This study seeks to identify the influence of religion on indifference toward anthropogenic climate change. This influence is conceptualized by adapting Durkheim's classic sociological model where religion serves to integrate individuals into society using sacred beliefs. We test this theory by conceptualizing and estimating a path model where climate change indifference is regressed on religion and political ideology. The study data are five cross sections from the General Social Survey over 1993 to 2018, and the results indicate indirect and direct effects of religion on climate change indifference. Second, the effects vary across religious traditions and biblical belief sets, and in some cases are oppositional. The study results are discussed in terms of religious influences on salient social questions during prior periods of US history. Finally, we describe how indifference toward the threat of climate change results from a blending of politics and religion and reflects the specific concepts that integrate individuals into a community. These conceptions have become embedded within fundamental relationships concerning how individuals understand their existential connection to a community. Because religious concepts are socially influenced, and because communities are free to reinterpret belief systems, the current relation between religious belief and climate change indifference is subject to future revision and re-interpretation.
{"title":"Religion and Climate Change Indifference: Linking the Sacred to the Social","authors":"T. Hirschl, James G Booth, L. Glenna","doi":"10.5539/res.v15n1p11","DOIUrl":"https://doi.org/10.5539/res.v15n1p11","url":null,"abstract":"This study seeks to identify the influence of religion on indifference toward anthropogenic climate change. This influence is conceptualized by adapting Durkheim's classic sociological model where religion serves to integrate individuals into society using sacred beliefs. We test this theory by conceptualizing and estimating a path model where climate change indifference is regressed on religion and political ideology. The study data are five cross sections from the General Social Survey over 1993 to 2018, and the results indicate indirect and direct effects of religion on climate change indifference. Second, the effects vary across religious traditions and biblical belief sets, and in some cases are oppositional. The study results are discussed in terms of religious influences on salient social questions during prior periods of US history. Finally, we describe how indifference toward the threat of climate change results from a blending of politics and religion and reflects the specific concepts that integrate individuals into a community. These conceptions have become embedded within fundamental relationships concerning how individuals understand their existential connection to a community. Because religious concepts are socially influenced, and because communities are free to reinterpret belief systems, the current relation between religious belief and climate change indifference is subject to future revision and re-interpretation.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85682268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Verbal children with autism often present communication difficulties such as articulation disorders. As a result they are not able to communicate effectively and sometimes their attempts to communicate may take the form of challenging behaviors. Previous studies have demonstrated the efficacy of video-modeling in increasing the communication skills in verbal children with autism. Moreover other studies have shown that video-modeling, as a treatment package, can maintain strength and generalize all the newly learned skills. In this study, we will extend the use of video-modeling across 3 verbal children who have been diagnosed with autism and simultaneously exhibit articulation disorders in phoneme /r/ in three different positions within words. We will implement multiple baseline design across behaviors (i.e., target phoneme at the beginning, middle, and end of the words). The effectiveness will be evaluated by focusing on pre to follow-up changes of our participants’ articulation.
{"title":"Evaluation of the Effectiveness of Video-Modeling for Teaching Articulation in Verbal Children With Autism Spectrum Disorder","authors":"Dimitra Chaldi","doi":"10.5539/res.v15n1p42","DOIUrl":"https://doi.org/10.5539/res.v15n1p42","url":null,"abstract":"Verbal children with autism often present communication difficulties such as articulation disorders. As a result they are not able to communicate effectively and sometimes their attempts to communicate may take the form of challenging behaviors. Previous studies have demonstrated the efficacy of video-modeling in increasing the communication skills in verbal children with autism. Moreover other studies have shown that video-modeling, as a treatment package, can maintain strength and generalize all the newly learned skills. In this study, we will extend the use of video-modeling across 3 verbal children who have been diagnosed with autism and simultaneously exhibit articulation disorders in phoneme /r/ in three different positions within words. We will implement multiple baseline design across behaviors (i.e., target phoneme at the beginning, middle, and end of the words). The effectiveness will be evaluated by focusing on pre to follow-up changes of our participants’ articulation.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78345552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marigoula Kosmidou, Ioanna Iakovou, Katerina Kedraka, Pinelopi Vlotinou, A. Tsiakiri
Background and aim: Τhe phenomenon of professional burnout has begun to be studied systematically in the field of education, particularly in those who serve in a managerial role in order to determine how the multilevel role affects the effectiveness and self-perception of individuals. This study was conducted with the aim of recording/investigating the symptoms of the phenomenon of burnout in the directors of school units serving in the Secondary Education of the Regional Units of Evros and Rodopi in Greece. Methodology: Literature review documented by sources of theoretical content guided the acquisition of empirical findings through quantitative research, a sample of which was responding 50 directors from 78 schools in urban, semi-urban and rural areas of the above regional units. Statistical data analysis was done using the google drive form and the possibilities provided by the excel program. Results: Data were analyzed according to variables of sex, type of residential area, number of students and years of experience. Discussion: Results indicated that secondary school directors do not experience burnout to a significant degree. Greater difficulty is reported in managing the time they spend due to their duties and bureaucracy Further research is required to shed light on the aspects of the phenomenon and explore the psychological consequences and its management.
