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- Aesthetische Eigenzeiten, 17 (1)
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Sonstige beteiligte Institutionen
Starting with a terminological and phenomenological perspective on the question “What is an emotion?”, particularly as developed by Aaron Ben Zeʾev , the kiling scene in the book of Judith (Jdt 12:10–13:9 is analysed. This crucial scene in the book’s plot reports the intense emotions of Holofernes but nothing is said about any emotions on the part of of Judith. The only emotional glimpse occurs in Judith’s short prayers in the killing scene. The highly emotional Holofernes and the unemotional Judith together reveal that Holofernes is already made “headless” by his own emotions, whereas the unemotional Judith, unencumbered by emotions, is able to behead the “headless” Holofernes.
Die Autorin verknüpft die Frage nach der Sympathiesteuerung mit dem Aspekt der Tragik, um auf diese Weise eine neue Perspektive auf den alt vertrauten und viel gedeuteten Erzähltext des 9. Jahrhunderts zu werfen. Indem sie zuerst das Verhältnis von Sympathie und Tragik allgemein bestimmt, dann die Steuerungselemente im ‘Hildebrandslied’ untersucht, die eine tragödienspezifische Wirkung hervorrufen, und sich schließlich mit der Rezeptionsgeschichte des ‘Hildebrandslieds’ auseinandersetzt, kann sie grundlegende Schlussfolgerungen zur Sympathielenkung durch tragisches Handeln ableiten.
Although the Letter of Aristeas mentions the translation of the Jewish nomos into Greek, it is striking that worship is not a fundamental theme of this writing. Nevertheless, six passages present acts of worship, which recount worship from different perspectives: Aristeas prays to God and explains his “Greek” idea of worship (Let. Aris. 17), whereas in Let. Aris. 132-140 the high priest explains the Jewish concept of worship. Sacrifices and prayers at the temple in Jerusalem for the Ptolemaic royal house are told in Let. Aris. 45, while at the Ptolemaic court in Alexandria one of the Jewish scholars prays at the beginning of the symposium (Let. Aris. 184-186). Then the daily prayer of the Jewish scholars are recounted in Let. Aris. 305-306 and finally the Ptolemaic king performs a proskynesis before the law at the end of the letter and thereby accepts the translation (Let. Aris. 317).
Hans Staden
(2017)
In 3 Maccabees, kingship as a form of rule is addressed on two levels: On the political level the question about a good king is addressed against the background of Hellenistic understandings of kingship, using the example of Ptolemy IV Philopator. This king is portrayed at the beginning of 3 Maccabees as a successful, positive, Hellenistic ruler, but one whose good rule goes off the rails. This analysis of the ideal of Hellenistic rule (cf. 3 Macc. 3:12-29; 6:24-28; 7:1-9) is then taken to a theological level: the God of Israel is portrayed as the true good king, the Soter who saves his people in their time of greatest trial (6:29, 32; 7:16). By these means the many divine epithets that are a striking feature of 3 Maccabees are incorporated into the narrative (cf. 2:2-3). Thereby 3 Maccabees not only thematises the conflict with a Hellenistic king who exploits his power in diverse ways but also focuses in a concentrated way the notion of a good (Hellenistic) king into the notion of God as king and ruler.
Aufbauend auf die humanistischen Editionen, Kommentare und Übersetzungen wird Heliodors ‚Aithiopica‘ im 17. Jahrhundert in die Gattung des Dramas überführt. Um die verschachtelte Erzählung bühnenkonform zu gestalten, sind starke Eingriffe in die Handlungskonzeption erforderlich. In dem vorliegenden Beitrag wird analysiert, wie Caspar Brülow und Johann Joseph Beckh die facettenreiche Geschichte neu organisieren und Chariclia und Theagenes in zeitgenössische Bühnenfiguren verwandeln. Vor allem an den unterschiedlichen Akzentuierungen, moralischen Interpretationen und inhaltlichen Ergänzungen zeigt sich das produktive Potential der dramatischen Heliodor-Rezeption. Während Brülow eine göttliche Parallelhandlung entwirft und den mythologischen Gehalt des Ausgangstexts potenziert, führt Beckh den frühneuzeitlichen Hofnarren Alamod ein und kritisiert gesellschaftliche Missstände.
Kaum je wurden die spezifischen Stärken der Süddeutschen Ratsverfassung so mustergültig und so nachhaltig durchdekliniert wie zur Amtszeit des Würzburger Oberbürgermeisters Dr. Hans Löffler (1921-1933 sowie 1946-1948). Neben seinem bedeutendsten Verdienst, dem frühzeitigen und unmissverständlichen Eintreten für die jüdischen Mitbürger Würzburgs gegen die Verhetzungen der Nationalsozialisten, zeichnete ihn vor allem seine weitsichtige Finanzpolitik aus. Diese Politik ermöglichte Projekte, von denen die Stadt Würzburg noch heute zehrt. Allerdings: Die stadtgeschichtliche Kennerschaft bewertete die Quellensättigung zur Person dieses staunenswerten Mannes jahrzehntelang als marginal. Im Jahre 2010 konnte der Verfasser der vorliegenden Studie Löfflers Tagebuchchronik aus einem Privatarchiv ausheben und mit modernen Methoden der Quellenkritik untersuchen.
Von keinem anderen Gedicht ist im Briefwechsel zwischen Benn und Oelze häufiger die Rede als von den in der Forschung bislang wenig beachteten „Rosen“. Tatsächlich handelt es sich bei dem Text aus dem Jahr 1946 um Benns Erstling nach der Schreibpause, die sich an das Kriegsende und den Suizid seiner zweiten Frau anschließt. Benn schwankt den „Rosen“ gegenüber offenbar selbst zwischen einer biographisch bedingten Anhänglichkeit und offen geäußerten ästhetischen Bedenken. Der Beitrag zeichnet das jahrelange, geradezu dramatische Hin und Her über Publikation oder Nichtpublikation, Widmen und Nichtwidmen zwischen Benn, Oelze und auch deren Ehefrauen Charlotte Oelze und Ilse Benn nach.
Anknüpfend an Joachim Bumkes Beobachtungen zum Produktionszusammenhang von ›Nibelungenlied‹ und ›Nibelungenklage‹ schlägt die Autorin vor, die ›Klage‹ nicht länger als einen weltanschaulichen Gegenentwurf oder ein moralisches Lehrstück, sondern als den Versuch einer Wahrheitssuche zu lesen. Statt die Katastrophe als unvermeidbar hinzunehmen, verfolgten der Erzähler wie die Figuren ein dezidiert rationales Anliegen: sie wollten das Untergangsgeschehen verstehen. Daher sei die ›Klage‹ nicht als simplifizierende Deutung des Epos zu werten, sondern als Entwurf eines hermeneutischen Modells. Diese These wird am Gesprächsverhalten der Frauen von Bechelaren belegt. Der Aufsatz beginnt mit grundsätzlichen Überlegungen zum Verhältnis von Hermeneutik und Heldenepik, wobei die mediävistischen Anschlussmöglichkeiten an die Theorien Schleiermachers und Gadamers hervorgehoben werden. Danach wird der Aufenthalt der Boten in Bechelaren analysiert, als Dietlind versucht, die Wahrheit über das Geschehen am Hunnenhof herauszufinden. Interpretiert man Rüdigers Tochter als Modellfigur, lässt sich der hermeneutische Ansatz auf das gesamte Werk übertragen, was zu einer literaturwissenschaftlichen Neubewertung der vielgeschmähten ›Nibelungenklage‹ führt.
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Gottfried Benn
(2020)
Der Beitrag untersucht, wie Gendervorstellungen, Geschlechtsidentitäten und Körperkonzepte in dem altfranzösischen Roman performativ konstruiert werden. Anknüpfend an die Gender- und Queertheorie Judith Butlers wird gezeigt, dass das vermeintlich natürliche Geschlecht der Protagonistin nicht essentialistisch, sondern als kulturelle Kategorie zu verstehen ist.
