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Retelling, or re-telling a story, has become established in Polish literature primarily in relation to myths, legends, fairy tales, fantasy and postmodern literature. Meanwhile, the theses related to it work well on the basis of historiography and alternative histories, implementing a different scenario of history. The relationship of retelling to this type of literature is rarely analysed. Then again, research on alternative histories deals with the issues of renarration, intertextuality, reinterpretation and the world upside down, which are sometimes equated with retelling. This article is devoted to the above-mentioned issues.
PL
Retelling, czyli ponowne opowiedzenie historii, w literaturze polskiej utrwalił się przede wszystkim w odniesieniu do mitów, legend, baśni, fantastyki oraz literatury postmodernistycznej. Tymczasem tezy z nim związane sprawdzają się na gruncie historiografii oraz historii alternatywnych, realizujących odmienny scenariusz dziejów. Relacja retellingu do tego typu literatury rzadko podlega analizie. W badaniach nad historiami alternatywnymi porusza się natomiast zagadnienia renarracji, intertekstualności, reinterpretacji oraz świata na opak, które bywają utożsamiane z retellingiem. Powyższym zagadnieniom poświęcony jest niniejszy artykuł.
EN
Mary Shelley’s Frankenstein is without doubt a popular science-fiction novel, which has inspired many generations of artists and creators in popular culture and mass culture. It has also become an inspiration for scientific studies in the field of robotics and cybernetics. Modern cognitive sciences are looking for the perfect pattern that will allow artificial intelligence to be achieved. An important problem for scientists was the lack of full knowledge about consciousness. We are able to recreate the structure of the human body in a machine, but we are not able to fully simulate the neural processes that would create human consciousness. This problem is perfectly illustrated by cultural works, including literature and cinematography. We see in them both the emanations of the motifs contained in Shelley’s novel and the realization of scientific hypotheses that shape our image of a conscious, thinking machine.
PL
The contemporary anthropology seems to be extremely superficial. Anthropologists do not pay attention to how the studied artifacts arise in the human mind. They tend to watch communities associate with these artifacts, analyze customs, religion, inventions, and other artifacts, but it is not sufficient to achieve the effect of objectivity. Cultural relativism is chosen as a tool to deal with them. It seems that the starting point for a complete rejection of ethnocentrism is the distinction b e tween the cultural sphere praxis and fitness. In turn, in order to achieve the cultural unification one should pay c lose attention to the so-called first principles. The aim of this article is to prove the existence of the first principles as indicators of how do they work in culture. Rules are independent of space and time, and, moreover, they are based in our culture and how we perceive the world around us. We may observe that these rules have existed in human culture from its beginning due to the fact that it was based on them.
EN
This article aims to indicate universal cognitive diagrams for the process of interpreting and creating works of art. This text deals primarily with issues such as visual perception, neural representations and mental maps. Each of these concepts has a direct connection with the reception of works of art (painting, sculptural and literary). A certain scope of cognitive processes may constitute a cognitive universe with respect to works of visual art. In every field of art, a set of similar, if not identical patterns with regard to a specific realization is noticed. We can therefore speak of generalizations, mutations and emanations in culture. This article is only a research proposal, which requires a wider study.
EN
The search for connections between history and literature has been going on continuously since antiquity. Interference between disciplines is obvious today, due to the narrative form of application, bringing the stories told closer to the novel. The search for non-narrative connections continues to this day. The main task of this article is to conduct a brief analysis of the basic interpretations of both disciplines and to indicate their role in building alternative literary stories. It also serves to show that categories such as narrative, imagery, truth and fiction play a pivotal role in the historiographic teaching process through alternative literary histories.
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