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  • 1
    UID:
    almafu_BV010112020
    Format: VIII, 304 S.
    Edition: 1. English ed.
    ISBN: 1-85753-055-1
    Content: "War has been the defining theme of the 20th century. It has dominated our imagination; it has influenced our political language; it has shaped and determined our view of history. This study sets out to look at the modern consciousness and war in terms of a number of themes: our view of the 20th century; our understanding of modernity; our attitude to the meaning or meaninglessness of history; our trust or distrust of science; our psychological presuppositions. Towards the end of the book the author also looks at the often tragic nature of the encounter between the western and non-western worlds." "Throughout the study the discussion is anchored to several seminal themes or works drawn from a wide spectrum of American and European authors in the fields of literature and philosophy." "Western culture has been deeply influenced - both consciously and unconsciously by its experience of conflict, in particular the two World Wars and the Cold War that followed them. This study illustrates why, in the course of the 20th century, war became the accredited theme of modern life."--BOOK JACKET.
    Language: English
    Subjects: History , Political Science
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    Keywords: Krieg ; Zivilisation ; Krieg ; Theorie ; Krieg ; Zeitgeist ; Moderne
    Author information: Coker, Christopher 1953-
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  • 2
    Online Resource
    Online Resource
    Cambridge :Cambridge University Press,
    UID:
    almahu_9948663644002882
    Format: 1 online resource (xii, 334 pages) : , digital, PDF file(s).
    ISBN: 9781108921992 (ebook)
    Content: This book examines tragedy and tragic philosophy from the Greeks through Shakespeare to the present day. It explores key themes in the links between suffering and ethics through postcolonial literature. Ato Quayson reconceives how we think of World literature under the singular and fertile rubric of tragedy. He draws from many key works - Oedipus Rex, Philoctetes, Medea, Hamlet, Macbeth, and King Lear - to establish the main contours of tragedy. Quayson uses Shakespeare's Othello, Chinua Achebe, Wole Soyinka, Tayeb Salih, Arundhati Roy, Toni Morrison, Samuel Beckett and J.M. Coetzee to qualify and expand the purview and terms by which Western tragedy has long been understood. Drawing on key texts such as The Poetics and The Nicomachean Ethics, and augmenting them with Frantz Fanon and the Akan concept of musuo (taboo), Quayson formulates a supple, insightful new theory of ethical choice and the impediments against it. This is a major book from a leading critic in literary studies.
    Note: Title from publisher's bibliographic system (viewed on 04 Mar 2021).
    Additional Edition: Print version: ISBN 9781108830980
    Language: English
    Subjects: English Studies
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    URL: Volltext  (lizenzpflichtig)
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  • 3
    UID:
    gbv_40517330X
    Format: 178 S. 8"
    Edition: (2.pr.)
    Language: Undetermined
    Keywords: Motiv ; Stoff ; Literatur ; Tragik
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  • 4
    UID:
    b3kat_BV024252109
    Language: Undetermined
    Subjects: Comparative Studies. Non-European Languages/Literatures
    RVK:
    Keywords: Tragödie ; Aufsatzsammlung
    Author information: Brooks, Cleanth 1906-1994
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  • 5
    UID:
    gbv_185067301
    Format: 178 S.
    Series Statement: A Yale paperbound 25
    Language: English
    Author information: Brooks, Cleanth 1906-1994
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  • 6
    Book
    Book
    New Haven :Yale Univ. Press,
    UID:
    almafu_BV026552538
    Format: 178 S.
    Language: English
    Subjects: Comparative Studies. Non-European Languages/Literatures
    RVK:
    Keywords: Tragödie ; Aufsatzsammlung
    Author information: Knox, Bernard 1914-2010
    Author information: Brooks, Cleanth 1906-1994
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  • 7
    Book
    Book
    New Haven [u.a.] :Yale Univ. Press,
    UID:
    almafu_BV042828410
    Format: 178 S.
    Edition: 6. print.
    Series Statement: Yale Paperbounds 25
    Note: 1st publ. 1955
    Language: English
    Author information: Brooks, Cleanth 1906-1994
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  • 8
    UID:
    edoccha_9961612424702883
    Format: 1 online resource (354 pages)
    Edition: 1st ed.
