo, por permitir um melhor entendimento de Saulo, aceitando-o como um person gem autônomo e não apenas uma alucinação de Marcela. Tal figura também permite uma melhor compreensão do mar e de sua importância nessa narrativa como caracterizador da protagonista. Desse modo, por meio da metáfora da tempestade marítima, pôde-se ler A ostra e o vento se afastando da visão comum que tende a relacionar o mar com José. Essa nova leitura permite compreender melhor as peculiaridades dessa obra de Lopes, principalmente as relacionadas à categoria narrador/foco narrativo
Abstract: Moacir Costa Lopes appears on Brazilian literature in 1959 when he published his first novel: Mary of each port. Since that first work, Lopes already demonstrates the peculiarity of his fluid style, the differential treatment given to time and especially the theme of the sea, little appreciated in the Brazilian literature. The Oyster and the Wind, published in 1964, was the fourth work by Moacir C. Lopes and can be seen as a landmark in his novelistic production, it represents what might be called the beginning of his maturity as a novelist. The oyster and the wind in what stands out is the affinity and conflicted love between a girl, Marcela, and be named Saulo, a kind of supernatural force, related to the wind. This relationship may be associated with the metaphor of a storm at sea, as this figure suggests, in essence, a relationship between lovers, between sea and wind. The latter would be responsible for the formation of storms to stir the waters with his strength. Thus, Marcela, plagued by Saulo destroys all the inhabitants of the island as a stormy sea destroys those who dare challenge him. Using the metaphor of the storm at sea in the interpretation of The Oyster and the Wind proves useful, particularly for allowing a better understanding of Saulo, accepting it as an autonomous character and not just a hallucination of Marcela. This figure also allows a better understanding of the sea and its importance in this narrative as the protagonist's characterization. Thus, through the metaphor of the storm at sea, we could view The Oyster and the wind moving away from the common vision that links the sea with Joseph. This new interpretation allows us to understand better the peculiarities of this work of Lopes, especially those related to the category narrator / narrative focus
Mestrado
Literatura Brasileira
Mestre em Teoria e História Literária
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Adams, Mary Beverly. "Augustus Carmichael: A Metaphor of the Artist." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539625523.
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Low, Soon Ai. "The Anglo-Saxon mind, metaphor and common sense psychology in Old English literature." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0029/NQ41463.pdf.
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Henitiuk, Valerie Lynne. "Female resistance, spatial metaphor in Japanese women's literature of the mid-Heian period." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ60057.pdf.
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Hart, Gwendolyn A. "Composing Metaphors: Metaphors for Writing in the Composition Classroom." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371472.
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Polukhina, V. "The poetry of Joseph Brodsky : A study of metaphor." Thesis, Keele University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355617.
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Hofstetter, Angela Dawn. "Lyrical beasts equine metaphors of race, class, and gender in contemporary Hollywood cinema /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3357987.
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Thesis (Ph.D.)--Indiana University, Dept. of Comparative Literature, 2009.Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1649. Adviser: Barbara Klinger.
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Qian, Jingjing. "More Than an Ornament: Intercultural Communication Value of Metaphors from Chinese and English Literature." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_theses/37.
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Due to China's important status on the global stage, its language and culture have drawn a great deal of attention in academia. Meanwhile, the United States remains a major power, and English continues to be the most widely spoken language in today's world. Exploring intercultural communication among people who speak Chinese and English continues to be an important research area. This study, with its primarily linguistic concern, was designed to focus on a frequently employed figure of speech, metaphor. Based on a comprehensive review of literature on intercultural communication and cognitive linguistics, this research focused on metaphor's cognitive value in order to explore its universal validity. A sample database was generated utilizing metaphorical expressions in classical poetry from Chinese, British, and American literature. An in-depth content analysis was conducted using grounded theory methodology to investigate the common place understanding between Chinese and English cultures. Similarities were achieved among existing patterns of metaphorical expressions from relevant poems. Three primary types of metaphors were found. The first metaphor included abstract concepts projected to concrete concepts. The second metaphor was objects projected to human beings. The third metaphor was objects projected to objects. Two main implications were found based on this research. The primary implication for intercultural communication was related to common ground understanding, adaptation of Chinese immigrants in the United States, and improved international relations. Metaphor's universally cognitive validity constitutes the secondary implication of this study, which contributes to the development of cognitive linguistic theory.