{"title":"Investigating the Views of Directors of Secondary Education Units About the Burnout Syndrome During the Three-Year Term (2017-2020)","authors":"Marigoula Kosmidou, Ioanna Iakovou, Katerina Kedraka, Pinelopi Vlotinou, A. Tsiakiri","doi":"10.5539/res.v15n1p55","DOIUrl":"https://doi.org/10.5539/res.v15n1p55","url":null,"abstract":"Background and aim: Τhe phenomenon of professional burnout has begun to be studied systematically in the field of education, particularly in those who serve in a managerial role in order to determine how the multilevel role affects the effectiveness and self-perception of individuals. This study was conducted with the aim of recording/investigating the symptoms of the phenomenon of burnout in the directors of school units serving in the Secondary Education of the Regional Units of Evros and Rodopi in Greece. Methodology: Literature review documented by sources of theoretical content guided the acquisition of empirical findings through quantitative research, a sample of which was responding 50 directors from 78 schools in urban, semi-urban and rural areas of the above regional units. Statistical data analysis was done using the google drive form and the possibilities provided by the excel program. Results: Data were analyzed according to variables of sex, type of residential area, number of students and years of experience. Discussion: Results indicated that secondary school directors do not experience burnout to a significant degree. Greater difficulty is reported in managing the time they spend due to their duties and bureaucracy Further research is required to shed light on the aspects of the phenomenon and explore the psychological consequences and its management.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86018619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewer Acknowledgements for Review of European Studies, Vol. 15, No. 1
《欧洲研究评论》第15卷第1期审稿人致谢
{"title":"Reviewer Acknowledgements for Review of European Studies, Vol. 15, No. 1","authors":"Paige Dou","doi":"10.5539/res.v15n1p63","DOIUrl":"https://doi.org/10.5539/res.v15n1p63","url":null,"abstract":"Reviewer Acknowledgements for Review of European Studies, Vol. 15, No. 1","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78215621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of grounded theory methodology (GTM) is rare in the field of language testing as indicated by the literature survey. However, this study used GTM in a study on first year undergraduate students writing skills in Fiji. The study used the Common European Framework for Reference (CEFR) to evaluate student writing skills successfully at a university in Fiji. The CEFR is one of the most comprehensive frameworks for language evaluation that has been widely used by language testing organisations mostly in Western countries. This paper takes a methodological position rather than looking at empirical data from the research to engage novice users of GTM to apply it to the field of linguistics, specifically to language testing research. It provides step-by-step guide and a discussion of relevant literature that attest to the use of GTM in linguistics. The methodological contributions and the unique data set of the study will advance scholarly and social policy conversations on this topic. The study makes an original contribution to the body of knowledge on how grounded theory research methodologies can be applied to a longitudinal language testing research context. At present, language testing in higher education relies on data from conventional formative and normative assessments. Approaches such as grounded theory and longitudinal research design have rarely been used. The paper will benefit novice researchers such as Masters and PhD scholars as well as policy makers in applying the methodology to their studies.
