L'amor a Plutarc: la necessària correcció platònica de Plató

Amb ocasió del simposi internacional dedicat a l'amor a Plutarc, aquest treball fou presentat per mostrar fins a quin punt Plutarc, sobre tot al seu Eròtic i des de paràmetres estrictament platònics, amb l'ajut d'una lògica elemental i alhora rigorosa, es limita a corregir platònicament Plató per tal que éros i philía puguin ser atribuïts també al amor conjugal.

Luis Cernuda: emotividad platónica versus mentalidad presocrático-aristotélica

El objetivo de este artículo es mostrar cómo, pese a declararse materialista o presocrático-aristotélico, la emotividad poética de Luis Cernuda es claramente platónica o idealista, de tal suerte que la tensión entre realidad y deseo que siempre ha definido su poesía se reafirma también gracias al análisis de su obra desde una óptica más filosófica que literaria.

Miguel de Unamuno i Heràclit: de ‘La elegía eterna’ a ‘La flor tronchada’

[cat] L’objectiu d’aquest breu article és provar i analitzar la influència de la saviesa d’Heràclit en alguns poemes de Miguel de Unamuno com ara ‘La elegía eterna’ i ‘La flor tronchada’. En certes ocasions –‘La elegía eterna’- Heràclit és per a ell una mena de crossa amb l’ajut de la qual reïx a mostrar poèticament les seves angoixes i, en d’altres –‘La flor tronchada’- necessita realment Heràclit per a il•lustrar la seva visió de Déu i de la vida humana com una lluita o guerra permanent.

New York versus Tragedy and Oedipus. The Legacy of Sophocles and the Sophists in Woody Allen's "Crimes and Misdemeanors"

Beyond the explicit reference to the Greek tragedy and Oedipus, the aim of this article is to show the clear relationship, in the author's opinion, between what the protagonists of the film maintain and the theories of the Greek Sophists about God, the law, etc. An accurate analysis both of their texts and the screenplay of Crimes and Misdemeanors reveals different sophistic roots, which, in this case, cannot be attributed to the constant presence of the Jewish legacy in W. Allen's work.

John Addington Symonds. A Problem in Greek Ethics. Plutarch's Eroticus quoted only in some footnotes? Why?

It is certainly astonishing that an innovating study about the Greek pederasty in England like the one by John Addington Symonds does not quote Plutarch's Eroticus -in fact, it is only cited in some footnotes-, if one bears in mind that this dialogue is an accurate philosophical reflection on Greek eros, in which very often significant ethical themes are approached. The aim of this article is just to reveal the different reasons for such an omission.

John Addington Symonds. A Problem in Greek Ethics. ¿El Erótico de Plutarco reducido a algunas notas a pie de página? ¿Por qué?

Resulta sorprendente que un estudio pionero en Inglaterra sobre la pederastia griega como el de John Addington Symonds no cite el Erótico de Plutarco, excepción hecha de en algunas notas a pie de página, siendo como es este dialogo una seria reflexión filosófica sobre el eros griego, en que a menudo se abordan cuestiones éticas. El objetivo de este artículo es revelar justamente las razones de índole diversa para una tal omisión.

John Addington Symonds. A Problem in Greek Ethics. ¿L'Eròtic de Plutarc reduït a algunes notes a peu de pàgina? Per què?

Resulta sorprenent que un estudi pioner a Anglaterra sobre la pederàstia grega como el de John Addington Symonds no citi l'Eròtic de Plutarc, llevat de en algunes notes a peu de pàgina, essent com és aquest diàleg una seriosa reflexió filosòfica sobre l'eros grec, en què sovint s'aborden qüestions ètiques. L'objectiu d'aquest article és revelar justament les raons d'índole diversa per a una tal omissió.