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Corton, Christine Linda. "Metaphors of London fog, smoke and mist in Victorian and Edwardian Art and Literature." Thesis, University of Kent, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516216.
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Little, Ruth Marion. "Perpetual metaphors : the configuration of the courtier as favourite in Jacobean and Caroline literature." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319547.
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Schumacher, Meinolf. "Sündenschmutz und Herzensreinheit : Studien zur Metaphorik der Sünde in lateinischer und deutscher Literatur des Mittelalters /." München : W. Fink, 1996. http://catalogue.bnf.fr/ark:/12148/cb373219976.
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Lucena, Camila Araújo de. "Metaphors in magazine texts on business." Florianópolis, SC, 2007. http://repositorio.ufsc.br/xmlui/handle/123456789/89656.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-23T01:10:59Z (GMT). No. of bitstreams: 0Bitstream added on 2013-07-16T20:01:00Z : No. of bitstreams: 1 254495.pdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
In the introduction of Metaphors we live by, Lakoff and Johnson (1980) highlighted the importance of metaphor and metaphor awareness to the field of applied linguistics based on the assumption that metaphors structure the way we think, act and perceive the world. It is claimed that metaphors are not only a rhetorical flourish of literature texts but actually pervasive even in the most trivial details of our lives. Lakoff and Johnson explain that investigating metaphors may be a way of unveiling how our conceptual system is structured and consequently what we perceive, the way we behave in the world and the way we relate to other people. These assumptions motivated the emergence of a great number of studies regarding metaphors directly or indirectly. Among these studies is the one conducted by Boers (1997) which aimed at shedding some light on how different clusters of metaphors may influence the comprehension and decision making of readers. Boers's study was replicated in the present one, which offers a cognitive semantic analysis of "Health", "Fitness", "Race", "Fight" and "Warfare" metaphors as instantiated in magazine business discourse, and argues that the use of these metaphors may reflect and consolidate certain thought patterns about general business processes. This cognitive semantic analysis was put to test in a problem-solving experiment with university students and revealed that exposure to particular metaphors to describe an business scenario may affect participants' decision-making processes in accordance with the cognitive semantic expectations. The objectives of this study were to: (1) identify what metaphors are more frequently used in magazine texts about business in Brazilian Portuguese and (2) to carry a problem-solving experiment to assess the potential cognitive impact of the metaphors under investigation. The research question that this study intended to answer was: How do different clusters of metaphors influence the comprehension and decision making of EFL readers? The findings of this research tried to show how metaphors may influence our way of thinking and perceiving the world according to our reactions to these metaphors and therefore shaping reality. Explaining this to EFL learners and showing them how it works may help them become aware of this fact and become able to identify and reproduce legitimate metaphorical meanings. Furthermore, learners' awareness may identify underlying ideologies and multiplicity of meanings of metaphorical language in texts. Therefore, this should provide the tools they need to interpret and produce information according to their own beliefs, allowing readers in general to reach their own conclusions about what they read, thus enhancing autonomous literacy. Na introdução do livro Metáforas da vida cotidiana Lakoff e Johnson (1980) ressaltam a importância da metáfora e da consciência metafórica para o campo da Lingüística Aplicada. Baseados na suposição de que metáforas estruturam a forma como pensamos, agimos, e percebemos o mundo, Lakoff e Johnson declaram que as metáforas não são somente um ornamento da retórica presente em textos literários mas sim que elas também estão infiltradas nas atividades mais triviais do nosso dia-a-dia. Investigar essas metáforas pode ser uma forma de desvendar como nosso sistema conceitual é estruturado e como as metáforas estruturam nossa forma de perceber, se comportar no mundo e se relacionar com outras pessoas. Essas suposições motivaram o surgimento de uma série de estudos relacionados direta e indiretamente às metáforas. Dentre esses estudos está o de Boers (1997) que tinha por objetivo fornecer insight de como diferentes grupos de metáforas podem influenciar a compreensão e a tomada de decisão dos leitores. O estudo presente é uma réplica do estudo de Boers e oferece uma análise semântica cognitiva de metáforas relacionadas a noções de "Saúde", "Fitness", "Corrida", "Luta" e "Guerra" no discurso econômico em revistas. Este estudo também discute como o uso dessas metáforas pode refletir e consolidar certos padrões de pensamento sobre processos econômicos em geral. Essa análise cognitiva foi posta A prova em um experimento de solução de problemas com alunos universitários e revelou que a exposição a certas metáforas usadas na descrição de um cenário econômico pode afetar o processo de tomada de decisão dos participantes de acordo com as expectativas semânticas cognitivas dessas metáforas. Os objetivos desse estudo são: (1) identificar que metáforas são mais freqüentemente usadas em textos de revistas sobre economia no Brasil e (2) realizar um experimento de solução de problemas a fim de acessar o potencial impacto cognitivo das metáforas sendo investigadas. A pergunta de pesquisa é: como diferentes grupos de metáforas influenciam a compreensão e a tomada de decisão de leitores de Inglês como língua estrangeira? Os resultados dessa pesquisa mostraram que as metáforas podem influenciar nossa forma de pensar e perceber o mundo de acordo com nossas reações a essas metáforas, e conseqüentemente de estruturar a realidade. Explicar este fato para alunos de línguas estrangeiras, e mostrar como as metáforas funcionam, pode ajudá-los a ter consciência dessa influência e torná-los aptos a identificar e reproduzir significados metafóricos legítimos. Além disso, ter consciência do funcionamento das metáforas pode ajudar os alunos a identificar ideologias subjacentes e a multiplicidade de significados da linguagem metafórica dos textos. Sendo assim, os alunos terão as ferramentas que precisam para interpretar e produzir informações de acordo com suas próprias crenças, o que irá habilitá-los a chegar às suas próprias conclusões sobre o que estão lendo, aumentando assim a sua autonomia.
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Shahabi, Mitra. "The nature of personification and strategies for translating it: a comparative study." Doctoral thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/18303.
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Doutoramento em TraduçãoThe present research adopted a contrastive and descriptive approach and it was narrowed down to animal metaphors and personifications. The principle target of this study was to provide discussion and strategies in the translation of personification. In the translation of personification, where the personified entities are associated to the conventional norms and metaphorical systems of a language community and the personifications are different or opposite in the two languages involved in the translation, the translator´s attention was called to the nature of metaphor (and more specifically, personification). The goal was to find the origins of metaphorical concepts: how metaphors originated; how entities are “metaphorized” and conceptualized. The findings were expected to answer why the figurative meanings of metaphors are not the same across languages. Analyzing the origins of metaphors was thought to explain the reasons for similar and for different metaphorical images of entities from one language to another. With regard to the differences between the metaphorical images of animal metaphors, contrasting their constitutive metaphorical concepts was believed to be an appropriate framework for the translation of metaphorical expressions. In the first phase of the study, we surveyed the metaphorical expressions of two languages of English and Persian within the framework of The Great Chain of Being by Lakoff and Turner (1989) and the principle of Metaphorical Highlighting by Kövecses (2002) and Maxim of Quantity (Martsa, 2003). The animal metaphors were chosen based on three criteria: the high frequency of the animal terms in metaphors, the familiarity of the animal, and the frequency of use of the metaphor. For the second phase of the study, we posited the question, in translation of Orwell´s Animal Farm (1945), in which the characters are animals and the animals have not arbitrarily chosen, but rather according to their figurative images in the source language, what would the role of a translator be in case the animals´ images differ in the target language. We aimed to examine whether or not the animals had been described in the source text according to their metaphorical images in the source language, and if so, whether or not the current Persian and Portuguese translations of this novel have had any focus on the probable difference in the images of the animals between the source language and the target language. Regarding the relationship between the source language and the target language in terms of the type of similarities and differences between the metaphorical meaning of the animals´ names and the intention of the author in introducing some animals that are different from or opposite to the expectations of the source text readers, different cases of translation were pointed out and discussed. Thereupon, possible translation procedures were proposed for each condition.
