(3.235.108.188) 您好!臺灣時間:2021/02/27 03:21
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:簡怡玟
研究生(外文):Jana Yi-wen Chien
論文名稱:聰明一線間--由多元智能論看珍.奧斯汀之《愛瑪》與《勸導》
論文名稱(外文):Smart or not Smart: Seeking Multiple Intelligences in Jane Austen''s Emma and Persuasion
指導教授:康士林康士林引用關係
指導教授(外文):Nicholas Koss
學位類別:碩士
校院名稱:輔仁大學
系所名稱:英國語文學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2001
畢業學年度:90
語文別:英文
論文頁數:121
中文關鍵詞:珍.奧斯汀愛瑪勸導自我成長霍華德.迦納多元智能論
外文關鍵詞:Jane AustenEmmaPersuasioneducationHoward Gardnertheory of multiple intelligences
相關次數:
  • 被引用被引用:2
  • 點閱點閱:350
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:55
  • 收藏至我的研究室書目清單書目收藏:2
霍華德.迦納在其著名的「多元智能論」(簡稱MI理論)中提到,每個人都擁有多元的潛力與智能,透過教育即在發掘,並引領其心智能力發展,培育問題解決的能力,而這也是珍.奧斯汀在創造小說人物時的主要精神。由於《愛瑪》和《勸導》的寫作時間相近,作品風格也異於奧斯汀的其他四本小說,因此,以多元智能論為出發點,本論文旨在探討這兩部作品中,奧斯汀如何塑造女主角,如何依其性格發揮多元智能以追求幸福,使她們得以展現自身特有的心智能力,解決成長歷程中所碰到的種種問題。
為此,本論文的主要研究方法,在於分析愛瑪.伍德豪斯和安.艾略特這兩位女主角的多元智能,其順序為語言、邏輯-數學、視覺-空間、肢體-動覺、音樂、人際、內省與自然智能,進而以書中場景,說明其如何展現問題解決的能力。文中還將討論書中次要人物的重要性,說明在女主角的成長過程中,他們扮演的是幫助或阻礙的角色。
本論文包含四個章節,第一章闡述評論家對奧斯汀作品中,女主角成長的一般看法。第二章及第三章分別討論愛瑪.伍德豪斯和安.艾略特,說明她們如何以多元智能,解決所面對的難題。之後,依這八種智能,討論這兩部作品中,奧斯汀對於自我成長看法的變化,以為本篇論文的總結。
As Howard Gardner, who is best known for his theory of Multiple Intelligences (MI theory) points out, individuals can use their intelligences to solve problems, so do Jane Austen''s heroines. In addition to the time sequence of publication, there is a change of writing style in Emma and Persuasion while they also differ from Austen''s previous four novels. Then, Emma and Persuasion are the major texts I am going to study in this thesis. Through analyzing the text by MI theory, my thesis proposes to study how Austen creates characters and designs appropriate ways for them to pursue their happiness by the use of multiple intelligences. I argue that their education toward maturity goes forward by solving problems with their intellectual competences in distinctive ways.
Because of this, the analysis of the multiple intelligences of Emma Woodhouse and Anne Elliot will be the major method of approaching their problem-solving ability. Each one''s intelligences will be discussed in the following order: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Together with this, I will present the importance of some characters who stand for hindering or helping the heroine undergo the learning process.
The First Chapter presents various critics'' thinking on the idea of education in Austen''s works. In Chapter Two on Emma, there are seven major problems waiting for Emma to overcome. Most of them relate to her relationships with other characters, such as Harriet Smith, Mr. Elton, Jane Fairfax, Miss Bates, Frank Churchill, Mr. Knightley, and herself. Chapter Three mainly deals with Anne in Persuasion. With her multiple intelligences, Anne''s main task is to solve two problems: awakening her emotions and deciding who her true love is. In the last chapter, the detailed comparison between Emma and Anne in terms of the eight intelligences concludes this study.
Chapter 1: Introduction ..........................................................................1
Chapter 2: The Untamed Cleverness of Emma Woodhouse ............20
Chapter 3: The Hidden Aptitude of Anne Elliot ................................68
Chapter 4: Conclusion .........................................................................107
Works Cited ..........................................................................................119
Adler, Alfred. The Individual Psychology of Alfred Adler. Ed. by Heinz L. Ansbacher abd Rowena R. Ansbacher. New York: HarperPerennial, 1956.
Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1994.
--. 1993. 7 Kinds of Smart. Revised and updated ed. New York: Plume, 1999.
