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Muzyka jako gra bycia. Wokół refleksji George’a Steinera o muzyce

100%
Polony L.
Estetyka i Krytyka
|
2010
|
issue 19
113-120
EN
In his monograph on Heidegger and essay about music, George Steiner proposes a thesis on a direct analogy between music and Being. He writes that „Being, in Heidegger’s sense, has similarly to music its own history and meaning, dependence on a human as well as dimensions transcending mankind”. Thus, Being is supposed to be something like the music of all existence, while music itself is supposed to be the discovering of Being. Steiner also states in his treatise on music that according to Greek mythology, ancient primeval violence, transcendence, otherness and non-human nature are inherent in music. Music is capable of depicting the experience of existence in its essence (G. Steiner Martin Heidegger Chicago 1987 and G. Steiner Über Musik in: Errata. Bilanz eines Lebens München 1999).
2
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Jazyk jako ochrana kultury

89%
Štefková M.
Svět literatury – Časopis pro novodobé literatury (World of Literature – Journal for Modern Literatures)
|
2019
|
vol. 60
45-54
EN
The article focuses on two main struggles the Neapolitan language had to deal with in the 20th century. In the introduction, the text presents George Steiner’s theory which argues that people all around the world use so many languages because one of the language’s principal function is to protect the culture and identity of its community against foreigners. In this article, this theory is applied on the Neapolitan and used to rationalize the fact that this southern Italian language survived in the last century against all the odds. Two major threats are stated. The first one was the Fascist era, during which the regime tried to abolish all the dialects and make all citizens speak proper Italian. One of the means to achieve this was a school reform which was supposed to make children switch fluently from their dialect to Italian. The second major threat was closely connected to the expansion of mass media. Neapolitan speakers were slowly acquiring the language used on television, which they often did not fully understand. In consequence, the Neapolitan language was separated from its oral tradition and, according to the Neapolitan playwright Annibale Ruccello, became superficial. In the end, the article claims that Neapolitan is still alive, illustrating this point with the quotation of the linguist De Blasi.
3
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Secret Rooms, Locked Doors and Hidden Stories: Retelling “Bluebeard” as a Holocaust Narrative in Michèle Roberts’s "Ignorance"

63%
Goszczyńska M.
Analyses/Rereadings/Theories: A Journal Devoted to Literature, Film and Theatre
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2020
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vol. 6
|
issue 2
52-62
EN
One of the most grisly European fairy tales, “Bluebeard” is also a story that has proved immensely productive, spawning numerous variants, adaptations and rewritings. This essay offers a reading of Michèle Roberts’s Ignorance (2012) as one such retelling. Roberts employs “Bluebeard” to construct a story that utilises the format of a dual coming-of-age novel but is gradually revealed as a Holocaust narrative. Set in a provincial town in Vichy France, Ignorance makes repeated use of “Bluebeard” motifs to explore the complicity of individuals in Nazi crimes against their Jewish neighbours. Featuring secret rooms, forbidden chambers, locked doors and embedded narratives, the novel tells the story of Jeanne Nérin as she comes to terms with her Jewish identity and accepts her responsibilities as a Holocaust survivor. This account is complemented by several other stories, the most important of which is that of Jeanne’s childhood companion, Marie-Angèle, whose Bildung ends in emotional and ethical failure. Fascinated with the life of bourgeois comfort and respectability, Marie-Angèle embraces what Nancy Tuana describes as “wilful ignorance,” and becomes increasingly complicit in the acts of injustice, exploitation and crime she witnesses. 
4
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Brawa, owacje, kwiaty, czyli steinerowska restytucja w teatrze

63%
Wiśniewski T.
Konteksty - Polska Sztuka Ludowa
|
2023
|
vol. 340
|
issue 1-2
71-79
EN
In this article reactions of audience are taken into consideration in view of hermeneutic process that characterises theatre semiosis. Research material covers four performances, i.e. "1989" (dir. Katarzyna Szyngiera - Gdańsk Shakespeare Theatre and Teatr im. Juliusza Słowackiego in Kraków), "Once Before I Go" (dir. Selina Cartmell - The Gate Theatre in Dublin), "Tosca" (dir. Ognian Draganoff - The National Opera in Iasi) and "Drive Your Plough Over the BOnes of the Dead" (dir. Simon McBurney - Complicité).  The study is of comparative character and discusses a spectrum of possible functions ascribed to the audiences' reactions.
PL
W artykule uwzględniono reakcje publiczności z uwzględneniem procesu hermeneutycznego związanego z semiozą teatralną. Materiał badawczy obejmuje cztery spektakle, tj. „1989” (reż. Katarzyna Szyngiera – Gdański Teatr Szekspirowski i Teatr im. Juliusza Słowackiego w Krakowie), „Once Before I Go” (reż. Selina Cartmell – The Gate Theatre w Dublinie), „Tosca " (reż. Ognian Draganoff - Opera Narodowa w Jassach) oraz "Prowadź swój pług przez kości umarłych" (reż. Simon McBurney - Complicité). Artykuł ma charakter komparatywny i omawia spektrum możliwych funkcji przypisywanych reakcjom odbiorców.
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Utopia of School, Disobedience, and Translation. Two Biblical Myths in the Interpretation of Erich Fromm and George Steiner

62%
Włodarczyk R.
Chowanna
|
2020
|
issue 2(55)
1-14
PL
Można przyjąć, że dwa biblijne mity – o wyjściu Adama i Ewy z ogrodu Eden oraz o budowniczych wieży Babel – są interesującymi ekspresjami wyobraźni utopijnej, ponieważ opowiadają o dwóch miejscach, w których na dwa odmienne sposoby realizowano projekty wystarczająco doskonałego porządku społecznego. Współcześnie jednym z takich miejsc, które możemy rozumieć jako niejednoznaczny efekt realizacji utopii epoki rewolucji przemysłowej, jest szkoła – przestrzeń edukacji zaplanowana jako ważna część projektu wystarczająco doskonałego porządku społecznego. Dwa oryginalne odczytania – autorstwa Ericha Fromma i George’a Steinera – przywołanych biblijnych mitów  posłużą wzbogaceniu o nowe wątki i podejścia dyskusji o kondycji współczesnej szkoły oraz dyskursów pedagogiki krytycznej czy pedagogiki oporu i pedagogiki hermeneutycznej.
EN
It can be assumed that two biblical myths ‒ about Adam and Eve leaving the Garden of Eden and about the builders from Babel ‒ are interesting expressions of the utopian imagination, because these myths narrate about two places where projects of sufficiently perfect social order were implemented in two different ways. At present, the school is one of the places that could be understood as the ambiguous effect of an implemented utopia of the industrial revolution era; the school is an education space designed as an important part of the project of a sufficiently perfect social order. Two original readings of the mentioned biblical myths ‒ by Erich Fromm and George Steiner ‒ shall contribute some new themes and outlooks to the discussion of the condition of the modern school and the discourses of critical pedagogy or the pedagogy of resistance and hermeneutic pedagogy.
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