A presente pesquisa adotou uma abordagem contrastiva e descritiva cingida a metáfora e personificação animal. O objetivo principal deste estudo é apresentar discussão e estratégias em tradução de personificação. Na tradução de personificação, onde as entidades personificadas estão associadas às normas convencionais e sistemas metafóricos de uma comunidade linguística e onde as personificações são diferentes ou opostas nas duas línguas envolvidas na tradução, a atenção do tradutor é chamada para a natureza da metáfora (e mais especificamente, da personificação). O objetivo é encontrar as origens dos conceitos metafóricos: como as metáforas se geraram; como as entidades são "metaforizadas" e conceptualizadas. Esperavam-se resultados no sentido de responder a questões sobre por que razão os significados figurativos de metáforas não são os mesmos em todas as línguas. Analisaram-se as origens de metáforas para explicar as razões de semelhanças e de diferenças nas imagens metafóricas de entidades de uma língua quando estas são vertidas para outra língua. Considerou-se ser um contributo para a tradução de expressões metafóricas contrastar os conceitos metafóricos constitutivos, no que diz respeito às diferenças entre as imagens metafóricas de metáforas animais. Na primeira fase do estudo, Foram pesquisadas as expressões metafóricas de duas línguas; do inglês e do persa, no âmbito de “The Great Chain of Being” por Lakoff e Turner (1989) e do princípio de “Metaphorical Highlighting” por Kövecses (2002) e “Maxim of Quantity” (Martsa, 2003). As metáforas animais foram escolhidas com base em três critérios: a alta frequência de termos animais representados em metáforas, a familiaridade do animal, bem como a frequência de uso da metáfora. Para a segunda fase do estudo, foi posta a seguinte questão: na tradução do livro de “Animal Farm” de Orwell (1945), em que os personagens são os animais e estes não foram arbitrariamente escolhidos, se estarão de acordo com as suas imagens figurativas na língua de partida, e o que será o papel do tradutor no caso das imagens dos animais serem diferentes na língua de chegada. O objetivo foi examinar se os animais foram descritos no texto de origem de acordo com as suas imagens metafóricas na língua de partida e, em caso afirmativo, se as atuais traduções persas e portuguesas deste romance têm qualquer diferença nas imagens dos animais entre a língua de partida e a língua de chegada. Quanto à relação entre a língua de partida a língua de chegada, em termos do tipo de semelhanças e diferenças entre o significado metafórico dos nomes dos animais e a intenção do autor na introdução de alguns animais que são diferentes ou oposto às expectativas dos leitores do texto de origem, foram apontados e discutidos diferentes casos de tradução. Seguidamente, foram propostos possíveis procedimentos de tradução para cada caso.
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Romanini, Eloiza. "Fostering metaphoric competence in an english as a foreign language reading class." Florianópolis, SC, 2006. http://repositorio.ufsc.br/xmlui/handle/123456789/88448.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-22T09:09:40Z (GMT). No. of bitstreams: 0
Communicating successfully in another language seems to be a demand from globalization. The necessity to rethink the classical distinction between the literal and figurative levels of meaning is a fact. Because much of our reality is expressed in metaphorical terms, this thesis aims to investigate some researchers' claim about the necessity for fostering students' metaphoric competence in order to prepare them to take advantage of metaphoric reading during their school and after school life. Being able to deal with metaphorical reasoning may be an interesting strategy to help language learning. This research encouraged its participants to develop metaphoric mappings in order to make sense of verbal and visual metaphors during the reading classes of EFL. During the research it was possible to identify instances of metaphor development, contextualization, explication and evaluation by participants. There were instances when the participants activated relevant schemata and instances when they denied the metaphoric match because they were unable to activate relevant schemata. There was also cross cultural variation due to value judgments given by the students to the metaphoric pair presented. The rejection was only overcome when students were guided to map correspondences between domains. Metaphor was treated as a phenomenon of discourse that works as a bridge between thought and language, moreover metaphor was investigated as culturally contextualized. The basic question this research aimed to answer was: How do students react and perform when directed to use and make sense of metaphors in the classroom? The results showed that the participants of the research constantly co-constructed meanings. It was possible to notice progress on students' performance dealing with metaphor since the beginning of the classes, as well as development of autonomy and foreign language competence. Comunicar-se com sucesso em outra língua parece ser uma exigência da globalização. A necessidade de se repensar a clássica distinção entre os níveis figurativos e literais de significado é um fato. Devido a muito de nossa realidade ser expressado em termos metafóricos, esta dissertação pretende investigar a reivindicação de alguns pesquisadores a respeito da necessidade do encorajamento da competência metafórica dos alunos com o propósito de prepará-los para tirar proveito da leitura de metáforas durante sua vida escolar e pós-escolar. A capacidade de lidar com o raciocínio metafórico pode ser uma estratégia interessante a ser explorada para auxiliar no aprendizado de uma língua estrangeira. Esta pesquisa encorajou seus participantes a desenvolver mapeamentos metafóricos com a intenção de compreender metáforas verbais e visuais durante as aulas de leitura de Língua Inglesa. Durante a pesquisa foi possível identificar momentos nos quais as metáforas foram desenvolvidas, contextualizadas, explicadas e avaliadas pelos participantes. Houve momentos em que os participantes ativaram correspondências relevantes e momentos em que eles negaram o par metafórico por terem sido incapazes de ativar correspondências relevantes. Houve também, variação trans cultural devido aos valores de julgamento oferecidos pelos participantes aos pares metafóricos apresentados, o que gerou rejeição à metáfora. A rejeição foi somente superada quando os alunos foram guiados a mapear correspondências entre os domínios. A metáfora foi tratada como um fenômeno de discurso que funciona como uma ponte entre pensamento e linguagem e, além disso foi investigada de forma culturalmente contextualizada. A questão base que esta pesquisa pretendeu responder foi: Como os alunos reagem e o que eles desempenham quando dirigidos a usar e compreender metáforas na sala de aula? Os resultados demonstraram que os participantes da pesquisa co-construíam sentidos. Foi possível perceber progresso no desempenho dos alunos ao lidar com metáforas, bem como desenvolvimento de autonomia e competência em língua estrangeira.