{"title":"Application of Grounded Theory Methodology Using CEFR in the Field of Language Testing","authors":"P. R. Goundar","doi":"10.5539/res.v15n1p1","DOIUrl":"https://doi.org/10.5539/res.v15n1p1","url":null,"abstract":"The use of grounded theory methodology (GTM) is rare in the field of language testing as indicated by the literature survey. However, this study used GTM in a study on first year undergraduate students writing skills in Fiji. The study used the Common European Framework for Reference (CEFR) to evaluate student writing skills successfully at a university in Fiji. The CEFR is one of the most comprehensive frameworks for language evaluation that has been widely used by language testing organisations mostly in Western countries. This paper takes a methodological position rather than looking at empirical data from the research to engage novice users of GTM to apply it to the field of linguistics, specifically to language testing research. It provides step-by-step guide and a discussion of relevant literature that attest to the use of GTM in linguistics. The methodological contributions and the unique data set of the study will advance scholarly and social policy conversations on this topic. The study makes an original contribution to the body of knowledge on how grounded theory research methodologies can be applied to a longitudinal language testing research context. At present, language testing in higher education relies on data from conventional formative and normative assessments. Approaches such as grounded theory and longitudinal research design have rarely been used. The paper will benefit novice researchers such as Masters and PhD scholars as well as policy makers in applying the methodology to their studies.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77293012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper seeks to investigate the phenomenon of Livonian werewolves from the early modern era (1500-1700s). Noting their uniqueness in comparison to contemporaneous werewolves hailing from other geographic areas, the paper suggests that the Livonian werewolf is a metaphor for Livonian society at that time, one which was characterized by social turmoil and strict class hierarchy. This metaphor was utilized by different classes to establish their own interests in society, and thus the paper concludes that the werewolf is a mutable artifact whose value is contingent on its social context. This is demonstrated with the particular case of Old Thiess—a poor, elderly Livonian peasant who gave an unorthodox and anomalous testimony when accused of being a werewolf. In his court statement, it is shown how Thiess was in fact alluding to social tensions by lambasting the rich German elite and establishing the righteousness of the peasantry, of which he was a member of. A close reading method was utilized on the trial transcript of Old Thiess, translated from Hermann von Bruningk’s Der Werwolf in Livland. Through a contextual reading of Livonia’s social atmosphere, the paper draws connections between the content of the trial to wider societal disturbances happening at the time.
{"title":"Livonian Werewolves: Assessing Their Historical Significance Through the Case of Old Thiess","authors":"Liu Jiaxin","doi":"10.5539/res.v14n4p61","DOIUrl":"https://doi.org/10.5539/res.v14n4p61","url":null,"abstract":"This paper seeks to investigate the phenomenon of Livonian werewolves from the early modern era (1500-1700s). Noting their uniqueness in comparison to contemporaneous werewolves hailing from other geographic areas, the paper suggests that the Livonian werewolf is a metaphor for Livonian society at that time, one which was characterized by social turmoil and strict class hierarchy. This metaphor was utilized by different classes to establish their own interests in society, and thus the paper concludes that the werewolf is a mutable artifact whose value is contingent on its social context. This is demonstrated with the particular case of Old Thiess—a poor, elderly Livonian peasant who gave an unorthodox and anomalous testimony when accused of being a werewolf. In his court statement, it is shown how Thiess was in fact alluding to social tensions by lambasting the rich German elite and establishing the righteousness of the peasantry, of which he was a member of. A close reading method was utilized on the trial transcript of Old Thiess, translated from Hermann von Bruningk’s Der Werwolf in Livland. Through a contextual reading of Livonia’s social atmosphere, the paper draws connections between the content of the trial to wider societal disturbances happening at the time.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86911995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the first international futures variety in China, crude oil futures, its price influence and function play has attracted much attention at home and abroad, from the perspective of market performance, crude oil futures have had a greater impact on the capital market since its launch, and what needs to be further studied is the quantitative degree and complexity of the impact of crude oil futures price fluctuations on stock market fluctuations. The daily data from March 26, 2018 to July 5, 2022 were selected to study the influence of domestic crude oil futures prices on domestic Shanghai and Shenzhen stock index by Granger causality, cointegration test and smooth transition regression model. The study shows that the price and yield of domestic crude oil futures have a one-way guiding effect on the domestic Shanghai and Shenzhen stock indexes and yields, but their guiding effect on the Shenzhen component index is greater than that of the Shanghai Composite Index. Domestic crude oil futures prices and Shanghai and Shenzhen stock indexes have a long-term similar negative cointegration relationship. The positive and negative impact of the domestic crude oil futures price yield on Shanghai and Shenzhen stock index yields is non-linear and asymmetrical, but the mechanism of impact on the two stock markets is different, for the Shanghai stock market, the negative impact of the crude oil futures price yield is greater than the positive shock impact, for the Shenzhen stock market, the positive impact of the crude oil futures price yield is greater than the negative shock impact, and the impact on both stock markets was limited .Therefore, for domestic crude oil futures to become the global crude oil price benchmark, they also need to be continuously improved in terms of national policies, industry supervision, exchange rules and market system construction.
