507 research outputs found
Kaj je pesnik hotel povedati?
No full textOdgovarjam na štiri vprašanja: Kaj obsega pojem interpretacija oz. na kaj referira? Ali literaturo interpretiramo drugače kot ne-literaturo? Kaj so cilji interpretacije oz. vprašanje (anti)intencionalizma. Koliko je možnih interpretacij oz. vprašanje pluralizma in sprejemljivosti interpretacije. Pojem interpretacija se nanaša predvsem na razlago tropov in figur. Literarne trope in figure interpretiramo enako kot ne-literarne. Pri interpretaciji se vedno vprašamo, kaj je avtor hotel
povedati. O njegovih intencah nato sestavimo različne hipoteze, od katerih je lahko le ena resnična. V drugi fazi interpretacije pa se lahko začnemo spraševati, kaj bi besedilo pomenilo, če bi se spremenila
katera od okoliščin izjavljanja. Tem alternativnim interpretacijam rečemo sprejemljive interpretacije.Four questions will be answered: What does the concept of interpretation comprise or refer to? Do we interpret literature differently from non-literary texts? What are the goals of interpretation – or the question of (anti)intentionalism. How many possible interpretations are there – or the question of pluralism and the acceptability of interpretation. The concept of interpretation rests primarily on the explanation of tropes or figures. We interpret literary tropes or figures in the same way that we interpret non-literary ones. When doing so, we always ask what the author wanted to say. We then put forward certain hypotheses about his or her intentions, of which only one can be right. In the
second phase of interpretation we can begin to ask what the text would mean if any of the circumstances surrounding its production were different. These alternative interpretations are referred to as
acceptable interpretations
From Geocaching to Mobile Persuasive Learning:Motivating the Interest in the Life and Work of Danish Author Kaj Munk
No full textThis paper presents some of the initial steps taken towards digital mediation of the cultural heritage related to Danish author Kaj Munk and the impact these steps have had on the ongoing research on persuasive learning
Kaj Munk and Persuasion
No full textAs the title of this Master’s Thesis states, the content revolves around the world-famous Danish vicar, author, journalist, poet and playwright, Kaj Munk. Through his example, he was killed by the Germans occupancy during World War II because of willingness to speak out against them, and his works and mainly through an analysis of the play “Han sidder ved Smeltediglen” or as it is called in English “He sits at the melting pot”, several perspectives on how to communicative world views digitally to young people in The Danish Folkeskole and Gymnasiums are presented. Communicating world view is never an easy task. Kaj Munk’s fame to this day can be ascribed to the persuasive powers of his pen. As few, he knew how to present a topic in a way, so that it was easy for most readers, spectators or listeners to take in any unpleasant truths. Over the course of the thesis, a number of suggestions for how to structure a persuasive digital education system based on among other the principles found in Peter Morville and Louis Rosenfeld’s book “Information Arcitechture for the World Wide Web” and B. J. Fogg’s book “Persuasive Technology” as well as the received teaching in the subject “Information Arcitechture and Persuasive Design” are presented and discussed. When designing a digital system with both an educational and a persuasive intent, there are several things to consider. If you design for The Danish Folkeskole, it is important to know the guidelines for the school in general and for each subject in particular. Interdisciplinarity is getting more and more common as time goes by, and there is nothing wrong with a system designed especially for interdisciplinary use, but it can be a help for a teacher to know, which subjects can benefit from the teaching available in the system and how. One of the important conclusions in this thesis is that a digital education system never should stand alone. Even adolescents need guidance from their teacher and especially if there is also a persuasive intent behind the system. Another important conclusion is that even if the content intended for this persuasive digital education system; Kaj Munk’s “He sits at the melting pot”, is brilliantly suited to be part of the foundation for the formation of the young people. Formation is traditionally being viewed as one of the most important aspects of teaching and influencing. In the term “formation” lies, however, the condition that the individuality and integrity of the learner should be kept safe, and that there therefore are limits to how far one can go, when it comes to persuasion
OPORBENO JEZIKOSLOVLJE DRAGE ŠTAMBUKA / Zlatna formula hrvatskoga jezika 'ča-kaj-što'
No full textThe paper analyses Drago Štambuk's poetry collection Kad su
mȉši balȁli molfrȋnu (2017), by which the author persistently promotes
the trinity principle of the Croatian language summarized in the
“golden formula of ča-kaj-što”. In his language choices, the author
consciously reverts to the sources of the Croatian language by
"remembering" in his own poetic code the older and newer Croatian literary tradition.
