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Sufre, soporta y padece: fuentes latinas de la resignación en los refranes españoles

100%

Pascual-López X.

Studia Romanica Posnaniensia

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2016

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vol. 43

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issue 3

5-21

EN

Spanish refranero forms a sort of code whose aim is to guide and control the conduct of the members of the linguistic community that has coined these proverbs and uses them. A great part of the ideology that can be gathered from Spanish proverbs was already present in Classical culture. Therefore my overall objective is to trace the Classical precedents of Spanish proverbs. Particularly this paper aims to find in Latin language and literature formal or ideological precursors of a certain amount of Spanish proverbs concerning the stoic attitude we should take in order to confront misfortune. This attitude is based on facing with resignation what fate holds in store for us and it results in accepting pain as an essential part of human existence, promoting a conformist behavior that restrains aspirations to better conditions and makes it unlikely that the establishment will be broken.

2

Minu lapsepolve ‘onn’ ja ‘onnetus’ seoses hariduse ja oppimisega: uliopilaste malestusi kooliajast

99%

Soo K., Kutsar D.

Mäetagused

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2019

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vol. 74

99-124

EN

This article focuses on young adults’ autobiographical memories of childhood. The aim was to explore which lucky and unlucky events students recollected concerning school attendance, how they presented themselves and other important persons and which meanings these memories had for narrators. The data consisted of 70 memories. In 2015–2017, the undergraduate students, who participated in the course “Children and Childhoods”, were asked to write two recollections about lucky and unlucky experiences concerning education and learning, with the aim to re-connect them with their own childhood experiences. This cognitive exercise tried to overcome the childhood amnesia of young adults who are struggling with the creation of their own life career, leaving childhood behind (also called as quarter-life crisis by Arnett, 2007). We applied the method of thematic qualitative analysis. The following categories were revealed in the narratives: event considered as ‘happy’ or ‘unhappy’, self-description, description of others, emotions, assessment of the experiences, meanings of the experiences for the present life. In the ‘happy’ memories, the students mainly described supportive, encouraging, and motivating teachers and parents who were able to raise their interest in learning and attending school. Another source of happiness was getting good grades, participating in competitions, and gaining recognition by teachers and parents. Positive social relationships at school, including well-integrated classmates, understanding and caring teachers, and exciting school events, played an important role in ‘happy’ memories. Emotions and effects described in the ‘happy’ memories consisted of pride, high self-esteem, success, and desire to learn and have high academic achievement. Experience of school bullying was the prevailing topic memorised as ‘unhappy’. The narrators told stories from the positions of both the victim and the bystander. They mentioned the reasons of bullying, such as good grades and success in schoolwork, different appearance and ethnic background, and poor material conditions of the family. The bullies were mostly classmates and older pupils, in one case a teacher. The students narrated that bullying caused social isolation, feeling of hopelessness, and decline of self-esteem. Most of the stories about bullying came to positive solutions, but the teachers, as written by the students, were seldom the persons who provided help or even noticed the victim. The ‘unhappy’ memories included experiences with the teachers who depreciated pupils, treated them unfairly or were too strict and demanding. The unprofessional teachers caused disappointment and loss of confidence. The students wrote in the ‘unhappy’ stories that they were afraid of answering at the blackboard and disclosing a bad grade to their parents. The narrators described how they tried to hide the bad grade from their parents by falsifying it or parent’s signature in the school report. Parents’ supportive reaction to their wrong behaviour astonished the students. In the identity talks, they were studious, conscientious and active children. In the memories of ‘unlucky’ experiences, the students represented themselves as sufferers who, thanks to personal strengths or someone’s assistance, were able to resolve the unpleasant situation and achieve the desired goal (e.g., to finish school, to enter university). In sum, childhood autobiographical memories of school attendance were related to social relationships and important persons in children’s lives. Moreover, the cognitive exercise of re-connecting young adults with their childhoods opened a way to lively discussions in the course “Children and Childhoods”, and prepared students for in-depth understanding of children’s subjective worlds.

3

Varia o szczęściu

83%

Krzych B.

Amor Fati

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2015

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issue 3

143-151

4

O Michelu de Montaigne, empiryzmie i Friedrichu Nietzschem, których trzeba traktować z przymrużeniem oka

83%

Wieczorek K.

Amor Fati

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2015

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issue 3

153-160

5

La vanité et le tragique existentiel dans l ’œuvre durassienne

83%

Ledwina A.

Quêtes littéraires

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2018

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vol. 8

140-152

EN

Duras ’s work is a deep reflection on the emptiness of the human condition. In her works, a man realizes his/her inability to live in a senseless, unfriendly world in which all efforts to change the course of events or improve fate turn out to be futile. Therefore they express senselessness of any activity or commitment of the individual as confronted with the cruelty of fate. This state of affairs results from the inseparable connection between life and death inscribed in human nature. The works by Duras reflect the end of the world so per-ceived and the absurd manifestations of the inevitable disaster. In this dramatic way, the author shows the tragedy of human existence associated, in particular, with the despair of suffering and injustice. The protagonists who are powerless and lost in pre-carious reality submit passively to unrelenting fate.

FR

L ’œuvre de Marguerite Duras est une profonde réflexion sur la vani-té de la condition humaine. Ses ouvrages présentent l ’individu qui se rend compte de l ’impossibilité à vivre dans un monde privé de sens et hostile où tous les efforts pour changer le cours des événements ou d ’améliorer son sort se révèlent insigni-fiants. Ainsi, ils expriment la vanité de toute action humaine, de tout engagement par rapport à une fatalité cruelle des êtres humains. Cet état de choses, résulte, semble-t-il, d ’un lien inséparable de la vie et de la mort, inscrit dans la nature humaine.Les textes durassiens reflètent la fin d ’un tel monde ainsi que les avatars absurdes d ’un malheur inévitable. De façon dramatique, l ’auteure démontre le tragique exis-tentiel lié, en particulier, à l ’injustice, au désespoir, à la souffrance. Impuissants, éga-rés dans un univers incertain, les personnages durassiens se soumettent passivement à un destin inexorable.

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Sufre, soporta y padece: fuentes latinas de la resignación en los refranes españoles

Minu lapsepolve ‘onn’ ja ‘onnetus’ seoses hariduse ja oppimisega: uliopilaste malestusi kooliajast

Varia o szczęściu

O Michelu de Montaigne, empiryzmie i Friedrichu Nietzschem, których trzeba traktować z przymrużeniem oka

La vanité et le tragique existentiel dans l ’œuvre durassienne