The Children and Household Tales (Kinder- und Hausmärchen, KHM) by the Brothers Grimm are not only an integral part of German culture but have also become a global success over the last two ...centuries. Currently, the collections of the Grimm brothers include translations into over 100 languages, some of which were written during the lifetime of the Brothers Grimm. English editions in particular carry a considerable influence on the global reception of the tales, since most of the tales are received in a translation instead of the original language. However, many readers of the Grimms’ tales are not aware of this. It is often disregarded that a translation can rarely be described as identical to the original and is subject to different factors such as the translation tradition, the target culture, or the translator’s own ideas. The following essay investigates how and why the tales were edited in English translation to be modified as children’s literature.
According to UNESCO, education for sustainable development (ESD) is characterized by the concern for training the skills necessary for a human individual to relate responsibly to the natural, ...economic and socio-cultural environment in which he lives, minimizing or completely avoiding the negative effects of actions on the quality of his life and that of others. This finality of education for sustainable development requires the prioritization of moral education and shifts the focus to the development of moral consciousness and the formation of a value system agreed and assumed by all members of a community. Because it essentializes human values, the fairy tale constitutes an ideal learning content in relation to the objectives of moral education. The wide and varied symbolism of the heroes who evolve in the fairy tale world, the situations they go through and the key tools in overcoming some crises turn the fairy tale into a source of learning with a safe and deep impact on the student, both cognitively and affective and volitional. Knowing the interdependence between the professional skills of the teacher and the training of the student's skills (Ceobanu et al., 2020, p. 277), a teacher has the duty to know what are the sources and contents of learning that optimally respond to the educational needs and interests of those whom he guides. Therefore, the teachers' conception of the educational potential of the fairy tale is a determining factor in the application or exclusion of this content from the instructive-educational/school activities. The study we are carrying out aims to determine the level of knowledge of the educational potential of the fairy tale by teachers from schools on both banks of the Prut and provides valuable data about their beliefs regarding the effectiveness of the fairy tale in training and educating the younger generations.
The fairy-tale and the chivalric are closely interrelated, and frequently intersecting, narrative dimensions in terms of structure and recurring motifs. The retelling or rewriting of the same stories ...is one of their most obviously shared traits. This article follows this thread through the analysis of two short stories from Cieco da Ferrara’s Mambriano (1509), examining their antecedents and especially their fairy-tale rewritings, tracing a trajectory that culminates in Straparola’s Le piacevoli notti and Basile’s Cunto de li cunti, respectively.
Starting with a reflection on the motif of abandonment in fairy tales, this paper aims to investigate its persistence in modern and contemporary children's literature, with particular reference to ...rewritings and revisitations of classical fairy tales through the special textuality of the picture book. Abandonment thus becomes a key concept, among others, in retracing, from a historiographical perspective, the plots of a lost childhood, passed down to us from ancient times, among persistences and distortions that update its meaning. Keywords. Fairy tale - Abandonment - Children's Literature - History of Children - Lost Childhood - Rewriting of fairy tales
A fairy tale as a form of a cultural code is the most important tool for cultural and ethnic socialization, the transfer of social experience, values, and worldview. Modern society is characterized ...by a high level of technologization, standardization, and universalization of the communication process which leads to the formation of new social practices of communication of various social groups. The article is focused on highlighting the functional and activity role of a fairy tale in the formation of the social memory of the younger generation and the features of the implementation of intergenerational communication through the fairy tale. Communication is a powerful mechanism to live a life of harmony, impact and emotional resilience. Effectively conveying your thoughts into words that build trust and influence has the ability to dramatically shift the course of your life. Think about some of the most legendary people that have lived on this planet. In modern society, the range of communication agents in the transmission of social experience between generations has significantly expanded. There appear agents of non-family communication, which take part in the transmission of cultural memory and the formation of memory places in the younger generation.
Introduction. The effectiveness of the research of folklore for the cognition of the cosmo-psycho-logos of the ethnos determines the relevance of this work. The research novelty of this study is ...studying Erzya and Moksha folk tales with the application of deixis analysis of folk tales with similar plots circulating in various ethnic groups. The object of the study is the texts of the Erzya and Moksha fairy tales with the plot motif “Tom Thumb” in comparison with Russian, German, English, Spanish and Latin American fairy tales with a similar plot. The subject of the research is the features of ontology, axiology, anthropology of Erzya and Moksha in a fairy tale. The purpose of the work is to identify the ontological, axiological and anthropological features of the Mordovian fairy tale. The objectives of the study are to perform a deixis analysis of the texts of several variants of the Mordovian fairy tale and its foreign-ethnic counterparts; identify their similarities and differences; to formulate the ontological, axiological and anthropological features of the Mordovian fairy tale.
Materials and Methods. To achieve the purpose of the study, the author carried out a comparative content analysis of the deixis of seven fairy tales with the leading plot motif “Tom Thumb”. The author applies the method of critical selection of sources choosing the authentic versions of folk tales. General research methods allow the author to analyze and systematize the information obtained and synthesize the conclusions.
Results and Discussion. All the considered folk tales record the tragedy of the absence of children in an ethnic family, the desirability of procreation as children are the happiness and the meaning of human life. The Erzya folk tale demonstrates the local-common solidarity, the fight against aggressive authorities, and armed restorative justice. In the Moksha fairy tale, there is a motif of deception by a deceiver as a form of restorative justice to improve the financial situation of the family. Both in the Erzya and Moksha fairy tales, the intention of returning home in an indirect way and living in labor in one’s place of development is realized.