Examples are presented primarily at the lexical level.U radu se raščlanjuje pjesnička zbirka Drage Štambuka „Kad su mȉši balȁli molfrȋnu“ (2017.) kojom autor ustrajno promiče načelo trojednosti hrvatskoga jezika sažeto u „zlatnoj formuli ča-kaj-što“. Pokazuje se kako se autor svojim jezičnim izborima svjesno vraća na izvore hrvatskoga jezika „pamteći“ u vlastitu pjesničkom kodu stariju i noviju hrvatsku književnojezičnu tradiciju. Primjeri se razmatraju glavninom na leksičkoj razini
Det fundne og det tabte: To nationer under Gud: Kaj Munk og det sønderjyske spørgsmål
No full textThe found and the Lost: Two Nations under God. Kaj Munk and the question of Southern Jutland. The aim of this article is to present and discuss the view of Danish pastor, playwright, author, and resistance martyr Kaj Munk (1898-1944) regarding the reunion of Denmark and Southern Jutland in 1920. In Munk’s view Southern Jutland and the border to Germany is of central importance to the Danish national identity. The population remained culturally Danish under German rule. However, the reunion and the close relationship with Germany was challenged during the rise of the Third Reich, and eventually the occupation of Denmark. Kaj Munk’s nuanced reflections on the cohabitation of neighbouring countries reject demonization and nationalistic superiority thinking. In Munk’s understanding “fronts” and “bridges” are necessary in international cooperation. The front to protect intrinsic values and avoid appropriation, the bridges to bridge divides between the two nations under God. Munk is an example of a peaceful, acknowledging approach to international cohabitation, though with a strong sense of cultural consistency
Analysis of the Picture Book "Mevedek, kaj delaš?" in the First Age Group
No full textDiplomsko delo se nanaša na slikanico Medvedek, kaj delaš?, sestavljeno iz šestih kratkih slikaniških zgodb/prizorov za najmlajše poslušalce od prvega do tretjega leta starosti, ki so bile prvotno objavljene v reviji Cicido. Avtorica zgodb Slavica Remškar in ilustrator Zvonko Čoh sta slovenska ustvarjalca. V teoretičnem delu diplomske naloge so predstavljeni pomen branja v predšolskem obdobju, vloga staršev in vzgojiteljev, definicija slikanice, življenjepis avtorice in ilustratorja ter revija Cicido. Slikanice so multimodalno delo, saj vsebujejo tri komponente, in sicer literarno, likovno in oblikovnozadnja združuje obe predhodni komponenti v celoto. Praktični del diplomskega dela vsebuje analizo posameznih kratkih slikaniških zgodb/prizorov: Kaj je v kahlici, Medvedek in dež, Medvedek se oblači, Medvedek in novo kolo, Medvedek in morje ter Medvedek in debele knjige. Temu sledi zapis praktične izvedbe načrtovanih in izvedenih dejavnosti v vrtcu med otroki prvega starostnega obdobja. Namen diplomskega dela je ugotoviti, ali je izbrana slikanica kakovostna, ali sta besedilo in ilustracija ustrezna za prvo starostno obdobje in ali lahko izbrano delo približamo otrokom prvega starostnega obdobja, da ga razumejo in se nanj odzivajo.This bachelor’s thesis analyses the picture book Medvedek, kaj delaš?, which consists of six short stories/scenes meant for the youngest listeners, aged from one to three, and were originally published in the Cicido magazine. The author of the stories, Slavica Remškar, and the illustrator, Zvonko Čoh, are Slovenian artists. The theoretical part of the thesis describes the importance of reading in the preschool period, the role of parents and educators, the definition of a picture book, the biography of the author and the illustrator, and the Cicido magazine. Picture books are multimodal works because they contain three components: literary, artistic and designthe latter combines both previous components into a whole. The practical part of the thesis consists of the analysis of individual short picture book stories/scenes titled Kaj je v kahlici, Medvedek in dež, Medvedek se oblači, Medvedek in novo kolo, Medvedek in morje and Medvedek in debele knjige. This is followed by a record of the practical execution of planned and implemented activities in kindergarten among children of the first age period. The purpose of this thesis is to determine whether the selected picture book is of high quality, whether the text and illustration are appropriate for the first age bracket and whether the selected work can be brought closer to the children of the first age bracket, so they can understand it and respond to it
Čiji je kaj?
