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The Educational and Formative Elements in the Novels “The Solitaire Mystery” and “Sophie's World” by Jostein Gaarder
No full textCilj ovog rada je ispitati odnos između pedagogije, odnosno teorije i prakse obrazovanja i književnih djela kroz tumačenje romana Jostein Gaardera – Tajna igraćih karata i Sofijin svijet. U uvodnom odlomku prikazujemo kako autor odgaja svoje protagoniste, a apostrofiraju se njihovi obrazovni i razvojni elementi. Središnji dio usredotočen je na prezentaciju obrazovanja i nastave, što se podupire usporedbom nastave predmeta Filozofija u romanu i školske prakse. U završnom dijelu, temeljem prethodno navedenih činjenica i čimbenika, predstavljamo protagoniste obaju romana kao zaokružene osobnosti vodeći se Goldbergovim petofaktorskim modelom. Iako su romani nesumnjivo proizvod mašte, vrijedno je istražiti u kojoj mjeri autor može doprinijeti obrazovanju svojih mladih čitatelja putem fikcionalnih likova.The aim of this paper is to examine the relationship between pedagogy (theory and practice of education) and literary works through the interpretation of Jostein Gaarder’s novels – The Solitaire Mystery and Sophie’s World. In the introductory paragraph, we portray how the author nurtures his protagonists, emphasizing their educational and developmental elements. The central section is focused on the presentation of education and teaching, supported by a comparison of teaching Philosophy in the novel and in school practice. In the final section, based on the previously mentioned facts and factors, we present the protagonists of both novels as well-rounded personalities, guided by Goldberg’s The Big-Five Factor Structure. Although the novels are undeniably a product of imagination, it is worth exploring the extent to which the author can contribute to the education of his predominantly young readers through fictional characters
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Pedagogical Discourse in the Novel “The Glass Bead Game” by Hermann Hesse
Get PDFU hrvatskoj znanstvenoj literaturi do sada nije objavljen rad koji bi
kroz pedagoški aspekt analizirao i interpretirao roman Igra staklenim
perlama Hermanna Hessea. Stoga je temeljni zadatak ovoga rada
predstaviti analizu romana kroz pedagošku prizmu, čime je fokus
stavljen na odgoj, učenje i obrazovanje protagonista Josefa Knechta
tijekom različitih razdoblja njegova života. Osnovnoškolska faza
razvoja donosi prve interakcije s okolinom, oblikuje stavove prema
učenju i obrazovanju te ima utjecaj na oblikovanje njegove osobnosti.
Srednjoškolsko obrazovanje označava sazrijevanje i suočavanje s izazovima.
To je razdoblje kada se Knecht susreće s vlastitim interesima,
pronalazi svoju individualnost i stvara čvršće stavove. Odnos s učiteljima,
vršnjacima i obitelji ima ključan utjecaj na oblikovanje njegovih
vrijednosti i shvaćanja društva.
Visoko obrazovanje donosi intelektualni razvoj i priliku za istraživanje
vlastitih interesa, a Knechtov put kroz ovu fazu obrazovanja
pruža uvid u njegovo stvaralaštvo, usvajanje novih znanja i stvaranje
identiteta. Osim formalnog obrazovanja, utjecaj odnosa s učiteljima,
prijateljima i obitelji nastavlja oblikovati njegov karakter.
Analiza ovoga procesa kroz pedagoški aspekt omogućuje uvid u to
kako su različite faze obrazovanja oblikovale Knechtovu osobnost i
perspektivu. Istovremeno, istražuje se kako su učitelji, obitelj, prijatelji
i školsko okruženje imali važnu ulogu u njegovu formiranju. Ovakav
pristup interpretaciji, odnosno analizi, također pomaže u razumijevanju
funkcioniranja teorije pedagogije u praksi, koristeći roman kao
ilustraciju različitih pedagoških koncepta i njihov utjecaj na razvoj
mlade osobe.In Croatian scientific literature, there hasn’t been any published work
that comprehensively analyzes and interprets Hermann Hesse’s novel
The Glass Bead Game from a pedagogical standpoint. Therefore,
the primary aim of this paper is to delve into an analysis of the novel
through the lens of pedagogy, focusing particularly on the education,
learning experiences, and upbringing of the protagonist, Josef Knecht,
across different stages of his life.
During elementary school, the developmental phase initiates initial
interactions with the environment, shapes attitudes towards learning
and education, and significantly influences the formation of Knecht’s
personality. Moving into secondary education, this phase signifies maturity
and the confrontation of various challenges. It becomes a pivotal
period where Knecht discovers his own interests, establishes his
individuality, and solidifies his beliefs. The relationships he fosters with
teachers, friends and family during this phase play a fundamental role
in shaping his values and understanding of society.
As he advances into higher education, it becomes a time of intellectual
growth and an opportunity for exploring personal interests. Knecht’s
journey through this educational phase offers profound insights into his
creativity, acquisition of new knowledge, and the construction of his
identity. Beyond the formal aspects of education, the impact of relationships
with educators, friends, and family continues to mold his character.
By examining this developmental process through a pedagogical lens,
the analysis provides valuable insights into how different stages of education
have contributed to shaping Knecht’s personality and worldview.
Simultaneously, it scrutinizes the pivotal roles that teachers,
family, friends, and the overall school environment have played in
his formative years. This approach to interpretation and analysis also
serves to deepen our comprehension of how pedagogical theories function
in practical contexts, using the novel as a platform to illustrate
various pedagogical concepts and their influence on the maturation of
a young individual
Pedagogical Interpretation of the Selected Novels of Hermann Hesse and Jostein Gaarder
No full textU radu se istražuje odnos između literarnoga djela i teorije i prakse pedagoške znanosti čime se dobiva pedagoška interpretacija odabranih romana Hermanna Hessea (Igra staklenim perlama i Peter Cameniznd) i Josteina Gaardera (Tajna igraćih karata i Sofijin svijet). Iskazani odnosi tumačeni su primjerenom stručnom terminologijom i potkrijepljeni navodima iz romana. Dan je pregled najeklatantnijih biografskih podataka autora povezanih s ostvarajima u romanima odnosno analizirano je na koji način autori odgajaju svoje protagoniste ali i čitatelje. Također svi su romani predstavljeni i u književnoteorijskoj okosnici.The purpose of this thesis was to explore the relationship between literary works and pedagogy (theory and practice of education) through the interpretation of Hermann Hesse's novels – The Glass Bead Game and Peter Camenzind – as well as Jostein Gaarder's novels The Solitaire Mystery and Sophie's world. We analyzed the source texts by applying the specialized terminology. Moreover, the thesis provides an overview of the most representative examples from the authors' biographies, connected with their literary work. We portray how the authors nurture their characters, as well as the readers. Lastly, we present the novels in the literary-theoretical framework
Idiomatic Sentences in Croatian Standard Language
No full textU ovome su radu predstavljeni frazemi rečenične strukture hrvatskoga standardnog jezika, koji su prikupljeni metodom ekscerpacije iz „Hrvatskoga frazeološkog rječnika“ iz 2014. godine. Početkom stasanja frazeologije, a koja se razvila iz leksikologije u samostalnu jezičnu disciplinu, smatra se 1947. godina, a u hrvatsku ju je lingvističku znanost uvela profesorica Antica Menac sedamdesetih godina dvadesetoga stoljeća. Frazeologija proučava ustaljene sveze riječi, kojima je barem jedna sastavnica promijenila svoje prototipno značenje. Tri su temeljna pristupa analizi farzema – semantički, strukturni i sintaktički. Provedenim se istraživanjem želi dati doprinos hrvatskoj frazeologiji, i to strukturnome aspektu frazemske analize.The thesis lists and categorizes idiomatic sentences present in the Croatian standard language as excerpted from “Hrvatski frazeološki rječnik” (Croatian Dictionary of Idioms), published in 2014. Phraseology, as a science separate from lexicology, began to emerge in the 1940s, while Antica Menac introduced it into Croatian linguistics in the 1970s. It is the study of fixed expressions in which the components (at least one) no longer carry the original meaning. That is to say, the meaning of the fixed phrase cannot be inferred from the original meaning of each component. There are three elementary approaches to the analysis of idioms ― the semantic, structural and syntactic approach. The structural approach was used to provide new insights into the structural aspect of Croatian idioms
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