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    Wyświetlanie 1-5 z 5
    Tytuł:
    Science, nomenclature et représentation. L’expérience et l’expérimentation dans La Joie de vivre d’Émile Zola
    Science, nomenclature and representation. Life experience and scientific experience in Zolaʼs La Joie de vivre
    Autorzy:
    Rachwalska von Rejchwald, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/1048049.pdf
    Data publikacji:
    2020-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    scientific experience
    life experience
    La Joie de vivre
    Émile Zola
    Opis:
    The article presents a strict interpenetration of scientific discourse and literary fiction on the example of Zolaʼs La Joie de vivre. The coexistence of these discourses is part of the poetics of ambiguity, which is characteristic of the weave of literature and science, where Science opposes Doubt. The purpose of the article is to reflect on the relationship between Experience (everyday life) and Experience (scientific). This conceptual opposition is embodied in a pair of main characters: Pauline and Lazare, equipped with a different attitude to reality and science. She learns human physiology by experiencing changes in her maturing body, which appears to her as a complex, but full of secrets, beautiful machinery. He lives by fearing the body and seeing it as the source of death. He wants to defeat death by coming up with experimental designs that are supposed to make him great and bring immortality. His failures lead him to Doubt and negation of science. Zola decides nothing balancing between knowledge and doubt, affirmation of life and the inevitability of death.
    Źródło:
    Studia Romanica Posnaniensia; 2020, 47, 4; 101-109
    0137-2475
    2084-4158
    Pojawia się w:
    Studia Romanica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    « Un pont admirable entre visible et invisible » : approches picturales de la mort et de la vie chez Lorette Nobécourt
    Pictural Approach of Death and Life in Lorette Nobécourt Works
    Autorzy:
    Zoulim, Constance
    Powiązania:
    https://bibliotekanauki.pl/articles/483746.pdf
    Data publikacji:
    2015
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Wydawnictwo Werset
    Tematy:
    memento mori
    living life
    the Word
    spiritual experience
    Opis:
    Lorette Nobécourt is a living French writer (she was born in 1968). In her work takes place a quest of the "Word", the holy name she gives to literature. A great feeling of spirituality comes out from her texts. From 1999 to 2012 she wrote three texts about three different pictural works : La Raie by Chardin (french painter), L’Ordre du monde by Sujata Bajaj (indian artist) and L’Usage des jours by Guillaume Bardet (french designer). Trough her texts appears her literary and spiritual evolution. Literature proved to be a spiritual ritual, like a memento mori, but also an real prayer, an hymn in praise of the « living life ».
    Źródło:
    Quêtes littéraires; 2015, 5; 191-200
    2084-8099
    2657-487X
    Pojawia się w:
    Quêtes littéraires
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    L’expérience par procuration : l’hypotypose et la narration historique de l’Antiquité à la Renaissance
    The Experience by Proxy: Hypotyposis and Historical Narrative from Antiquity to the Renaissance
    Autorzy:
    Zangara, Adriana
    Powiązania:
    https://bibliotekanauki.pl/articles/683317.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    experience
    narration historique
    Antiquité
    Renaissance
    hypotypose
    historical narrative
    Antiquity
    hypotyposis
    Opis:
    As long as history was considered as magistrae uitae, it was necessary to give the readers the impression that they were seeing the recounted events and taking part in them, so that they could live them by proxy and gain from the experience of others. Relative to this pedagogical function of historical narrative, we will investigate the various devices of hypotyposis – the para- taxis, the entering into details and the piling them up, the disappearance of the locutor – as well as its powers of exhibition, emotion and persuasion. In order to identify the founding and problematic bound between the hypotyposis to the experience – which implies both accounting for the lived experience and passing it on – we will go behind the rhetorical definition of “figure of style” to what appears to be the first form of the art of making visible. Our aim is, simultaneously, to help clarify the complex relationship between history and rhetoric from Antiquity to the Renaissance and to offer an analysis of the contradiction attached to the name hypotyposis: a “description given in broad outlines” and a “detailled and evident description”.
    Aussi longtemps que l’histoire a été considérée comme magistra uitae il a fallu que ses lecteurs puissent avoir l’impression, en la lisant, d’assister et de participer aux événements racontés afin de vivre, par procuration, l’expérience d’autrui. C’est par rapport à cette fonction pédagogique du récit historique en tant que récit d’expérience que nous voudrions interroger les procédés qui caractérisent l’hypotypose (la parataxe, la précision et l’accumulation des détails, l’effacement du locuteur) ainsi que les pouvoirs (de « monstration », d’émotion et de persuasion) qui lui sont attribués. Il s’agira de revenir, en amont de la définition rhétorique de la « figure de style », vers ce qui est sans doute une matrice originaire de l’art de « faire voir » pour retrouver le lien fondateur et problématique qui relie l’hypotypose à l’expérience et à la double exigence d’en rendre compte et de la transmettre à autrui. Nous escomptons ainsi éclaircir quelques aspects du rapport entre histoire et rhétorique depuis l’Antiquité et jusqu’à la Renaissance, et analyser la contradiction qui caractérise le nom même d’hypotypose – « description à grand traits » et « description évidente » – ainsi que sa relation étrange avec son quasi paronyme : la diatypose.