Conclusion. A comparative analysis of the deixis of fairy tales of different ethnic groups with a similar plot makes it possible to identify the general and special in the content of fairy tales, to determine the features of the ontology, axiology, and anthropology of the ethnic group. The study showed that the ontological, axiological and anthropological features of the Erzya and Moksha fairy tales are close, but not identical; it revealed similarities and differences with the fairy tales of other ethnic cultures.
Between 1690 and 1715, the literary fairy tale, the conte de fées, becomes fashionable in France, created by the regulars of Parisian salons and distinct from the folktale. The monster in the modern ...fairy tale is ridiculed, so that the fear it is supposed to inspire is apparent (the example of the tales of Madame d’Aulnoy and de Murat). Then, in two fairy tales (Le prince rosier by Catherine Bernard and Anguillette by Mrs de Murat), I analyse fears and anxieties that are rooted in love rather than evil spells. The pessimistic vision of love links the fairy tale with the novel of the late 17th century. Both are meant to transport the reader to another, distant world in order to portray the real world all the better. Contes de fées create an atmosphere of spiritual anxiety that has no connection with the enchanted world: no supernatural powers change human nature and the misery it leads to, and the sophisticated form and magical setting hide the true face of the world of feelings.
Autorka podejmuje się obserwacji obecności poematu dramatycznego w Młodej Polsce. Zestawia tę formę z innym gatunkiem, równie hybrydycznym, czyli baśnią dramatyczną. Porównanie to pozwala autorce ...dostrzec szczególne znaczenie, jakie obydwie te formy miały dla procesów konstytuowania nowych form dramatycznych pod koniec XIX i na początku XX wieku. Utwory takie jak Uczta Herodyady Jana Kasprowicza, Odwieczna baśń Stanisława Przybyszewskiego, Rokita Andrzeja Niemojewskiego czy Zdziczenie obyczajów pośmiertnych Bolesława Leśmiana autorka postrzega nie tylko jako wehikuł treści łączący twórczość młodopolską z tradycją romantyczną, lecz także jako bardzo pojemną formę pozwalającą szukać nowej formy opisu rzeczywistości. W tekście zwraca się także uwagę na zdolność rozsadzania przez nowe sposoby kompozycji, montażu, układu scen zastosowane w poemacie dramatycznym klasycznej, skostniałej formy scenicznej.
Background. Studying and understanding stylistic devices, and, in particular, the epithet, is an integral part of the world linguistic picture. The epithet is inextricably linked with all literary ...works and is therefore a key part of any language. It reveals the attitude of native speakers to certain phenomena, which is manifested in the use of words stable for epithets. However, the lack of certainty in various aspects of the study of the epithet determines the need for its further study. The subject of the study is the linguistic and stylistic features of the epithet in English and Russian fairy tales. Purpose. The article identifies and compares the linguistic and stylistic features of epithets in the English and Russian fairy tales. Materials and methods: The material for the study comprises 150 epithets from the fairy tales of O. Wilde the fairy tales of M.E. Saltykov-Shchedrin. When analyzing the material, the following methods of linguistic analysis were used: semantic, stylistic, cultural, comparative and quantitative analysis, as well as the continuous sampling method. Results. As a result of a comparative study, identical and distinctive pecularities of epithets in two languages were identified. It was determined that the stylistic characteristics of epithets are largely similar, but it is emphasized that the English-language epithets are more unique and concise than Russian-language ones, which, in turn, are characterized by repetition and figurative meaning. In the English-language examples, there was greater neutrality and an emphasis on the positive and neutral qualities of the characters. Negative connotations were noted in the Russian-language epithets. Practical implications. The results of the study can be used in the study of the courses in stylistics, foreign literature, as well as in foreign language classes.
У статті здійснено міждисциплінарне дослідження феномену казки та охарактеризовано особливості проведення казкотерапії. Проаналізовано основні класифікації казок, які зустрічаються у арт-терапії. ...Зокрема, види казок за світоглядним типом: міфологічна, релігійна, наукова, філософська та види казок, за якими здійснюється недирективна взаємодія із дитиною: художні, дидактичні, психотерапевтичні, психокорекційні, медитативні. Проаналізовано широку джерельну базу щодо підходів до виникнення та значення казки у житті людини, починаючи від поглядів давньогрецьких філософів. Досліджено досвід сучасних українських та закордонних теоретиків і практиків арт-терапії, що зосередили свою діяльність навколо актуальних проблем казкотерапевтичних методів роботи. Під терміном казкотерапії розуміються засоби передачі психологічних знань про соціальне становлення особистості за допомогою метафоричних засобів (за Т. Д. Зінкевич-Євстигнєєвою). Визначено, що казкотерапія є одним із найдавніших психологічних та педагогічних методів роботи. Проаналізовано теоретико-методологічні основи казкотерапії, систематизовано найпоширеніші методи роботи з казкою, сформульовано вимоги та основні компоненти казкотерапевтичних занять. Визначено, що казкотерапія є універсальним методом роботи, який найбільш актуальний на заняттях із дітьми дошкільного віку та школярами, однак він може бути дієвим навіть у роботі з дорослими. Обґрунтовано, що казкотерапевтичні заняття найбільш вдало можна організувати під час навчально-виховного процесу у закладах позашкільної освіти, однак, потрібно чітко розуміти мету таких уроків та аудиторію, на яку вони розраховані. Визначено етапи арт-терапевтичних занять у закладах позашкільної освіти, проаналізовано найпоширеніші принципи підбору казок. Доведено, що ефективність організації навчального-виховного процесу на основі казкотерапії безпосередньо пов’язана із дотриманням певного алгоритму роботи, однак вимагає постійного моніторингу та гнучкості. Охарактеризовано правила створення та функціонування середовища для проведення арт-терапевтичних занять.