Cat on a hot tin roof de Tennessee Williams o les aptituds dramàtiques de la deessa Diana

L'objectiu d'aquest article és mostrar quins són els rèdits dramàtics de la inclusió de la referència a la deessa Diana a Cat on a Hot Tin Roof de Tennessee Williams. En opinió del autor, no es tracta simplement d'una referència significativa, sinó que l'anàlisi acurada del text de Williams demostra que és un element vertaderament nuclear i cohesionador de tot el drama.

New York versus la tragedia y Edipo. El legado sofocleo -y sofístico- en Crimes and Misdemeanors de W. Allen

Más allá de la referencia explícita a la tragedia griega y Edipo, el objetivo de este artículo es presentar la estrecha relación, en opinión del autor, entre lo que mantienen los protagonistas en Crimes and Misdemeanors y las teorías de los sofistas griegos sobre Dios, la ley, etc. Una confrontación minuciosa de sus textos con el guión de la película revela claramente unas raíces sofísticas que no pueden ser atribuidas, en este caso, a la presencia constante del legado judío en la obra de W. Allen.

New York versus la tragèdia i Èdip. El llegat de Sòfocles -i dels sofistes- a Crimes and Misdemeanors de W. Allen

Més enllà de la referència explícita a la tragèdia grega i Èdip, l'objectiu d'aquest article és presentar l'estreta relació, en opinió del autor, entre allò que mantenen els protagonistes a Crimes and Misdemanors i les teories del sofistes grecs sobre Déu, la llei, etc. Una confrontació acurada dels seus textos amb el guió de la pel·lícula revela clarament unes arrels sofístiques que no poden ser atribuïdes, en aquest cas, a la constant presència del llegat jueu en l'obra de W. Allen.

Cat on a hot tin roof de Tennessee Williams o las aptitudes dramáticas de la diosa Diana

El objetivo de este artículo es mostrar cuáles son los réditos dramáticos de la inclusión de la referencia a la diosa Diana en Cat on a Hot Tin Roof de Tennessee Williams. En opinión del autor, no se trata simplemente de una referencia significativa, sino que el análisis minucioso del texto de Williams demuestra que es un elemento verdaderamente nuclear y cohesionador de todo el drama.

Analytical Measures of Learners' Written Interlanguage

This paper aims at reconsidering some analytical measures to best encapsulate the interlanguage, in writing, of young beginner learners of English as a foreign language in the light of previous and work-in-progress research conducted within the BAF project, and in particular, whether clause and sentence length should be best viewed as a fluency or syntactic complexity measusre or as part of a different construct. In the light of a factor analysis (Navés, forthcoming) and multivariate and correlation studies (Navés et al. 2003, Navés, 2006, Torres et al. 2006) it becomes clear that the relationship between different analytical measures is also dependent on learner¿s cognitive maturity (age) and proficiency (amount of instruction). Finally, clause and sentence length should not be viewed as either a fluency or sytactic complexity measure but as part of a different construct. It is concluded that further research using regression analysis and cluster analysis is neeed in order to identify and validate the constructs of the writing components and their measurements.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Corpus Oral Dialectal (COD). Caràtula

Aquest document conté la imatge de la caràtula del CD "COD. Corpus Oral Dialectal". El COD és un component del Corpus de Català Contemporani de la Universitat de Barcelona (CCCUB), un arxiu de corpus de llengua catalana oral contemporània que ha estat confegit pel grup de recerca Grup d'Estudi de la Variació (GEV) amb la finalitat de contribuir a l'estudi de la variació dialectal, social i funcional en la llengua catalana. Aquest i altres materials del CCCUB són accessibles directament al Dipòsit Digital de la UB (http://diposit.ub.edu) o a través del web del CCCUB (http://www.ub.edu/cccub).

El démon: la inteligencia en el mundo

From Hesiod on, Gctiywv denotes a passionate figure, useful to ffee divinity from the charge of evil. Plutarch conceives Gaiywv as an active and changeable entity between God and rnatter; he must complete a catharsis that makes him better (more akin to God; Being in a higher degree). The task of Gaiyov is to take care of oracles and to guide human lives. If this task has been done correctly, Gaipov ascends to the sun; if not, he falls down to the earth.