{"title":"Crude Oil Price Shocks and Stock Market Volatility: Evidence From China","authors":"Gao Hui, Gaole Chen","doi":"10.5539/res.v14n4p39","DOIUrl":"https://doi.org/10.5539/res.v14n4p39","url":null,"abstract":"As the first international futures variety in China, crude oil futures, its price influence and function play has attracted much attention at home and abroad, from the perspective of market performance, crude oil futures have had a greater impact on the capital market since its launch, and what needs to be further studied is the quantitative degree and complexity of the impact of crude oil futures price fluctuations on stock market fluctuations. The daily data from March 26, 2018 to July 5, 2022 were selected to study the influence of domestic crude oil futures prices on domestic Shanghai and Shenzhen stock index by Granger causality, cointegration test and smooth transition regression model. The study shows that the price and yield of domestic crude oil futures have a one-way guiding effect on the domestic Shanghai and Shenzhen stock indexes and yields, but their guiding effect on the Shenzhen component index is greater than that of the Shanghai Composite Index. Domestic crude oil futures prices and Shanghai and Shenzhen stock indexes have a long-term similar negative cointegration relationship. The positive and negative impact of the domestic crude oil futures price yield on Shanghai and Shenzhen stock index yields is non-linear and asymmetrical, but the mechanism of impact on the two stock markets is different, for the Shanghai stock market, the negative impact of the crude oil futures price yield is greater than the positive shock impact, for the Shenzhen stock market, the positive impact of the crude oil futures price yield is greater than the negative shock impact, and the impact on both stock markets was limited .Therefore, for domestic crude oil futures to become the global crude oil price benchmark, they also need to be continuously improved in terms of national policies, industry supervision, exchange rules and market system construction.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87941599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the introduction of biodanza to kindergartens together with the implementation of the principle of biocentric education, with emphasis on affectivity, to create an affectionate climate and to encourage meaningful interactions between children, and between the kindergarten staff and the children. The research question was: How would introducing biodanza and implementing biocentric education in kindergartens achieve these objectives? This was a qualitative study. The data were collected in Israel in the years 2017-2019. The study findings show that biodanza in kindergartens allowed for situations that required children to deal with emotional and social aspects of their interactions. As a result, positivity resonance in the kindergarten intensified greatly, and the atmosphere became more and more affectionate, accepting, and sharing, and positive gestures increased substantially. Communication between the kindergarten staff and the children underwent a change and became considerably more affectionate, compared to what it had been at the beginning of the process.
{"title":"Biodanza and the Implementation of the Principle of Biocentric Education in Kindergartens","authors":"G. Zilka","doi":"10.5539/res.v14n4p26","DOIUrl":"https://doi.org/10.5539/res.v14n4p26","url":null,"abstract":"This study examined the introduction of biodanza to kindergartens together with the implementation of the principle of biocentric education, with emphasis on affectivity, to create an affectionate climate and to encourage meaningful interactions between children, and between the kindergarten staff and the children. The research question was: How would introducing biodanza and implementing biocentric education in kindergartens achieve these objectives? This was a qualitative study. The data were collected in Israel in the years 2017-2019. The study findings show that biodanza in kindergartens allowed for situations that required children to deal with emotional and social aspects of their interactions. As a result, positivity resonance in the kindergarten intensified greatly, and the atmosphere became more and more affectionate, accepting, and sharing, and positive gestures increased substantially. Communication between the kindergarten staff and the children underwent a change and became considerably more affectionate, compared to what it had been at the beginning of the process.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75009721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nikolaos Manesis, E. Vlachou, Georgia Aravantinou, Ioanna Barmbetaki, Stavroula Kanouri
In Greece, as in several countries all over the world, schools were closed due to the COVID-19 pandemic, in the 2019-2020 school year. The Greek Ministry of Education tried to operate online platforms so that students could have access to education. The teachers managed to respond to this challenge using mainly their own resources while most of them had not received any relevant training. A nationwide survey was designed investigating teachers' views on distance learning disadvantages. 515 teachers working in Greek primary education sector - both at kindergartens and primary schools- participated in the research. Their answers show five main disadvantages from the distance learning implementation at school education: (a) deficit in the interaction and communication among students and among the teacher and his/her students, (b) the teaching methods used were mainly teacher-centered despite the prescripts of the National Curriculum, (c) inequalities that arose for specific social groups of students, (d) schools’ deficits in infrastructure and insubstantial teachers’ in-service training regarding I.C.T. use, and (e) teachers’ concern about the protection and the maintenance of students’ personal data. Despite these disadvantages mentioned, teachers do not overlook the fact that the distance education implementation during the Covid-19 pandemic was principally an attempt to psychologically empower students learning.