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Kilpatrick, Joel Wesley. "The beaded web: Metaphor and association in John Edgar Wideman's Sent for you yesterday." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3207.
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This thesis looks at how Wideman takes advantage of the associative function of metaphor, creating a vast network, or web, or interconnected images. In deviating from linguistic norms, and growing steadily from page to page, this web causes the novel to appear symbolic. It also appears to have a symbolic meaning of its own, possibly representing the intricate social and spiritual connections that comprise the novel's fictional community of Homewood.
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Woods, Eric. "A darkness visible : Gissing, Masterman and the metaphors of class 1880-1914." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303020.
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Fung, Mary M. Y. "Translating poetic metaphor : explorations of the processes of translating." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/2311/.
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This thesis aims to explore the processes of translating by focusing on the translating of poetic metaphor. The methodology used is the application of George Lakoff's theory of conceptual metaphor to two case studies, in which problems of translating will be identified, and a theoretical conclusion will be formulated. The Introduction sets out the author's basic assumptions on the process of translating, the cognitive approach to metaphor, and the adoption of Lakoff's cognitive models of metaphor in the following case studies. Part I deals with the translating of metaphors of sickness in Shakespeare's Hamlet. Chapter one attempts to construct cognitive models of sickness as seen in contemporary English against which concepts of sickness in the Elizabethan age are compared. Chapter two undertakes a detailed examination of selected Chinese translations of metaphors of sickness in Hamlet organized in accordance with the cognitive models identified earlier. Chapter three draws preliminary conclusions on the translatability of basic metaphors common to English and Chinese and the difficulties encountered in others, which can be traced to cosmological differences between the two cultures. Part II studies metaphors of love in Sylvia Plath's poetry. Chapter four presents Plath's model of love on the basis of Zoltán Kövecses' model, and discusses its conflicts with traditional Chinese concepts of love. Chapter five analyses problems involved in Chinese translations, mainly of the 'perverted' model of love in Plath's poetry. A preliminary conclusion reached in chapter six points to cultural incoherence as the main obstacle in the translating of her innovative metaphors. After reviewing current opinions on the translation of metaphor, the author proposes a model of the translating of poetic metaphor in the hope that the findings from the case studies may contribute towards a general theory.
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Lopes, Simone da Silva. "Trouxeste a chave? Embarcando na fantasia da casa da madrinha." Universidade do Estado do Rio de Janeiro, 2011. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3303.
