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Grzegorz Wiśniewski’s Production of Richard III in Teatr Jaracza in Łódź-Textual Authority, the “Director's Cut”, and Theatre Status

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Cieślak M.

Multicultural Shakespeare: Translation, Appropriation and Performance

2018

vol. 17

issue 32

69-80

Grzegorz Wiśniewski’s 2012 Richard III in Teatr Jaracza in Łódź was a very successful production with critics and audiences alike. At the 2012 Gdańsk Shakespeare Festival it won the Golden Yorick, a prestigious Polish award for the best staging of a Shakespearean play in the season. Wiśniewski, a renown Polish theatre director and professor at the National Film School in Łódź, has his own way of understanding theatre, its role in culture, and Shakespeare’s place in it. Wiśniewski believes in the theatre of the middle path, as he calls it, that is neither classical/conservative, nor radically avantgarde. He wants to attract wide audiences and offer them intellectual and well-balanced cultural entertainment. Without diminishing the weight of such cultural and literary icons as Shakespeare, he vivisects texts to make productions that can easily speak to a contemporary audience. This paper analyzes Wiśniewski’s Richard III to show how the director manages to achieve balance between his own auteur power, the authority and complexity of Shakespeare’s text, and theatre’s cultural mission.

Paul Ricoeur and the Hermeneutic Challenge of Cultural Authority in Education

84%

Witkowski L.

Studia Paedagogica Ignatiana

2015

vol. 18

115-128

The author of the article addresses the issue of understanding of the cultural authority in education. In the background of his considerations there are the insights of Paul Ricoeur, who revolutionized the methods of hermeneutic phenomenology, expanding them by creative reflections drawn from the field of mythology, biblical exegesis, psychoanalysis, theory of metaphor, and narrative theory. The article consists of seven parts, in which the author takes under the consideration the following issues, inspired by Ricoeur, and associated with the understanding of cultural authority: (1) The authority as an object of games with time; (2) Disapproval to the sociological reduction of authority in politics and theology; (3) The authority between the claim to be a possessor of truth, witness to the ongoing process of seeking the truth, and pathos of claim to be transmitter of truth; (4) The authority as a source of ontological debt of gratitude and obligation/commitment; (5) The authority and its disappearance in university education; (6) Authority in vertical and horizontal perspectives; (7) Return to the authority of the masterpieces of culture as a permanent and “distorted” return to oneself.

Autor artykułu podejmuje kwestię rozumienia autorytetu kulturowego w edukacji. Tłem jego rozważań są poglądy Paula Ricoeura, który zrewolucjonizował metody hermeneutyki fenomenologii, poszerzając je twórczo refleksjami z dziedziny mitologii, egzegezy biblijnej, psychoanalizy, teorii metafory czy teorii narracji. Artykuł składa się z siedmiu części, w których autor podejmuje następujące zagadnienia, inspirowane twórczością Ricoeura, a związane z rozumieniem autorytetu kulturowego: (1) Autorytet jako przedmiot gry z czasem; (2) Sprzeciw wobec socjologicznej redukcji autorytetu w polityce i teologii; (3) Autorytet pomiędzy roszczeniem posiadania prawdy, świadectwem dawanym nieustannemu poszukiwaniu prawdy, a patosem bycia jej przekazicielem; (4) Autorytet jako źródło ontologicznego długu wdzięczności i zobowiązanie; (5) Autorytet i jego zanikanie w edukacji uniwersyteckiej; (6) Autorytet w perspektywie wertykalnej i horyzontalnej; (7) Powrót do autorytetu arcydzieł kultury jako trwały i „przenicowany” powrót do siebie samego.

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1 Multicultural Shakespeare: Translation, Appropriation and Performance

1 Studia Paedagogica Ignatiana

1 Cieślak M.

1 Witkowski L.

1 2018

1 2016

Search results

Grzegorz Wiśniewski’s Production of Richard III in Teatr Jaracza in Łódź-Textual Authority, the “Director's Cut”, and Theatre Status

Paul Ricoeur and the Hermeneutic Challenge of Cultural Authority in Education