No full textČigav je kaj? Narečje med sprejetjem in zavrnitvijo
Namen prispevka je predstaviti nekaj vidikov hrvaškega kajkavskega narečja. Prvi vidik se nanaša na njegov zgodovinski prikaz: kako je njegova polifunkcionalna knjižna različica v obdobju oblikovanja hrvaškega naroda in standardizacije jezika marginalizirana v prid druge knjižne različice. Glede na izide njegove marginalizacije avtor zaznava izgubo jezikovne in regionalne zavesti, jezikovnega ponosa in jezikovnega prestiža ter posle- dično neugoden sociolingvistični status kajkavskega narečja. Drugi vidik obravnava njegove trenutne možnosti: morebitno uvajanje v šole v obliki fakultativnega pouka ali izvenšolske dejavnosti. Tako bi se sociolingvistični status kajkavskega narečja v izobraževalnem kontekstu povečal, zagotovljen bi bil tudi pozitiven odnos do njega, kar je bistveno zaradi trenutno zelo negativnega odnosa tako s strani naravnih govorcev kot tudi tistih, ki niso naravni govorci tega narečja.This paper considers the Croatian Kajkavian dialect from several perspectives. First it is considered from a historical overview: how its poly-functional literary variant became marginalised at the expense of another literary variant in the era of Croatian nation-building and language standardisation. Among the outcomes of this marginalisation, the author finds a loss of language and regional awareness, language pride and language prestige, and more generally an unfavourable sociolinguistic status of the Kajkavian dialect which continues to the present day. As a result, the second part of this paper deals with a proposal for the present: the introduction of Kajkavian to schools as part of elective courses or extracurricular activities. In this way, the sociolinguistic status of Kajkavian in the educational context would be improved and positive attitudes towards it ensured, which we consider vital due to its present highly negative perception by both speakers and non-speakers
Kaj Munk - An Introduction to a Controversial Danish Priest, Playwright, and Debater in the Inter-Bellum
No full textThe inter-bellum and the Second World War was an extreme era in terms of politics and culture. Culture broadly understood was marked by the horrors of the First World War, and by the political instability in Central Europe that followed it, including constant attacks on democracy as a form of government. The Danish priest, playwright, author, debater, and resistance icon Kaj Munk (1989–1944) lived and was in his prime during this period, specifically during the 1930s and the beginning of the 1940s. Munk was controversial both during his life and after his death, killed by a German SS Group in January 1944.Kaj Munk was multifaceted; he encapsulated values that today we consider right (the fight against oppression and antisemitism) as well as wrong (his embracing of fascism and never becoming a democrat), and he tended to divide people sharply into admirers and opponents then.Munk was one of several important cultural personalities in Europe of that time, and is well known within the Nordic countries, but less so elsewhere, mainly because he wrote in Danish. With this anthology, we aim to introduce him to a broader international audience
Assessores kaj historiistoj en la malfrua romia imperio
No full textLa pagnumeroj, kiujn oni trovas tra la artikolo, referencas la revuon supre indikitan. Ni prezentas ankaucitiun version, car tiu presita en la revuo estas ofle malfacile legebla. Bv. noti ke la artikolo aludita en n.9 eldonigis fakte en 2001 en R. Mathisen, red., Law, Society and Authority in Late Antiquity (Oxford, 2001), 148-61, kun la titolo 'Lawyers and Historians in Late Antiquity'. La artikolo ci-suba kaj tiu en la libro menciita traktas diversajn aspektojn de la sama temo.This article considers the connection between classicising historians of the late Roman period (such as a Procopius of Caesarea and Priscus of Panium) and the post of assessor. Having first considered the growing importance of the post late antiquity, the author argues it was of particular importance in furnishing ambitious young men educated in the liberales artes, with the raw material for writing history. The article complements that of the same author entitled "Lawyers and historians in the late antiquity" in R. Mathisen (Ed.), Law, Society and Authority in Late Antiquity (pp. 148-161), Oxford, 2001.Cet article traite des liens entre les historiens « classicisants » (tels Procope de Césarée et Priscus de Panium) du bas-empire et du poste d'assessor. L'auteur considère d'abord l'importance croissante du poste à travers la période de l'antiquité tardive. Ensuite il maintient qu'il s'agissait d'un poste particulièrement important aux jeunes hommes ambitieux, qui avaient reçu une éducation traditionnelle, en leur fournissant la matière pour composer une oeuvre d'histoire. L'article complément le traitement par l'auteur, "Lawyers and historians in the late antiquity", dans R. Mathisen (éd.), Law, Society and Authority in Late Antiquity (pp. 148-161), Oxford, 2001
Assessores kaj historiistoj en la malfrua romia imperio
No full textLa pagnumeroj, kiujn oni trovas tra la artikolo, referencas la revuon supre indikitan. Ni prezentas ankaucitiun version, car tiu presita en la revuo estas ofle malfacile legebla. Bv. noti ke la artikolo aludita en n.9 eldonigis fakte en 2001 en R. Mathisen, red., Law, Society and Authority in Late Antiquity (Oxford, 2001), 148-61, kun la titolo 'Lawyers and Historians in Late Antiquity'. La artikolo ci-suba kaj tiu en la libro menciita traktas diversajn aspektojn de la sama temo.This article considers the connection between classicising historians of the late Roman period (such as a Procopius of Caesarea and Priscus of Panium) and the post of assessor. Having first considered the growing importance of the post late antiquity, the author argues it was of particular importance in furnishing ambitious young men educated in the liberales artes, with the raw material for writing history. The article complements that of the same author entitled "Lawyers and historians in the late antiquity" in R. Mathisen (Ed.), Law, Society and Authority in Late Antiquity (pp. 148-161), Oxford, 2001.Cet article traite des liens entre les historiens « classicisants » (tels Procope de Césarée et Priscus de Panium) du bas-empire et du poste d'assessor. L'auteur considère d'abord l'importance croissante du poste à travers la période de l'antiquité tardive. Ensuite il maintient qu'il s'agissait d'un poste particulièrement important aux jeunes hommes ambitieux, qui avaient reçu une éducation traditionnelle, en leur fournissant la matière pour composer une oeuvre d'histoire. L'article complément le traitement par l'auteur, "Lawyers and historians in the late antiquity", dans R. Mathisen (éd.), Law, Society and Authority in Late Antiquity (pp. 148-161), Oxford, 2001
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