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É da natureza do ser humano encantar-se, ao menos em determinada fase da vida, pela narrativa de um conto de fadas, deixando-se levar pela fantasia da Literatura, acreditando que nas páginas de um livro tudo é possível. Essa crença na fantasia, no entanto, pode não lhes acompanhar a vida toda, uma vez que a passagem da infância para a adolescência e a fase adulta, bem como as exigências do mundo moderno, cerceiam essa capacidade de fantasiar, ao mesmo tempo inata e necessária ao homem. A escola, então, teria o papel fundamental de preservá-la, perpetuando nos alunos o gosto pela fantasia, tão essencial ao seu desenvolvimento cognitivo e psicológico, além da percepção estética; afinal, Literatura é arte. Nem sempre é isso o que ocorre, e o ambiente escolar torna-se um espaço de reprodução de conhecimentos, com o ensino focado na norma gramatical, na historiografia literária, sendo o texto relegado ao simples papel de pretexto para análises dissociadas do que realmente importa: o texto e os recursos que o compõem. No caso da Literatura, arte da palavra, parte-se do pressuposto de que um dos recursos essenciais para sua concepção sejam as metáforas, instaurando a fantasia. Chega-se, então, a um ponto crucial desse trabalho: as metáforas são componentes essenciais da fantasia, mas ambas são relegadas pela escola, que não se pauta por um ensino produtivo. Ao invés de compreenderem o potencial metafórico, aos alunos cabe a simplória tarefa de reconhecê-las e classificá-las. Essas constatações despertaram o desejo de entender melhor a relação existente entre fantasia, metáfora e literatura infantil, gerando alguns questionamentos: afinal, o que é fantasia? É o mesmo que fantástico? A fantasia caracteriza, apenas, a Literatura infantil? Essas indagações propiciaram reflexões acerca da importância do texto literário na sala de aula e no trabalho feito com ele. Assim, lançando à teoria um olhar docente, empreende-se uma análise do livro A casa da madrinha, de Lygia Bojunga, verificando a fantasia presente na obra perfeita fusão entre o real e imaginário e como ela se instaura: pelas metáforasIt is of the human nature the fascination, at least in some phases of the life, by fairy tales, where they are carried away by the fantasy present in literary texts. People believe that, on the pages of a book, everything is possible. Such belief in the fantasy, however, may fade away as time goes by since the passage of time from childhood into adolescence and yet into adulthood, as well as the demands of modern life restrict our potential for daydreaming. Schools, therefore, undertake a pivotal role to preserve and cherish it alive in the students. Still, it is crucial to their psychological and cognitive development, and, of course, to the development of their esthetical sense; after all Literature is art. Unfortunately, it hardly ever occurs and the classroom reality turns out to be a mere knowledge-passing resource, privileging the grammar rules and the literature background. Conversely, text is relegated to a mere pretext for analyses unrelated to what really matters: the text itself and its respective resources. We believe that, as to Literature, one of the essential resources to conceive it is metaphors by means of fantasies. We have now come to a key point where metaphors are major components of fantasies. However, both are poorly regarded by schools, which do not embark on a productive policy. Rather than effectively understanding the metaphorical potential, students are held to primary (and witless) tasks of recognizing and classifying metaphors. Such verifications arouse the interest in better figuring out the existing relation between fantasy, metaphor, and literature for children. It all poses questions: after all, what is the meaning of fantasy? Is it the same as fantastic approach? Fantasy characterizes literature for children only? Such questions make us ponder over the importance of literary texts and the respective tasks carried out as in classroom. In view of it all, we have taken a teaching look at the book A casa da madrinha (Godmothers house) by Lygia Bojunga, verifying the fantasy present in the work perfect fusion of reality and imagination and how it takes place by means of metaphors
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William, Jennifer Marston. "Zeiträume : time, space, and metaphor in German-language novels of the twentieth century /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486462702467453.
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OLIVEIRA, JANETE DA SILVA. "THROUGH MYTHS AND FAIRY: METAPHORICAL DIALOGUES WITH THE JAPANESE MEDIATIC LITERATURE OF HAYAO MIYAZAKI S WORK." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27476@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Durante muito tempo as palavras utilizadas para referir-se a oriente e ocidente foram exótico, civilizado, arcaico ou desenvolvido. Isso porque as imagens atribuídas a ambos eram de atrasado x avançado como o pseudo antagonismo entre mito e logos. No entanto, a falência do discurso cartesiano de verdade, como narrativa organizadora do cenário contemporâneo, abre espaço para uma nova abordagem do mito como parte atuante na leitura do mundo. Nesta tese nos propomos a utilizar a recuperação do mito através da metáfora ainda presente no discurso filosófico feita por Hans Blumenberg, e fazer um paralelo com a recuperação da metáfora feita por Paul Ricoeur para um approach entre oriente e ocidente pelo viés da literatura midiatizada que identificamos na obra do renomado diretor japonês de animação Hayao Miyazaki.
