Literary Knowledge Research Articles

Patrons in Kuruntokai

In ancient Tamil Nadu, countless literatures emerged in the world of Tamil literature due to the patronage of poets who knew the depths of the sea like Tamil Literature. A country's greatest wealth is its literature. Sangam literature is the best wealth we have in that respect. Poets had political knowledge along with literary knowledge. They became ministers and lifelong friends of the patrons who supported them. The patrons, seeing the poets, cheered like a child who has seen its mother. Many of the patrons in Kuruntokai literature have been celebrated by poets through their songs. Their bravery, excellence, military strength, fighting skills, the city they lived in, and historical references are also featured in the songs. This research paper has explained the pride of such patrons who have been established in this way.

Theological, Literary, and Musical Knowledge, All in the Service of Sacred Music. The Psalm Arrangements Of Kálmán Csomasz Tóth

"The present study aims to present the work of Kálmán Csomasz Tóth in the field of sacred music. Having had a theological education, and literary and musical studies, following an in-depth and extensive research process, he edited the Reformed hymnal published in Hungary in 1948. In addition to this important work, he has published numerous books, articles, studies in the field of musicology, literary translations, and a few poems in various ecclesiastical and professional journals in Hungary and abroad. The example of Kodály as a composer and the choral singing movement of the 1930s also captivated him and encouraged him to adapt the melodies of the church hymnal. I will hereby present his work and a musical analysis of the choral arrangements pertaining to the melodies of the Genevan Psalter. Keywords: hymnological research, church singing, Genevan Psalter, praise, Hungarian folk melodies, male/female choir and mixed choir compositions, homophonic and polyphonic modes of composition. "

“Cool” Reading: Bagehot, the Book Review, and the Fiction of Literary Knowledge

“Cool” Reading: Bagehot, the Book Review, and the Fiction of Literary Knowledge

Translating Proverbs in The Gulistan of Sa‘di: Developing a New Taxonomy Based on Baker’s (2011) Model

A translator needs to possess a wide socio-cultural and literary knowledge in order to be able to translate idiomatic expressions in general, and proverbs, in particular. The present study is an investigation into the Rehatsek’s (1888) English translation of proverbs of Sa‘di’s Gulistan (1258/2000), as a classical Persian masterpiece. Baker’s (2011) set of strategies for translating idioms was employed as an initial framework for data analysis. The findings indicated that Rehatsek had merely resorted to either literal translation or total omission. Moreover, it was found that Baker’s consideration of ‘paraphrasing’ as the most common way of translating idioms could not be confirmed in the case of Persian proverbs in The Gulistan. It was found that literal translation is by far the most common strategy for translating Persian proverbs into English with 98 per cent. It was found that there could potentially be some other strategies, besides those referred to by Baker, for rendering proverbs. Finally, six strategies were proposed for translating proverbs into literary texts

‘Unleashing the Globe:’ Diversity and Planetary Knowledge in Reportages by Ilija Trojanow

The article analyzes Ilija Trojanow’s critical engagement with capitalist globalization and its imaginaries in his collection of reportages Der entfesselte Globus (2008; The Unleashed Globe). Trojanow’s critique is animated by his interest in the idea of diversity that he understands and uses in normative and descriptive ways. But his literary world-making is also characterized by an attempt to understand a globalizing world with respect to diverse human and non-human temporalities and relations between humans and animals. His reportages thus articulate, if only marginally, a planetary knowledge that seeks to capture life on a globalized planet beyond the solely human realm to which global imaginaries largely limit themselves. The article demonstrates how such literary knowledge emerges not just from Trojanow’s interest in diversity, but also from his practice of literary reportage and his understanding of reportage as a genre.

Overwhelmed: Literature, Aesthetics, and the Nineteenth-Century Information Revolution by Maurice S. Lee

Reviewed by: Overwhelmed: Literature, Aesthetics, and the Nineteenth-Century Information Revolution by Maurice S. Lee Andrew Franta Overwhelmed: Literature, Aesthetics, and the Nineteenth-Century Information Revolution. By Maurice S. Lee. Princeton: Princeton University Press. 2019. xii+277 pp. $39.95; £34. ISBN 978–0–691-19292–5. Maurice S. Leeʼs monograph is a striking study of the complicated relationship between literature and the rise of quantification over the course of the long nineteenth century. Ranging from Samuel Taylor Coleridge to Charles Dickens and Fanny Fern to Steven Spielberg, Lee explores literatureʼs long and contested encounter with 'informational concepts and practices' (p. 2)—a daunting issue for twenty-first-century humanists that Lee convincingly traces to nineteenth-century America and Britain. The studyʼs focus is the long nineteenth century, but its chapters are arranged conceptually rather than chronologically. Chapter 1 traces the vexed relationship between 'fantasies of close reading and anxieties of textual superabundance' (p. 20) by exploring the idea of 'deserted island reading' (exemplified by the reception history of Daniel Defoeʼs Robinson Crusoe) in Coleridgeʼs Biographia Literaria and Ralph Waldo Emersonʼs journals and essays. The second chapter moves from reading to the concept of 'searching' in New Historicism, Nathaniel Hawthorneʼs The Scarlet Letter, and several novels by Dickens (especially Our Mutual Friend). In Chapter 3, Lee investigates the relationship between quantification and aesthetic pleasure in adventure narratives and the Digital Humanities, while the bookʼs last chapter takes up the question of 'what counts as literary knowledge' (p. 165) by examining the role of testing in a seemingly disparate set of cultural contexts: the development of English literary studies, Our Mutual Friend (again), the British 'scholastic novel', Charlotte Bronteʼs Villette, Anthony Trollopeʼs Three Clerks, the British civil service, and, turning to the American scene, novels by Louisa May Alcott and Fern and the rise of standardized testing in the United States. This list of (some of) the topics addressed in Chapter 4 should indicate how little justice these summaries do to Leeʼs amazing command of not only the narrative literature of the long nineteenth century but also its historical, institutional, philosophical, and theoretical contexts. One of the strengths of Leeʼs study is its contrapuntal pairing of British and American authors. In Chapter 2, the Hawthorne of The Scarlet Letter emerges as a kind of New Historicist, orienting himself and his novel in the face of a welter of historical contexts by seizing on a single piece of evidence. Dickens, by contrast, resists the onslaught of information by attending to organizational schemes designed to make sense of it. If the effort fails in the reality Dickens depicts, Lee suggests, it succeeds in his realism. Lee makes a similarly incisive point about Brontëʼs Villette in Chapter 4, pointing out that it is 'precisely because of its failure to register her real attainments [that] Lucyʼs literary test fulfills its office by making her aesthetic power legible to readers of Villette' (p. 194). Other pairings, however, suffer from what feels like a lack of critical precision. Emersonʼs thinking about [End Page 275] books and reading, for example, seems to brush up against rather than directly intersect with the bookʼs focus on information overload. Against Coleridgeʼs acute responses to the reading public, Emersonʼs 'experiences in print culture' appear to be less a response to the information revolution than merely an aspect of 'his broad experience'—as Lee puts it, 'a print culture correlative to more philosophical unfoldings' (p. 53). Overwhelmedʼs scope is impressive, but this capaciousness also poses problems. The bookʼs sheer breadth of coverage means that its scholarly engagement is accumulative rather than critical. The scholars Lee cites generally 'show' or 'demonstrate'. When they occasionally 'argue', their claims are not examined in detail, let alone contested. Lee describes his approach in Chapter 3 as 'metacritical' (p. 112). The same might be said of the book as a whole. In the end, this lack of critical precision is perhaps the product of Leeʼs subject. At the outset, he notes that 'the only thing on which scholars of information agree is that no one...

The Effort of Parent-Child Reading Activity in Chinese Traditional Family Education

China is a country with traditional family education. Parents greatly influence their children, especially under the one-child policy and urbanization background. Chinese teaching requires context and training. Reading and communication are important ways to improve Chinese. Parent-child reading can better help students in grades 1-3 to read. This article aims to compare students' performance and interview results of parents in an elementary school in the immigrant city, Shenzhen, Guangdong Province, China, to explore the supporting role of parents in this family education. Previously, similar language research work has examined the students' language development in Shenzhen Pontus' families for further research. This study used mixed methods to analyze the parent-child reading situation in a school in Shenzhen. This article also compared the students' Chinese performance to judge the impact of parent-child reading on students. The results show that the influence of parent-child reading in family education has an obvious positive effect. The specific auxiliary role is reflected in children's reading ability, Mandarin level, and literary knowledge. Therefore, this study suggests that teachers and parents promote parent-child reading work. Parent-child reading is not only conducive to the psychological growth of students but also conducive to the cultivation of students' language ability, especially for the cultivation of students' Mandarin and literary ability.

Elusive Allusions: Shirley Jackson’s Gothic Intertextuality

Abstract: This article analyzes Shirley Jackson’s use of allusions in The Haunting of Hill House and Hangsaman . Drawing from Nicholas Royle’s work on the Freudian uncanny in relation to literature and pedagogy, it argues that, in both novels, allusions draw readers with literary knowledge into the protagonist’s psychological experience and ultimately comment on literary studies as an inherently gothic practice. In Hill House , a connected web of allusions to Charles Perrault’s “Bluebeard,” Oscar Wilde’s “The Canterville Ghost,” and Samuel Richardson’s Pamela works to convey the house’s telepathic power while simultaneously inviting us to feel, along with Eleanor, a proud possessiveness if we are (or think we are) able to discern the allusions’ significance for the novel. In this way, Jackson puts her well-read readers in the place of gothic protagonist; we believe we have a special ability to unearth the novel’s secrets but must ultimately wonder whether we, like Eleanor, are the ones who have been consumed. In Hangsaman , allusions to Pamela , Alice’s Adventures in Wonderland , Through the Looking-Glass , the 1908 pornographic novel The Way of a Man with a Maid , and "The Waste Land," as well as the Tarot and Tony Sarg’s marionettes, lead readers through a disorienting maze of clues and connections that replicates its protagonist’s disconnection from reality during her first year of college. In both novels, Jackson cultivates an uncanny reading experience through uncertain recollections, telepathic communications, and surprising correspondences. She illuminates both the allure and danger of literature’s enchanting power, revealing the intrinsically gothic nature of our engagements with the literary tradition.

Formation of Digital Humanities and Literary Knowledge Platform

본고는 한국에서 문학자료와 관련 정보의 디지털화가 어떤 과정으로 전개되었는지 서술하고, 새로운 문학지식플랫폼에 대한 몇 가지 기능과 역할을 상상하면서 그것의 필요성과 방향성을 탐색하였다. 디지털인문학 시대에는우리의 삶과 정신의 문제를 총체적으로 다루는 문학 텍스트의 중요성이 커질 것이다. 따라서 디지털인문학은 새로운 방법론과 가치체계를 기반으로 근현대문학 텍스트를 분석하고 새로운 문학작품을 창작하면서 고도로 디지털화된 미래사회의 인간형을 탐색하는 작업을 수행해야 한다. 한국문학과 디지털의 만남은 1990년대 각종 첨단통신 및 멀티미디어 제품과 서비스가 빠른 속도로 보급되면서시작되었다. 1990년대 후반부터는 각종 인문학 관련 자료의 디지털화를 위한 공적 투자가 이뤄지면서 2000년대와2010년대는 본격적으로 온라인상에서 디지털화된 자료와 정보를 공유하였다. 2010년대는 전 세계적으로 ‘디지털인문학 선언’이 발표되면서 디지털인문학은 ‘초학제적 학문’으로서 주목을 받기 시작하였다. 이 시기부터 디지털인문학은 1차 자료의 영구 보존이나 단순 공유의 차원을 넘어서는 새로운 디지털 지식의 생산과 확장을 고민하는 새로운 단계로 접어든다. 따라서 향후 문학과 디지털의 만남은 기존 문학 관련 인터넷 서비스나 플랫폼을 뛰어넘는 새로운 형식이어야한다. 새로운 문학지식 플랫폼은 디지털환경에 맞게 가공된 자료들을 다양한 계층의 사용자들이 자신들의 목적에따라 끊임없이 쪼개고 다시 맞추면서 재가공할 수 있어야 하며, 문학작품에 관한 방대한 데이터 및 자료를 획득및 활용, 재활용함으로써 공공의 협업에 기여할 수 있어야 한다. 이는 궁극적으로 새로운 인간형을 탐색하는 디지털인문학의 혁신을 가져올 수 있을 것이다.

Knowledge and Fine Arts of Madhavi in Silappathikaram

Silapathikaram was created by Ilango Adigal. The speciality of silapathikaram is, it is the first epic created in tamil language. Silapathikaram presents literature, music and drama(muthamizh) and thereby bringing to light the pride of Tamil language. As characters of Silapathikaram got into a lot of discussions, a doubt arises whether the characters got famous through the epic or, the epic got famous due to the characters. For instance, the chastity of Kannagi and Madhavi has been compared and subjected to many debates. Madhavi is considered to be a crucial character in Silapathikaram. Madhavi belongs to kanigayar community. She has learnt the art of dance for seven years. She has also learnt to play a musical instrument called ‘yazh’. She has written two letters, thereby Silapathikaram exposed her art skills and literary knowledge. It is also known that women of kanigayar community learnt many art skills, thus exposing the literary, musical, and art skills of Tamil people.

Programa Círculos de Leitura: diálogos entre a formação de leitores e as competências socioemocionais presentes na Base Nacional Comum Curricular

This article aims to analyze the Reading Circles Program, carried out by the Secretary of Education of the State of Ceará in partnership with the Fernand Braudel Institute of World Economy (IFBE), for the training of reflective readers who seek to expand access to literary knowledge. Therefore, we seek to understand how the project dialogues with the paradigm of reader training and the socio-emotional skills of the National Curricular Common Base (BNCC). We found the presence of several competences of the BNCC in the reports used as corpus of analysis. We identified how such competences are developed through the practice of reading during the meetings of the Circles, in addition to understanding how the Program participants mediate with the text, stimulating reading and human subjectivity.

Oral health in a context of public health: prevention-related issue.

This publication analyses current literary knowledge on selected topics in the fields of oral health and pathology, with a particular emphasis on the potential roles of the oral microbiome and preventative approaches to oral afflictions. An important association with floral dysbiosis has been documented in important oral conditions, sometimes as a predisposing factor and at other times as a result thereof. However, much remains to be elucidated regarding the specific mechanisms at play, as well as their meaning in clinical practice. Continued research into the pathophysiology of certain oral diseases is of particular importance considering how widespread they are. A specific emphasis should be placed on understanding the exact mechanisms through which the microbiota facilitates health, and when disturbed, sickness. And perhaps of most importance is the implementation of knowledge already acquired on disease prevention if the burden of oral diseases worldwide is to decline in the future.

Émile Zola and the Literary Language of Climate Change

On 7 February 1861, John Tyndall, professor of natural philosophy, delivered a historical lecture: he could prove that different gases absorb heat to a very different degree, which implies that the temperate conditions provided for by the Earth's atmosphere are dependent on its particular composition of gases. The theoretical foundation of climate science was laid. Ten years later, on the other side of the Channel, a young and ambitious author was working on a comprehensive literary analysis of the French era under the Second Empire. Émile Zola had probably not heard or read of Tyndall's discovery. However, the article makes the case for reading Zola's Rougon-Macquart as an extensive story of climate change. Zola's literary attempts to capture the defining characteristic of the Second Empire led him to the insight that its various milieus were all part of the same ‘climate’: that of an all-encompassing warming. Zola suggests that this climate is man-made: the economic success of the Second Empire is based on heating, in a literal and metaphorical sense, as well as on stoking the steam-engines and creating the hypertrophic atmosphere of the hothouse that enhances life and maximises turnover and profit. In contrast to Tyndall and his audience, Zola sensed the catastrophic consequences of this warming: the Second Empire was inevitably moving towards a final débâcle, i.e. it was doomed to perish in local and ‘global’ climate catastrophes. The article foregrounds the supplementary status of Tyndall's physical and Zola's literary knowledge. As Zola's striking intuition demonstrates, literature appears to have a privileged approach to the phenomenon of man-induced climate change.

Plagiarizing the Victorian Novel: Imitation, Parody, Aftertext, by Adam Abraham

Reviewed by: Plagiarizing the Victorian Novel: Imitation, Parody, Aftertext by Adam Abraham Lisa Rodensky (bio) Plagiarizing the Victorian Novel: Imitation, Parody, Aftertext, by Adam Abraham; pp. v + 282. Cambridge: Cambridge University Press, 2019, £75.00, £22.99 paper, $99.99, $29.00 paper, $24.00 ebook. "This book offers a new kind of reception history," promises Adam Abraham in his prologue to Plagiarizing the Victorian Novel: Imitation, Parody, Aftertext—a promise he fulfills in the five illuminating chapters that follow (19). That said, the book's title is a bit misleading, since Abraham is not that interested in plagiarism itself. The book's subtitle is a more accurate description of its topic. Here Abraham identifies two familiar subgenres and a third that he invents. Acknowledging Gérard Genette's earlier use of "after-text" (Palimpsests: Literature in the Second Degree, translated by Channa Newman and Claude Doubinsky [University of Lincoln Press, 1997], 399), Abraham loses the hyphen and widens the term's meaning to take in not just authorial versions/revisions, but also the varieties he specifically names in the title and subtitle (18). Moreover, Abraham renames the original-text-plus-aftertext(s) as the "work" which encompasses "the totality of a literary existence" (19). Rather than sideline what many see as mere rip-offs of an original text, Abraham argues that scholars should recognize aftertexts as significant "source[s] of literary knowledge" (20). Charles Dickens, Edward Bulwer Lytton, and George Eliot are the novelists around whom Abraham situates the aftertexts. The authors of the decidedly noncanonical productions are either anonymous or long forgotten, with the exception of William Makepeace Thackeray (a premier Bulwer Lytton parodist), along with the somewhat less exceptional Rosina Bulwer Lytton, and Edith Simcox, George Eliot's longtime devotee. Although I have reservations about Abraham's new definition of the so-called work, his analysis constitutes a significant contribution to reception history and to a deeper understanding of the marginal texts that circulated around the canonical originals. Like the Victorian period itself, Abraham begins with Dickens's The Posthumous Papers of the Pickwick Club (1836–7), a text which launched a thousand aftertexts, not to mention Pickwick cigars, breeches, and chintzes. Focusing on Pickwick imitations, Abraham examines two varieties: club imitations and prostheses (plagiaristic extensions of original characters and plots). While current Pickwick readers might have little or no interest in the club part of Pickwick (Dickens himself lost interest in it), the club imitators made it their raison d'etre. Abraham exhumes three such imitations and gives an engaging account of the ways each imagines club scenes that they believe Dickens "was going to write, meant to write, advertised in the prospectus, or neglected to write" (30). It is not that Abraham thinks these imitations give the real Pickwick a run for his money (he does not), but rather that in them we witness how another group of Dickens's readers actually read the book; in short, they become an untapped resource for reception studies. Not surprisingly, these aftertextual authors try their hands at Dickensian hyperbole, dialect, and interpolated stories, and Abraham takes them seriously—but not too seriously. Instead of trying to elevate these imitations, Abraham helps us to see Dickens through their eyes and to consider (more specifically) how they tune in to the undercurrents of racism, anti-Semitism, and sexuality that later critics have identified in the novel. So, for instance, examining the more anti-Semitic outgrowths, Abraham argues that they are derived "from the repressed Jewish origins of Samuel Pickwick"; Abraham supports his argument by adducing convincing evidence (his own and that gleaned from [End Page 612] other critical works) of the novel's anti-Semitic impulses (48). Perhaps Abraham's most provocative speculation concerns moments in the Pickwick aftertexts that evoke Warren's Blacking well before information about Dickens's past would have been publicly known. Were Dickens's imitators picking up on the references that he could not help but drop into his novels? Giving appropriate credit to Rosemarie Bodenheimer for the work she does in Knowing Dickens (2010), Abraham reads these aftertexts carefully to illuminate what Dickens's contemporary readers might have registered themselves. If Abraham's work...

Approaches Using Social Media Platforms for Teaching English Literature Online

In the modern era of globalization, language and literature learning and comparative literary competencies are inextricably intertwined. Online learning and teaching, and telecollaboration are a great benefit to literature students who do not have face-to-face intercultural opportunities with members of diverse languages, literature, and cultures. Even, online teaching and learning make academics borderless and remove walls. The present study explores principles and new strategies for teaching English literature online. This article addresses how to adopt literary lesson plans for different types of learners, set clear expectations with students, and build rapport and community with students in teaching literature online. This research discusses the right EdTech tools and curricula support and investigates the way to use social media platforms e.g. YouTube as supplementary sources in e-teaching and e-learning for literary content. The results show that online pedagogies can develop Literature educators and students' skills and promote their literary knowledge along with converting a Web-primarily based totally environment into a social network with social media platforms crossing teach, learn and lands, inaccessible areas, and those who have limited instructive supports and facilities for creating equal opportunities.

РΟЗВИТΟК ПРΟЦЕСІВ ПАМ’ЯТІ У МАЙБУТНІХ ВИХОВАТЕЛІВ ПІД ЧАС ВИВЧЕННЯ НИМИ АНГЛΟМΟВНΟЇ ЛЕКСИКИ

The article reveals the features of the development of memory processes of future educators in the process of learning English lexical material. The concept of "English lexical competence of future specialists" is defined taking into account its formation based on poetic texts, which represents the unity of two components: practical and theoretical. The methods of formation of English lexical competence in pedagogical theory and practice are analyzed and their reserve possibilities are established. Psychological features of memorizing the English vocabulary of poetic style are revealed. It is emphasized that the basis of the psychological foundations of the formation of English lexical competence of future specialists is that the process of assimilation of other poetic lexical units must be followed. It is stated that the development of memory processes in the study of poetic lexical material is successful under certain conditions: if at a practical level to provide students with knowledge of English poetic vocabulary and skills to use it; at the theoretical level, to provide students with literary knowledge and skills to analyze English-language artistic poetic works for better memorization.

Literary Philosophy and the Use of Uselessness

We build this work from the memory of the time we stumbled into tulips at city hall. As guard sirens fled off into the night, we wondered, “Maybe we can borrow some.” We ripped handfuls from the ground and ran. “Don’t worry,” we said, “they are too busy to catch us stealing tulips.” Likewise, we get away with this useless project because others are busy doing useful work: exigent, coherent, important work. We support much of that busyness, and at the same time wonder what is lost with all that attention towards usefulness. What we offer here, through a hybrid of reflective, poetic, essayistic and scholarly forms, may be an attempted escape from the obligations of scholarship. It may be indulgent. It may tell the reader nothing, or only what the reader already knows. Yet it is oriented towards an enduring promise. This is the promise of a literary experience, understood as a kind of resonance, ineffable primarily, but nevertheless one that matters. Such a promise is found in the power and possibility of story, through poetic lines that must be broken and conceptual tethers left incommensurable. We enter this space of breaking and unfurling through an inquiry into use. The question of use and uselessness is one way of holding human contradictions in both hands. By this we mean that we make and leave space for literary and philosophical inquiries considered useless—in that they do not resolve anything—but nevertheless matterful. We suggest that readers meander these curated pages as they \ meander through an art exhibition or a museum. