東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Reception of Horace in the Cours...

Siedina, Giovanna.

FindBook

Google Book

Amazon

博客來

The Reception of Horace in the Courses of Poetics at the Kyiv Mohyla Academy: 17th-First Half of the 18th Century.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Reception of Horace in the Courses of Poetics at the Kyiv Mohyla Academy: 17th-First Half of the 18th Century./
作者:	Siedina, Giovanna.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	286 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Slavic literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645063
ISBN:	9781321335385

The Reception of Horace in the Courses of Poetics at the Kyiv Mohyla Academy: 17th-First Half of the 18th Century.
Siedina, Giovanna.

The Reception of Horace in the Courses of Poetics at the Kyiv Mohyla Academy: 17th-First Half of the 18th Century. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 286 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ph.D.)--Harvard University, 2014.

For the first time, the reception of the poetic legacy of the Latin poet Horace (65 B.C.-8 B.C.) in the poetics courses taught at the Kyiv Mohyla Academy (17th-first half of the 18th century) has become the subject of a wide-ranging research project presented in this dissertation. Quotations from Horace and references to his oeuvre have been divided according to the function they perform in the poetics manuals, the aim of which was to teach pupils how to compose Latin poetry. Three main aspects have been identified: the first consists of theoretical recommendations useful to the would-be poets, which are taken mainly from Horace's Ars poetica. The second aspect is the use of Horace's poetry as a model of word usage, tropes, rhetorical figures, and metrical schemes. Finally, the last important aspect of the reception of Horace is how his works could be imitated and his words or dicta borrowed in the composition of poetry, in which students were expected to exercise as part of the poetics course.

ISBN: 9781321335385Subjects--Topical Terms:

2144740
Slavic literature.

The Reception of Horace in the Courses of Poetics at the Kyiv Mohyla Academy: 17th-First Half of the 18th Century.
LDR:03128nmm a2200313 4500 001 2116560
005 20170428103036.5
008 180830s2014 ||||||||||||||||| ||eng d
020 $a 9781321335385
035 $a (MiAaPQ)AAI3645063
035 $a AAI3645063
040 $a MiAaPQ $c MiAaPQ
100 1 $a Siedina, Giovanna. $3 3278290
245 1 4 $a The Reception of Horace in the Courses of Poetics at the Kyiv Mohyla Academy: 17th-First Half of the 18th Century.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 286 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Adviser: George G. Grabowicz.
502 $a Thesis (Ph.D.)--Harvard University, 2014.
520 $a For the first time, the reception of the poetic legacy of the Latin poet Horace (65 B.C.-8 B.C.) in the poetics courses taught at the Kyiv Mohyla Academy (17th-first half of the 18th century) has become the subject of a wide-ranging research project presented in this dissertation. Quotations from Horace and references to his oeuvre have been divided according to the function they perform in the poetics manuals, the aim of which was to teach pupils how to compose Latin poetry. Three main aspects have been identified: the first consists of theoretical recommendations useful to the would-be poets, which are taken mainly from Horace's Ars poetica. The second aspect is the use of Horace's poetry as a model of word usage, tropes, rhetorical figures, and metrical schemes. Finally, the last important aspect of the reception of Horace is how his works could be imitated and his words or dicta borrowed in the composition of poetry, in which students were expected to exercise as part of the poetics course.
520 $a The research draws the conclusion that Horace's legacy was of paramount importance in the manuals analyzed: on the one hand the Mohylanian poetics teachers' tendency (after Renaissance literary theorists and critics) to consider poetry within rhetorical categories rendered Horace's Ars Poetica extremely congenial to them. On the other, Horace's ideas were extrapolated from their original context and at times modified to serve a moralistic and "utilitarian" conception of poetry, which considered the latter as an instrumental science that served the ends of moral philosophy. With its metrical virtuosity and brilliant verbal craftsmanship, Horace's poetry provided an excellent model for the introduction of Christian content.
520 $a The analysis of the way pagan authors (Horace first and foremost) were elaborated in a Christian key in the poetry composed by Mohylanian teachers and pupils indicates that education (and with it the assimilation of the Classics) at the KMA was not extraneous to the integration of ancient learning in Christian thinking as it took place in the different confessional schools of contemporary Western Europe.
590 $a School code: 0084.
650 4 $a Slavic literature. $3 2144740
650 4 $a Classical literature. $3 595959
690 $a 0314
690 $a 0294
710 2 $a Harvard University. $b Slavic Languages and Literatures. $3 3278291
773 0 $t Dissertation Abstracts International $g 76-03A(E).
790 $a 0084
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645063