{"title":"The Disadvantages of Distance Education Implementation, During the Covid-19 Pandemic: Greek Teachers’ Opinions","authors":"Nikolaos Manesis, E. Vlachou, Georgia Aravantinou, Ioanna Barmbetaki, Stavroula Kanouri","doi":"10.5539/res.v14n4p15","DOIUrl":"https://doi.org/10.5539/res.v14n4p15","url":null,"abstract":"In Greece, as in several countries all over the world, schools were closed due to the COVID-19 pandemic, in the 2019-2020 school year. The Greek Ministry of Education tried to operate online platforms so that students could have access to education. The teachers managed to respond to this challenge using mainly their own resources while most of them had not received any relevant training. A nationwide survey was designed investigating teachers' views on distance learning disadvantages. 515 teachers working in Greek primary education sector - both at kindergartens and primary schools- participated in the research. Their answers show five main disadvantages from the distance learning implementation at school education: (a) deficit in the interaction and communication among students and among the teacher and his/her students, (b) the teaching methods used were mainly teacher-centered despite the prescripts of the National Curriculum, (c) inequalities that arose for specific social groups of students, (d) schools’ deficits in infrastructure and insubstantial teachers’ in-service training regarding I.C.T. use, and (e) teachers’ concern about the protection and the maintenance of students’ personal data. Despite these disadvantages mentioned, teachers do not overlook the fact that the distance education implementation during the Covid-19 pandemic was principally an attempt to psychologically empower students learning.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75412075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the context of Japanese cultural postmodernism, the phenomenon of resuming literary masterpieces in comic book form appears as a juxtaposition with a specific purpose, resulting in a hybrid form which we would regard as komiXLit. As part of a specific way of knowledge, we interpret komiXLit as an alternative model whose characteristic is that of the combination of two apparently contradicting terms: the “high” literature and the manga pop culture publication, a cultural move placed by the Japanese publishing houses under the credo “understanding literature through manga”. Using the illustrative example provided by the masterpiece authored by Yasunari Kawabata Snow Country (1935-1937/ 1948) and its manga version (2010), with drawings by Sakuko Utsugi, the present endeavour proposes a reading in which the komiXLit version is interpreted as an architectonic structure inspired by the former, in an attempt to identify the dominants of the textual poetics. We propose that the term komiXLit designate the cultural and social phenomenon of resuming the masterpieces of the Japanese literature in manga (comics) versions, as a self-sustainable category within the genre, meant to complete the already existing ones: story manga‚ dramatic pictures, graphic novels, boys’comics, girls’comics, men’s comics, ladies’ comics.
{"title":"Knowledge as Play: Comics by Japanese Modern Literature","authors":"Rodica Frențiu, Florina Ilis","doi":"10.5539/res.v14n4p1","DOIUrl":"https://doi.org/10.5539/res.v14n4p1","url":null,"abstract":"In the context of Japanese cultural postmodernism, the phenomenon of resuming literary masterpieces in comic book form appears as a juxtaposition with a specific purpose, resulting in a hybrid form which we would regard as komiXLit. As part of a specific way of knowledge, we interpret komiXLit as an alternative model whose characteristic is that of the combination of two apparently contradicting terms: the “high” literature and the manga pop culture publication, a cultural move placed by the Japanese publishing houses under the credo “understanding literature through manga”. Using the illustrative example provided by the masterpiece authored by Yasunari Kawabata Snow Country (1935-1937/ 1948) and its manga version (2010), with drawings by Sakuko Utsugi, the present endeavour proposes a reading in which the komiXLit version is interpreted as an architectonic structure inspired by the former, in an attempt to identify the dominants of the textual poetics. We propose that the term komiXLit designate the cultural and social phenomenon of resuming the masterpieces of the Japanese literature in manga (comics) versions, as a self-sustainable category within the genre, meant to complete the already existing ones: story manga‚ dramatic pictures, graphic novels, boys’comics, girls’comics, men’s comics, ladies’ comics.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79748696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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