For a long time the words used to refer to East and West were exotic, civilized, archaic or developed. That s because the images assigned to both were backward vs. advanced as well as the pseudo antagonism between myth and logos. However, the failure of the Cartesian discourse of truth as a structuring ordering narrative of the contemporary world opens a door to a new approach to myth as an active part in the reading of the world. This thesis proposes to use the restoration of the myth through metaphor as in Hans Blumberg s philosophical work and to form a parallel with Paul Ricouer s restoration of the metaphor, employing this method as an approach between East and West to delve into the work based on the literary world of renowned Japanese animation director Hayao Miyazaki.
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Gibson, Matthew Ian. "Yeats and Coleridge : the identity of the poet and romantic metaphors of mind." Thesis, Royal Holloway, University of London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389030.
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Johnstone, Tiffany T. E. "Frontiers of philosophy and flesh : mapping conceptual metaphor in women's frontier revival literature, 1880-1930." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43429.
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In this dissertation, I identify a genre of travel writing that I refer to as frontier revival literature, which I show to be particularly important in negotiating North American ideas of imperialism, nationality, citizenship, gender, and race from 1880-1930. Meaning about cultural identity emerges through motifs of physical movement in frontier revival literature. I focus on how female frontier revival authors appropriate familiar motifs of frontier revival literature to promote women’s rights.
Frontier revival literature consists of tourist accounts of travel in western Canada by Canadian and American authors who published in northeastern American cities and who wrote for a largely eastern, urban audience. I show how male frontier revival literature authors use American manifest destiny rhetoric in a western Canadian setting to promote ideas of an intercontinental west that, despite seeming to broadly represent North American progress, are highly gendered and racialized.
I combine and adapt elements of feminist and conceptual metaphor theory as a way of reading how women writers of the frontier revival debate such ideas through representations of physical movement. I build on a diverse range of feminist theory to examine how images of the travelling female body negotiate and often contest dominant ideological messages about cultural identity in travel literature by men. I develop conceptual metaphor theory in order to identify a network of metaphors that I see as emerging in frontier revival literature.
Focussing on three different chronological stages of frontier revival literature, I apply my methodology in comparative close readings of the following texts by Canadian and American authors: Sara Jeannette Duncan’s A Social Departure: How Orthodocia and I Went Around the World By Ourselves (1890) and Elizabeth Taylor’s “A Woman in the Mackenzie Delta” (1894-95); Grace Gallatin’s A Woman Tenderfoot (1900) and Agnes Deans Cameron’s The New North (1909); and Mary Schäffer’s Old Indian Trails (1911), and Agnes Laut’s Enchanted Trails of Glacier Park (1926). I explore how these six female frontier revival authors challenge the dominant imperialist and masculinist perspectives of their male peers through representations of the female travelling body.
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Roca, Lizarazu Maria. "Finding the Holocaust in metaphor : renegotiations of trauma in contemporary German- and Austrian-Jewish literature." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/95167/.
Full textAbstract:
This thesis investigates representations of the Holocaust and the Second World War across a range of German- and Austrian-Jewish writers who belong to the second or third generation born after the Holocaust. These writers relate to the events from the position of the “nonwitness” (Weissman 2004), and in the face of major shifts in Holocaust memory since the millennium: the disappearance of the survivor and eyewitness generation entails a transition from first-hand memories of the war period to an increasingly ritualised cultural memory of the events. This transformation intersects with larger changes in Holocaust memory in the last 15 years, such as the re- and hypermediation of Holocaust memory and the emergence of a globalised Erinnerungskultur. The Holocaust has therefore emerged as a highly discursivised “floating signifier” (Huyssen 2003), which travels transgenerationally, transmedially and transnationally. Engaging with these shifts, I argue that Marianne Hirsch’s concept of “postmemory” (Hirsch 1997) and recent trauma theory remain embedded in a biologising framework of analysis that views cultural transmission in terms of contagious inheritance. Drawing on cultural and literary theories and transnational memory studies, I develop a new approach that focuses on the Holocaust as a form of “travelling trauma” (Tomsky 2011), tracing its remediation and recycling across geographical, cultural, medial, and representational boundaries. My readings of texts by Benjamin Stein, Maxim Biller, Vladimir Vertlib, and Eva Menasse explore how these authors (re-)negotiate the various travels of Holocaust memory in the age of remediation. By initiating a dialogue between the realms of theory and contemporary fiction, this thesis engages with a broad body of recent German- and Austrian-Jewish Holocaust fiction, while at the same time critically investigating key paradigms in the field of memory and trauma studies.