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Übersetzungen sind Teil der Geschlechtergeschichte. An frühneuzeitlichen Antikenübersetzungen lässt sich nicht nur ablesen, welche Beiträge Männer und Frauen bei der Erschließung und Vermehrung von Wissen leisten konnten. Vielmehr zeigen Übersetzungen auch, wie Geschlechtskonzepte neu konfiguriert und an die Ideale der Zielkultur angepasst werden. In diesem Aufsatz wird am Beispiel der Mythen von Europa und Alkyone untersucht, wie sich in Johannes Sprengs deutscher ‚Metamorphosen‘-Übersetzung genderspezifische Machtrelationen verschieben. Durch eine vergleichende Analyse legt die Autorin offen, mit welchen sprachlichen und literarischen Techniken Ovids Heroinen in frühneuzeitliche Hausfrauen verwandelt werden. Abschreckung und Idealisierung sind zentrale Deutungsstrategien, um den Kultur- und Ideologietransfer von der Antike zur Frühen Neuzeit zu bewältigen und genderspezifische Normen zu vermitteln.
Im Beitrag wird zunächst die Frage nach dem Laien-Wissen über Grammatik in den größeren Kontext der Laienlinguistik bzw. folk linguistics gestellt. Ein besonderes Problem stellt in diesem Zusammenhang die Unterscheidung von Experten und Laien dar. Um diese Differenz besser in den Griff zu bekommen, wird ein graduierendes, merkmalorientiertes Vorgehen vorgeschlagen. Damit lässt sich ein realistischer Zugriff auf das komplexe Spannungsfeld zwischen Experten und Laien entwickeln. Im Weiteren werden auf einem korpuslinguistischen Fundament acht Basiskonzeptualisierungen identifiziert. Sie prägen das laienhafte Bild der Grammatik. Anhand dieser Basiskonzeptualisierungen kann man auch die Spannung zwischen dem Experten- und dem laienhaften Blick auf die Grammatik näher analysieren. Darin gibt es einige Übereinstimmungen, aber auch erhebliche Unterschiede.
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Einführung
(2021)
Der vorliegende Band zeichnet sich durch zwei thematische Säulen aus. Im ersten Teil versammelt er Beiträge zu allgemeinen Fragen des kolumbianischen Verwaltungsund Staatshaftungsrechts, wobei auch die rechtsvergleichende Perspektive mit der deutschen Rechtsordnung eingenommen wird. Der zweite Teil widmet sich sodann unterschiedlichen Facetten der Nachhaltigkeitsdebatte und ihres normativen Rahmens im Recht Kolumbiens und Ecuadors.
Introducción
(2021)
El presente volumen se caracteriza por dos pilares temáticos. En la primera parte, reúne contribuciones sobre cuestiones generales del derecho colombiano administrativo y de responsabilidad del Estado, en lo cual también se adopta una perspectiva de derecho comparado con el ordenamiento jurídico alemán. La segunda parte está dedicada a las diferentes facetas del debate sobre la sostenibilidad y su marco normativo en la legislación colombiana y ecuatoriana
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Christian Flemmer
(2022)
Die Indogermanen sind schuld
(2022)
No abstract available.
V.2 Literarische Rezeption
(2022)
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To reopen educational institutions and return to the classroom, we all need to modify how we act to successfully face the challenges of the new normal resulting from the COVID-19 pandemic and entailing our insights into and the after-effects of the pandemic. More specifically, the new normal might encompass online education we are getting used to during the pandemic and the age-old onsite education as well. Thoughtfully integrated, online and onsite learning combine to create blended learning. However, the pertinent literature reveals that English as a foreign language (EFL) students and teachers differently perceive and react to blended learning in diverse contexts. This study was designed to explore student and teacher perceptions of and reactions to blended learning in the Department of English, Jahangirnagar University in the new normal. Fifty undergraduates of EFL and eight teachers of the department participated in the study. To collect data from them, the Student Questionnaire and the Teacher Questionnaire were used. And the data were processed by applying the SPSS programme module. The findings revealed that the majority of the students and the teachers had mostly positive perceptions of blended learning, although the former did not have sufficient exposure to online learning and the latter lacked adequate insights into online teaching. Further, both the students and the teachers expressed mostly positive reactions to blended learning in the new normal, though the former deemed online examinations inadequately smooth and reliable, and the latter had insufficient experience of online instruction and assessment. The study categorically recommends reforming the curriculum, adopting relevant instructional strategies, developing suitable materials, customizing the assessment, integrating and installing technology, training the teachers, upskilling the students for blended learning, improving the infrastructure, and adjusting the management.
