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Transfiguring fantasy : spiritual development in the work of George MacDonald

机译:变形幻想:乔治麦克唐纳的作品中的精神发展

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摘要

This study addresses two questions. What light does the work of George MacDonald shedudon the concept of 'spiritual development' and what is the pedagogical function of hisudfantasy? The thesis is largely concerned to clarify these conceptual issues but the reason forudraising them is practical. The promotion of spiritual development in schools is a statutoryudrequirement. The conclusions of this thesis contain implications for curricular strategies forudmeeting that requirement and attention will be drawn to them.udTwo major claims are made. The first concerns the issue of whether a coherent spiritualityudnecessarily depends on - and thus must be promoted within - a religious framework. Theudimplication of MacDonald's recourse to fantasy, a discourse dispensing with traditionaludreligious categories, to explore the theme of spiritual development is that a spiritualudpedagogy does not need to be rooted in traditional religious concepts and truth-claims. Theudtwo discourses, the 'theistic' and the 'non-theistic', are compatible and complementary.udSecondly, the concept of 'transfiguring fantasy' is introduced and commended.udMacDonald's transfiguring fantasy functions pedagogically, as potentially does all suchudunclosed flmtasy, by calling in question the distinction between the narrative one reads andudone's own life-story. The two realms, those of the text in one's hands and the life one isudleading, elide and the task of resolving the enigmas of the fantasy becomes one with theudunfinished business of making sense of one's own story.udThis thesis also considers the familiar Romantic themes of nature, childhood and theudimagination, which MacDonald treats with original insight. Nature is akin to fantasy in itsudcapacity to engage and direct the attentive spirit. Childhood is the pattern of what we mustudbecome. The imagination's role is to summon us to press beyond the borders of what mayudbe scientifically proven or rationally articulated.ud
机译:这项研究解决了两个问题。乔治·麦克唐纳(George MacDonald)的工作对“精神发展”的概念有何启示,他的幻想的教学功能是什么?本文主要关注澄清这些概念性问题,但对其加以提高的理由是可行的。促进学校精神发展是一项法定过分要求。本论文的结论对课程策略具有启示性,满足会议要求并引起注意。 ud有两个主要主张。第一个问题涉及连贯的灵性是否/必要地取决于宗教框架,因此必须在宗教框架内得到促进。麦克唐纳求助于幻想的话语是重复传统非宗教范畴,探讨精神发展的主题是,精神教育学不必扎根于传统的宗教观念和真理主张。 udtwo话语,“有神论”和“非神学”是相辅相成的。 ud其次,“变形幻想”的概念得到了介绍和赞扬。 udMacDonald的变形幻想在教育上起作用,所有这些可能都在起作用 udunclosed flmtasy,通过质疑叙事读物和 udone自己的人生故事之间的区别。两个领域,一个人的手中的文本和一个生活中的一个领域,是论性,滑坡,而解决幻想之谜的任务变成了一个未完成的事情,即使自己的故事变得有意义。 ud本论文还认为麦克唐纳以原始见解对待自然,童年和幻想的熟悉的浪漫主题。大自然的吸引力和引导注意力精神的能力类似于幻想。童年是我们必须成为的榜样。想象力的作用是召集我们超越可能被科学证明或合理阐述的边界。

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    Pridmore John Stuart;

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