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1. |
Record Nr. |
UNINA9910962497703321 |
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Autore |
Ratekin Tom |
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Titolo |
Final acts : traversing the fantasy in the modern memoir / / Tom Ratekin |
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Pubbl/distr/stampa |
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Albany, : State University of New York Press, c2009 |
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ISBN |
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9781438427409 |
1438427409 |
9781441621368 |
1441621369 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (179 p.) |
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Collana |
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SUNY series in psychoanalysis and culture |
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Disciplina |
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Soggetti |
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Literature, Modern - Psychological aspects |
Autobiographical memory in literature |
Terminally ill - Psychology |
Semiotics and literature |
Authorship |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Finite and infinite games: terminal illness and the genre of the literary memoir -- The critical process of symptom to Sinthome: Allon White's "Too close to the bone" -- Working through the four discourses: Gillian Rose and the products of Love's work -- Harold Brodkey's traversal of fiction: This wild darkness as La passe -- Modern frame for the postmodern image: reclaiming the gaze in Derek Jarman's Modern nature and Blue -- The genre of the unconscious. |
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Sommario/riassunto |
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Writers facing death offer a rare glimpse into human mortality—they have the unusual opportunity to craft the closing chapter of their life stories. Final Acts explores memoirs of terminal illness, and shows a paradoxical pattern where the diagnosis of terminal illness evokes not despair, but a new freedom and richness in life. The memoirs analyzed—by Allon White, Harold Brodkey, Gillian Rose, and Derek Jarman—provide insight into the experience of radical contingency that an awareness of mortality brings. Tom Ratekin engages the concept of "traversing the fantasy," elaborated by Jacques Lacan and Slavoj Žižek, |
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to argue that the new richness in life each of these memoirists' experiences arises from the abandonment of a particular fantasy that guided his or her earlier work—a fantasy that both protected and inhibited the memoirist. Freed from convention, these writers, while close to death, can reinterpret the stories presented in their earlier work, and gain new perspectives on their worlds and existence. |
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2. |
Record Nr. |
UNINA9910420945703321 |
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Autore |
Landgraf Thomas |
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Titolo |
Sprachbetrachtung im Literaturunterricht? : Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung / / Thomas Landgraf |
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Pubbl/distr/stampa |
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ISBN |
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Edizione |
[1st, New ed.] |
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Descrizione fisica |
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1 online resource (282 pages) : digital, PDF file(s) |
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Collana |
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Didaktik der deutschen Sprache und Literatur ; 3 |
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Soggetti |
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Umberto Eco |
F. Mayröcker |
R. Funke |
Jürgen Habermaß |
P. Klotz |
Sprachunterricht |
Deutschunterricht |
Integration |
Grammatikunterricht |
Literaturtheorie |
Sprachdidaktik |
Germanistik |
Schulpädagogik |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references. |
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Sommario/riassunto |
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Kann das Wissen um sprachlich-grammatische Zusammenhänge das literarische Verstehen befördern? Oder grundsätzlicher: Wie ist es angesichts divergierender germanistischer Ausdifferenzierungen in Linguistik und Literaturwissenschaft um die Einheit des Deutschunterrichts bestellt? Die Studie unterzieht das Verhältnis von sprachlichem und literarischem Lernen einer fundiert kritischen Sichtung und prüft populäre Thesen auf verborgene Prämissen und Implikationen. Die Untersuchungen von Thomas Landgraf münden in der Konsequenz, Vielgestaltigkeit als eine zentrale Eigenschaft des Deutschunterrichts zu begreifen und die Gemeinsamkeiten von Sprach- und Literaturunterricht in den angezielten Rezeptionskompetenzen zu suchen. Im Ergebnis erweist sich die Fähigkeit zur planvollen Deautomatisierung des Lesevorgangs als ein gemeinsames Basiselement. Darüber hinaus gelingt es Landgraf, die Vorstellung eines einheitlichen, „integrativen“ Deutschunterrichts an entscheidenden Stellen herauszufordern. |
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