    ISBN: 9783031613883
    Note: Intro -- Foreword -- About the Book -- Contents -- Notes on Contributors -- List of Figures -- List of Images -- List of Tables -- Chapter 1: History Education in Africa: Research, Perspectives, and Practices-An Introduction -- Chapter 2: History Education Research in Africa: A Systematic Scoping Review (2013-2023) -- Introduction -- Methodology -- Analysis -- Findings -- Key Themes and Concepts -- History -- Curriculum -- National -- Education -- Textbooks -- Journals That Published History Education Research from 2013 to 2023 -- Types of Articles Published and Methodologies Used -- Key Contributors -- Countries of Research Focus -- Limitations of the Literature Review -- Conclusion -- Appendix A: Articles Included in the Scoping Review -- Appendix B: List of Journals and Number of Articles Published from 2013 to 2023 -- References -- Chapter 3: Can History Teaching Contribute Towards Saving the Planet? Reflections on the Value of Including Environmental History in the Zimbabwean Advanced Level History Curriculum -- Introduction -- Theoretical Insights: Intersectionality and All-Inclusive Ecologies of Knowledge Approach, Based on a Trans-Modern Pluriversal View -- The Environment as a Global Concern -- Facets of the Global, Regional, and Local Environmental Challenges -- A Glimpse into Zimbabwean Environmental Historiography -- An Incomplete Curriculum? An Analysis of Zimbabwe Advanced Level History Syllabus -- Conclusion -- References -- Chapter 4: Re-thinking the South African School History Curriculum: Theorising Indigenous Archives of History -- Contextualisation: 'The Missing African Idiom in South African Historiography' -- A Critique of the South African School History Curriculum: 'Then and Now' -- Foregrounding Indigenous Archives: 'Shifting the Geography of Reason'. , Towards a Conclusion: Re-thinking the South African School History Curriculum -- References -- Chapter 5: Do Minoritized Cultures Matter? Ethnicity, Identity, and the Politics of Inclusion in Ghana's History and Social Studies Curricula -- Introduction -- Minoritized People in School Curricula -- Methodology -- Minoritized Ethnicities in the Ghanaian Pre-university Curricula -- Basic School History and OWOP Syllabus -- Junior High Social Studies Curricula -- The Senior High School Social Studies Syllabus -- Senior High School History Syllabus -- Implications -- Education Policy and Ethnic Inclusion in Curricula Content -- Recommendations -- Conclusion -- References -- Chapter 6: The Use of Film as a Pedagogical Tool to Enhance Historical Consciousness in South African Postgraduate Students -- Introduction -- Context -- Historical Consciousness and Film in History Education -- The Nature of Film in a Globalised World -- Pedagogical Considerations for Applying Film to History Education -- Details of the Activity -- Methodology -- Findings -- African Culture -- Gender Roles -- Political Strategies -- Economic Aspects -- Slavery -- Technological Advancement -- Discussion -- Conclusion -- References -- Chapter 7: Learning Difficult Histories: The Role of Monuments and Museums -- Introduction -- The Context -- Theoretical Underpinnings -- Embracing the Past Through Memory Culture -- Embracing a Tragic Past and Historical Empathy -- Methodology -- Research Design -- Sampling and Sample Size -- Data Collection -- Data Presentation and Analysis -- Results and Discussion -- Understanding the Difficult Past Through Monuments and Museums -- The Teaching of the Holocaust and Slave Trade in Schools -- What Are Participants' Reactions to Discussing the Holocaust and the Slave Trade? -- Conclusion -- Limitations of the Study -- References. , Chapter 8: Bringing History to Life: The Pedagogical Power of Heritage Sites -- Background and Introduction -- Literature Review -- Pedagogical Approaches to History Teaching in the Local Context -- Teacher's Perceptions of Constructivist Approach to History Teaching -- Fieldtrips to Heritage Sites as Pedagogical Tools -- Methodology -- Participants for the Study -- Data Production Method -- Ethical Considerations -- Data Analysis -- Findings and Discussion -- Theme 1: Fieldtrip and Visit to Museums and Heritage Sites-A Stimulus for Historical Learning -- Theme 2: Development of Historical Thinking and Analysis -- Theme 3: Teachers' Pedagogical Choices in Integrating Field Trips in the Teaching of History -- Theme 4: Teachers' Perception of Field Trips and Visit to Museums and Heritage Site as a Strategy for Teaching History -- Theme 5: Novice Teachers' Preparedness in Using Field Trips as a Pedagogy for History Teaching -- Conclusion and Implications -- References -- Chapter 9: Teaching History in Zambia: The Use of Project Method in Reviving the Value of History Education -- Introduction -- Overview of the Project Method in Zambian History Curriculum -- Methodology -- Findings on the Project Method and the Teaching of History in Zambia -- Instilling of Skills -- Enhancing Learner Feedback in Assessments and Examinations -- Fostering Linkages Between Learners and the Community -- Discussion of Findings -- Instilling of Skills -- Enhancing Learner Feedback in Assessments and Examinations -- Foster Linkages Between Learners and the Community -- Opportunities of Using the Project Method in History Teaching in Zambia -- Conclusion -- References -- Chapter 10: Teachers Are Key: How Risk-Taking Teachers in Elite South African Schools 'Use' Apartheid History -- Introduction -- The South African Context -- History Education in South Africa. , Literature Review and Conceptual framework -- Methodology -- Findings I: What's the Point of History Education According to Teachers in Elite Western Cape Schools? -- Findings II: Realizing the Social Utility of History in the Classroom -- Conclusion -- References -- Chapter 