The article deals with the notion of internet aggression (cyber aggression). It considers the mentioned term from both psychological and communicative approaches. The paper also provides detailed analyses of the cyber aggression in political discourse. The provided ex-amples are taken from the speeches of politicians during the time of Covid pandemic. The author also identifies several types of cyber aggression.
Deoxyribozymes are artificially evolved DNA molecules with catalytic abilities. RNA-cleaving deoxyribozymes have been recognized as an efficient tool for detection of modifications in target RNAs and provide an alternative to traditional and modern methods for detection of ribose or nucleobase methylation. However, there are only few examples of DNA enzymes that specifically reveal the presence of a certain type of modification, including N6-methyladenosine, and the knowledge about how DNA enzymes recognize modified RNAs is still extremely limited. Therefore, DNA enzymes cannot be easily engineered for the analysis of desired RNA modifications, but are instead identified by in vitro selection from random DNA libraries using synthetic modified RNA substrates. This protocol describes a general in vitro selection stagtegy to evolve new RNA-cleaving DNA enzymes that can efficiently differentiate modified RNA substrates from their unmodified counterpart.
This research paper concentrates on the analysis of the aphoristic potential of G. W. Bush’s presidential rhetoric. Aphorisms are the most ancient laconic forms of expressing original and completed thoughts which reveal the peculiarity of their authors’ world perception and worldview. From this perspective, these units can serve as the means of values codification. Repeatability and widespread use of aphorisms in various communications contribute to transmitting the values and ideas between the generations.
Political aphorisms, which are a combination of aphoristic expressions from political communication and discourse, play an important role in this process. The authors of these expressions are not only politicians, but also philosophers, historians, writers, celebrities of different nationalities and generations. Presidential rhetoric is an integral and significant part of political discourse.
The use of aphorisms as the means of codification of national and common human values in President G. W. Bush’s formal addresses and speeches is intentional. It makes them concise and original, influential and convincing. Aphoristic expressions denoting common human values show the ideas and beliefs of their authors, as well as the politician, about life, justice, equality, freedom, faith, family. Aphorisms defining national values become the means of updating concepts of democracy, unity and diversity, freedom and security, success, and opportunity to fulfill one’s potential in American society. The distinctive feature of G.W. Bush’s rhetoric is the frequent use of aphorisms whose authors are the Founding Fathers.
English language is being taught as a second foreign language in India. For most of the learners in India, English still a foreign language or target language. The study of this language is important to fulfill different kinds of academic and professional requirements. Still, there is a big gulf between demand and supply for which the failure of the system is largely responsible as its main emphasis on to adherence to the foreign curriculum. The government tries to impose this curriculum on English teachers, but, in fact, the curriculum is outdated.
A Case Study of the Basic Learners’ Struggles in Guessing from Context to Retain Words Learned
(2022)
Guessing meaning from context is a challenging strategy for Second Language Learners (SLLs). In using the strategy, research found that poor students or low proficiency learners struggled in their attempts to use it. Mainly, it was reported that it was due to their vocabulary knowledge was limited. In another aspect, retaining vocabulary learnt is also important. Such is essential since learning vocabulary does not mean knowing the definition only. Yet, learners must also be able to use the vocabulary as they engage in language skills such as reading, writing, speaking and listening. The study aims at finding the hindrances faced among poor students’ using contextual clues in retaining vocabulary. The study employed a case study to collect data from two basic students studying at a tertiary level. The study found that their hindrances in guessing meaning contexts were due to their being confused in guessing meaning when reading a sentence. Also, it was found that they were not able to find clues since they lacked vocabulary to guess correctly. The study implied that guessing meaning from context required sizeable vocabulary knowledge. Therefore, more training is necessary to assist basic learners in being successful in guessing from contexts.