Astell, Ann W. "Anne Elliot''s Education: The Learning of Romance in Persuasion." Renascence 40.1 (1987): 2-14.
Austen, Jane. 1816. Emma. Oxford: Oxford UP, 1997.
--. 1818. Persuasion. Oxford: Oxford UP, 1997.
--. 1817. "Letter to Fanny Knight." Jane Austen''s Letters. Oxford: Oxford UP, 1997. 335.
Austen-Leigh, James Edward. 1870. A Memoir of Jane Austen. London: Century, 1987.
Belton, Ellen R. "Mystery without Murder: The Detective Plots of Jane Austen." Nineteenth-Century Literature (1988): 42-59.
Brown, Julia Prewitt. "Civilization and the Contentment of Emma." Jane Austen. Ed. by Harold Bloom. New York: Chelsea House, 1986. 87-107.
Chapone, Hester. 1773. "On Politeness and Accomplishments." Letters on the Improvement of the Mind: Addressed to A Young Lady. Rpt. in Women in the Eighteenth Century: Constructions of Femininity. 104-106.
Clausen, Christopher. "Jane Austen Changes Her Mind." American Scholar 68.2 (1999). http://www.lion-colleges.co.uk/static/study/sup2564.htm
Craik, W. A. Jane Austen: The Six Novels. London: Methuen, 1965.
Devlin, David Douglas. Jane Austen and Education. London; Macmillan, 1975.
Francois de Salignac de la Mothe-Fenelon. 1687. "Errors in the Ordinary Mode of Education." Treatise on the Education of Daughters. Trans. by Rev. T. F. Dibdin. First English translation 1707; this translation 1805. Rpt. in Women in the Eighteenth Century: Constructions of Femininity. 102-104.
Gardner, Howard. 1983. Frames of Mind: The Theory of Multiple Intelligences. 10th anniversary ed. New York: BasicBooks, 1993.
--. The Unschooled Mind: How Children Think and How Schools Should Teach. New York: BasicBooks, 1991.
--. Multiple Intelligences: The Theory in Practice. New York: BasicBooks, 1993.
--. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: BasicBooks, 1999.
Gilbert, Sandra M., and Susan Gubar. The Madwoman in the Attic. London: Yale Nota Bene, 2000.
Horwitz, Barbara J. Jane Austen and the Questions of Women''s Education. New York: Peter Lang, 1991.
Leppert, Richard. Music and Image: Domesticity, Ideology and Socio-cultural Formation in Eighteenth-Century England. Cambridge: Cambridge UP, 1988.
Macaulay, Thomas Babington. 1843. "On Jane Austen." Rpt. in Jane Austen: The Critical Heritage. Ed. by B. C. Southam. London: Routledge & Kegan Paul, 1968. 122-123.
"Millennium in a Nutshell Edition." Newsweek 27 Dec. 1999: 6.
Mooneyham, Laura G. Preface. Romance, Language, and Education in Jane Austen''s Novels. Hampshire: Macmillan, 1988.
Morgan, Susan. "Guessing for Ourselves in Northanger Abbey." Jane Austen. Ed. by Harold Bloom. New York: Chelsea House, 1986. 109-128.
Reeve, Clara. 1792. "A Boarding School for Young Ladies." Plans of Education; with Remarks on the Systems of Other Writers. Rpt. in Women in the Eighteenth Century: Constructions of Femininity. 116-117.
Southam, Brian. "Janeites and Anti-Janeites." The Jane Austen Handbook. Ed. by J. David Grey. London: Athlone, 1986. 237-243.
Stein, Henry T. "Adlerian Overview of Birth Order Characteristics." http://ourworld.compuserve.com/homepages/hstein/birthord.htm
Tanner, Tony. Jane Austen. Cambridge: Harvard UP, 1986.
Wakefield, Priscilla. 1798. Reflections on the Present Condition of the Female Sex; with Suggestion for its Improvement. Rpt. in Women in the Eighteenth Century: Constructions of Femininity. 121-130.
Wang, Chih-shan Samantha. "Feminine Accomplishment in Jane Austen''s Major Fiction." Thesis. Fu Jen U, 1998.
Whately, Richard. 1821. "Review of Northanger Abbey and Persuasion." Rpt. in Jane Austen: The Critical Heritage. Ed. by B. C. Southam. London: Routledge & Kegan Paul, 1968. 87-105.
Williams, Michael. Jane Austen: Six Novels and Their Methods. New York: St. Martin''s, 1986.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