    Źródło:
    Acta Universitatis Lodziensis. Folia Litteraria Romanica; 2016, 11; 25-40
    1505-9065
    2449-8831
    Pojawia się w:
    Acta Universitatis Lodziensis. Folia Litteraria Romanica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dimension sociétale ďinterventions dans le champ de la pratique: le cas du travail social
    The Social Dimension of Interaction in the Field of Practice: the Case of Social Work
    Wymiar społeczny działania w polu praktyki: casus praca socjalna
    Autorzy:
    Marynowicz-Hetka, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/686872.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    approche socio-pédagogique
    travail social
    champ de la pratique
    orientation de l’action
    expérience partagée
    paradigme intégré
    -
    socio-pedagogical approach
    social work
    field of practice
    orientation of activity
    shared experience
    integrated paradigm
    Opis:
    -
    The subject of analysis in this article are the links between the field of practice – social work and the socio-pedagogical approach.We assume that social work is a kind of practice of the representatives of social professions and that the socio-pedagogical approach could serve as a meta-theory for the analysis of the field of social work. This could provide orientation in the search for the best course of action (activity). Adopting this view enables us to find answers to very complex issues of practice and, as a result, to encourage actors to cooperate in a given field of activity. This socio-pedagogical approach/perspective also facilitates the use of the multi-dimensional perspective in the training to the field of practice.We recognize that introducing this approach into practice would allow its enrichment and emphasizing its societal dimension. In this article, we analyze the instruments of this approach.
    Cet article a pour objet d’analyser les liens entre le champ de la pratique, le travail social et l’approche socio-pédagogique. Nous faisons l’hypothèse que le travail social est un type de pratiques des professionnels du social, et que l’approche socio-pédagogique pourrait remplir la fonction d’une métathéorie pour l’analyse du champ du travail social, en vue de permettre une orientation appropriée de l’agir dans ce champ et de choisir un mode d’activité. Cette perspective s’efforce de répondre aux questions complexes de la pratique, et par la suite d’encourager les acteurs à coopérer dans ce champ. Elle permet d’adopter une vision multidimensionnelle de la formation à l’activité dans un champ de la pratique. Nous considérons que l’introduction de l’approche socio-pédagogique pourrait enrichir et ordonner cette activité professionnelle en soulignant sa dimension sociétale. Dans cet article nous essayons d’analyser quelques outils de cette approche.
    Źródło:
    Nauki o Wychowaniu. Studia Interdyscyplinarne; 2016, 3, 2; 47-61
    2450-4491
    Pojawia się w:
    Nauki o Wychowaniu. Studia Interdyscyplinarne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Lecture réflexive ou érudite ? Quelques considérations sur le choix de méthode d’enseignement de la littérature en philologie romane contemporaine
    Reflective or Erudite Reading? Some Reflections on the Selection of Literature Teaching Method in Contemporary Romance Philology
    Autorzy:
    Kędzia-Klebeko, Beata
    Powiązania:
    https://bibliotekanauki.pl/articles/28408108.pdf
    Data publikacji:
    2023-12-16
    Wydawca:
    Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu
    Tematy:
    academic reading in FLE
    subject-reader (sujet-lecteur)
    reflexivity
    experience
    erudition
    lecture académique en FLE
    sujet-lecteur
    réflexivité
    érudition
    Opis:
    “The subjective […] surrounds the objective” This statement by G. Lanson (Lanson 1919: 113) seems to fit in perfectly with the line of argument of the present analysis, while remaining a valid indication for the university literature teacher in contemporary neo-philological studies. It should be noted that students often start learning French when they enter university. What is the place of literature studies, then? The choice is not obvious for teachers faced with the reserve of non-readers of literature, on the one hand, and the demands of academic excellence, on the other. In a socio-cultural context aimed primarily at the currently recognised horizontal dimension of knowledge, the question arises as to whether and to what extent it is possible to adopt a scientific reading perspective, such as that sought by neo-philological studies. It seems that the search for the personal engagement among FLE students, leading them to discover the similar experiences to their own that the fictional world presents, can be seen as a firs step towards the appreciation of literary foreign language studies.
    Źródło:
    Academic Journal of Modern Philology; 2023, 20; 107-117
    2299-7164
    2353-3218
    Pojawia się w:
    Academic Journal of Modern Philology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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