The purpose of this work is to demonstrate the absurdity of the Marxist-Leninist-Stalinist means of re-education, which left a deep imprint on the history of Romanians by condemning not only the physical but also the spiritual death of the people. In this paper I have highlighted how the process of re-education took place in many circumstances. The class of intellectuality was the one that suffered the most as a result of these events, which can also be noticed in the case of the characters Axente Creangă and Leonte Pătrașcu from "Luntrea lui Caron". Using terror as an instrument of governance, censorship, propaganda and raising their ideology to the rank of universal principle, the Bolsheviks succeeded by the absurdity of the methods to massacre the population.
The purpose of this essay is to capture and convey, through the use of different works of philosophy that encapsulate thoughts on the same idea, the motif of the absurdity of life in Ernest Hemingway’s first novel The Sun Also Rises. The concept of the absurd will be, first and foremost, examined through absurdist criticism of the novel, using the philosophical thought of Albert Camus, Soren Kierkegaard, Friedrich Nietzsche and other philosophers who captured the essence of the absurd in their philosophy, all in order to represent this concept in Hemingway’s novel and to show how it truly manifests itself upon some of the most important characters’ psychology and their actions, portrayed throughout the three parts of the book. Mention will be made of the concept of “Lost generation” as it is the cornerstone to understanding, firstly, the characters’ background and current psychological status and the effects that the war had on an entire generation, leading them to an unwilling search for meaning in what this essay strives to present as a meaningless life.
The paper proposes a comparative analysis at a formal and compositional level of a series of aphorisms and similar or complementary proverbs. Of the volumes of aphorisms: Discobolus, Stones for my Temple, The Ardor of the Island, Hourglass of the Sand, From the Spirit of the Heresy, the first two are the object of study of this work
The purpose of this paper is to reflect upon the ways the same animals depicted in Lucian Blaga’s poetry and Vasile Voiculescu’s respectively are shaped based on comparison. On the one hand, the animals in Blaga’s works get a metaphorical pattern, while, on the other hand, those in Voiculescu’s poetry keep the ordinary meaning. While in Voiculescu’s case animals are part of the traditional setting, Blaga gives them symbolic and transcendental meanings.
The starting point of my study is represented by two works, Grădina de sticlă(Tatiana Țîbuleac) and Un singur cer deasupra tuturor (Ruxandra Cesereanu). These are two novels that organize their narrative discourse following the relation trauma-memory-identity. In fact, Tatiana Țîbuleac and Ruxandra Cesereanu emphasize in their proses how can a social identity be recreated, when everybody feels the terror enforced by the authority. In this case, when you lose everything, you become vulnerable and this feeling causes the alienation, the break. Therefore, in this paper, we will show how the memory reopens the dialogue with the past, more exactly with a traumatic past. We will illustrate also the fact that in the process of remembering the space changes the identitary their attributes.
In Slovakia, modern Cultural Studies of English-speaking countries have been integrated into university curricula since the 1990s. However, there is a fundamental difference in the role CLIL plays in teaching “realia” (alternatively: cultural studies, country studies and area studies) for philological students and for business students of non-philological faculties. While philological students study realia with primary linguistic and cultural goals (i.e. to learn new words, terminology, context and comparative cultural aspects), non-philological students’ goals are business oriented (i.e. allow a successful graduate to function effectively in a new business environment). That affects the methodology, teaching procedure and assessment of both disciplines in debate.
This research aims to prove the effectiveness of Spanish as a Second Language lessons for Haitians designed by volunteers in Santiago de Chile. The methodology used through the study was based on the application of two questionnaires to Haitian students in order to compare results, and finally obtain an average that reflects the achievement of the communicative functions expected. Results indicate that neither the lessons planned, material giver nor the Common European Framework of Reference for Languages fulfilled such expectations. Findings are discussed in relation to previous studies on methodologies for Spanish as a Second Language for Haitian immigrants in Chile ()
We often see contradictions in the works of a philosopher, these contradictions also appeared in Lucian Blaga’s epistemological system. This paper seeks to shed light on the cause of their appearance, to prove that they were not merely a mistake or an inconsistency on Blaga’s behalf, but the logical conclusion of the evolution of his epistemological system. A system cloaked in metaphor that was forced in the later stages to shed its poetic guise.
In this article we discuss the avant-garde phenomenon, emphasizing that it promotes thinking without prejudice or limits, in which the writer can explore completely new horizons of creativity. Both Virgil Mazilescu's poems and Nora Iuga's poems (both under the oneiric mantle), illustrate the idea of freedom in terms of poetic thinking and poetry, despite the political and literary context in which they were.
The paper provides an overview of the forms in which translation is used in foreign language education. A tentative classification is suggested which differentiates between facilitative translation as a supporting process that helps to overcome learning constraints, deliberate translation as an independent task with a predetermined objective that targets learners’ foreign language competence and skills, and simulated translation as an activity from which additional pedagogical benefits regarding learners’ foreign language proficiency can be derived. From the side of the learner, facilitative translation constitutes a complex learning strategy that can be applied for a variety of strategic purposes (memory-related, cognitive, compensatory, metacognitive, affective, and social), while from the side of the teacher it represents a scaffolding tool that can be consolidated into a fully-fledged teaching technique. Deliberate translation can further be differentiated according to the specifics of pedagogical focus. Language-focused translation, targeting learners’ grammatical accuracy or vocabulary range and control, and skill-focused translation, targeting one of the four basic communicative language skills, can be used for both instruction-related and diagnostic purposes. The focus on the holistic use of the available linguistic repertoire results in the two complex uses of translation as an incentive for communication and as a communicative activity aimed at developing the skill of cross-language mediation. A particular type of simulated translation which appears to be particularly suited for the purposes of foreign language education is audiovisual translation.