The paper focuses on digital discourse. This is a speech-intellectual product of innovative information technologies, a phenomenon, which needs further interdisciplinary and linguistic interpretation. The English-language digital discourse shows how linguistic verbal communication is mediated by digits and to what extent these Signum and Verbum unity reigns over the world.
The paper analyzes the ways and methods of integrated and differential use of verbal and non-verbal sign systems in the English language as compared to programming languages, considering the types of synchronous changes in the socio-cultural dimension of the sign. This research describes the processes of signs transformation during their functioning in programming languages and in the English language, common and distinctive features in the arrangement of grammatical, lexical-semantic, and graphic means of (natural) English and (artificial) programming languages in their projection on different modes of communication in the system Human ↔ Machine.
Programming languages are constituted by verbal means of the English language with additional use of its own semiotic resources, which testifies to their integrative linguistic and mathematical nature. The specific representation of ElDD conveys its reciprocal nature when the English language using its own tools combines them with the elements of the programming languages thus creating an effective toolkit for self-process
The paper analyses specific characteristics of language that influence the development of culture and societies. The problem of the connection between language and culture has occupied the minds of many famous scientists: some believe that language is a part of the culture as a whole; others think that language is only a form of cultural expression. Undoubtedly, language constitutes a vital component of the cultural background underlying social development. Language is an essential means of communication and interaction. However, language is at the same time sovereign about culture as a whole and can be separate from culture or compared to culture as an equal element (i.e., that language is neither a form nor a component of culture).
In the present chapter, an attempt has been made to discuss the need to create Zambian English to address English language variations in Zambia. No language in the world can remain the same after interacting with other languages. The present chapter intends to propose and support the idea of using ‘Zambian English’ for both formal and informal business. Such a measure would create the communicative competence that the majority of the Zambians have always longed for. In Zambia, the purpose of using English language office is to deliberate day to day’s business. On the contrary, this has been found to be an obstacle to those who lack principles of command in the language usage, but are able to construct sentences for communicative purposes yet are deprived in international interactions. The views expressed in this chapter are those of the language experts who were engaged in a conversation with regard to the possibility of creating what would be known as Zambian English (ZamEnglish).
Teaching comprises all types of disciplines and teachers need to look outside the confines of English as a Second Language. The acquisition of knowledge comes in a variety of the learners’ educational potential. English as a Second Language in teaching and learning, focuses on active learner’s involvement and reduction of coercion. Indeed, Gibran’s thoughts remain true that “wisdom leads one to discuss his or her potentials. To realize this, teachers in all educational levels have to portray a less dominant classroom role in accord with the importance of classroom interaction in the teaching learning process.
N.A. Flaunders retorted that “in the average classroom someone is talking for two-thirds of the time, two-thirds of the task is direct influence.” What does this mean? Students’ participation or interaction in the classroom has a significant content to enhance their linguistic competence and its core basis is how to use the language as the most important factor in the classroom. Comprehending the information caters one to establish a fair and well-balanced condition that teachers are facilitators, and the learners are to stay in the frontline.
In today’s classroom setting, the adoption-adaption of teaching strategies focuses on the learners’ ability to have a strong command or fluency of the language. ESL is learned around the globe and the learners’ interests are the primary goals in the teaching and learning process. Colin Blakemore once said that “True knowledge, as Plato argues, must be within us all, and learning consists of solely of discussing what we already know.”
In an ESL classroom, discovery of knowledge is not a new game. Teachers do perform their tasks and the learners serve not as passive listeners but as active recipients in the transformation-sharing of all the five macro skills namely speaking, reading, writing, listening, and viewing. In fact, if commitment, knowledge of subject-matter for independent learning, and management of learning are packaged in one big box, both the teachers and the learners will operate a mutual process of generating a lively culture and quality of educational life.
With the aforementioned views I had experienced in teaching ESL, the teacher’s passion for teaching and attitude in dealing with the learners create a strong impact on the learners cognitive, affective, and psychomotor domains.
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