11: Towards a Decolonized Assessment for History Teaching and Learning in Post-Apartheid South Africa -- Introduction -- Theoretical Insights: Maton's Epistemic-Pedagogic Device -- The Production Field -- The Recontextualization Field -- The Reproduction Field -- Maton's Epistemic-Pedagogic Device -- Decolonial Articulations -- Coloniality of Power -- Coloniality of Knowledge -- Coloniality of Being -- Existing Assessment Practices -- Toward a Decolonized Assessment for History Teaching and Learning in Post-Apartheid South Africa -- Conclusion -- References -- Chapter 12: Assessing Silences in History Assessment: The Case of Representation of Women in Zambian Secondary School History Examination Papers, 2015-2022 -- Introduction and Background -- Assessment Practices in Zambian Secondary Schools -- Gender-Inclusive Curriculum in Zambia -- Representation of Women in the History Curriculum -- Theoretical Framework: A Decolonial Approach Towards History Assessment -- Methodological Approach -- Findings on the Representation of Women in Zambian Secondary School History Examination Papers, 2015-2022 -- Discussion of Findings -- Numerical Representation of Female Characters -- The Portrayal of Female Characters Through Images -- Reinforcing the Coloniality of Power and Knowledge Through Gender Biases in Examination Papers -- Way Forward on Decolonising History Assessments Towards Gender Inclusivity -- Conclusion -- References -- Chapter 13: Sport at Wesley College, Cape Town, South Africa, as a Descriptive Twentieth-Century African History Education Project -- Education in South Africa. , Wesley College, Cape Town -- Sport at Wesley -- Athletics at Wesley College -- Harry Hendricks and Norman Stoffberg -- Conclusion -- References -- Chapter 14: From Department of History to Department of History and Heritage Studies: Discourse of Heritage at Mzuzu University in Malawi -- Introduction -- Crisis in the Humanities in Africa and Reconstitution of History -- A Synopsis on the Discourse of Heritage -- Precedents and Trajectories of Heritage Education in Africa -- Discourse of Heritage and Sustainable Development at Mzuzu University -- The Implications of Discourse of Heritage in the New Department of History and Heritage Studies at Mzuzu University -- Conclusion -- References -- Index.
    Additional Edition: Print version: Boadu, Gideon History Education in Africa Cham : Palgrave Macmillan,c2024 ISBN 9783031613876
    Language: English
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  • 9
    UID:
    gbv_866069682
    Format: xii, 327 Seiten , Karten
    Edition: First edition
    ISBN: 9780198727828 , 9780198727811
    Content: The Aeneid, generally considered the greatest poem of Roman literature, is a story of migration, and Book 3 is at the heart of this story-the arrestingly dramatic account that Aeneas gives to the Carthaginian Queen Dido of his people's journey from the sacked city of Troy. This journey sees them encounter a series of brilliantly characterized individuals and visit some of the most extraordinary places in the central Mediterranean, both real and imaginary: shrines and volcanoes, floating islands and monsters. Yet though it is on one level a thrilling traveller's tale, it is also a profound story of a voyage from a dead past to an uncertain, but ultimately glorious, future in Augustan Rome. This new edition contains an introduction, the Latin text, and a detailed commentary, as well as an extensive Appendix illustrating the rich variety of texts that Vergil used as his models through an ample collection of relevant passages: from the heroic voyages described in the Odyssey and the Argonautica, to tragic explorations of the aftermath of Troy's fall (especially Euripides' Hecuba, Troades, and Andromache) and texts on Delos and Etna. The introduction grounds the book in its historical and literary contexts, while the commentary itself aims to bring out the poet's artistry and learning, keeping the dramatic situation of Aeneas' story-telling in view throughout. Translations of all cited Latin and Greek and regular references to Roman history will provide readers new and old with a clear understanding not only of the original text, but also of the poet's vision of Rome, history, and humanity
    Content: Preface -- Introduction -- 1. Vergil's poetic career, life, and times : Life and times -- The Eclogues -- The Georgics -- 2. THe Aeneid: a synopsis -- 3. Intertexts and influences : Homer -- Tragedy -- Hellenistic poetry -- Latin poetry -- 4. Style -- 5. Context and themes -- 6. Metre, scansion, and versification -- 7. Text and transmission -- 8. Glossary -- Maps : The voyage of Aeneas -- The Aegean Sea -- The Ionian Sea: western Greece and south Italy -- Aeneid 3 -- Commentary -- Appendix of major intertexts -- Bibliography -- Index -- Index of passages cited, discussed, or scanned -- Index of Latin words
    Note: Hier auch später erschienene unveränderte Nachdrucke , Hier auch später erschienene, unveränderte Nachdrucke , Text lateinisch, Einleitung und Kommentar englisch
    Language: Latin
    Subjects: Ancient Studies
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    Keywords: Vergilius Maro, Publius 3 v70-v19 Aeneis ; Kommentar
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  • 10
    Book
    Book
    Bairūt : Dār al-Kātib al-ʿArabī
    UID:
    almafu_BV039969906
    Format: 294 S.
    Original writing title: روائع التراجيديا في ادب الغرب
    Original writing person/organisation: بروكس, كلينث
    Original writing publisher: بيروت : دار الكاتب العربي
    Uniform Title: Tragic themes in Western literature
    Language: Arabic
    Subjects: American Studies
    RVK:
    Keywords: Tragödie ; Aufsatzsammlung
    Author information: Brooks, Cleanth 1906-1994
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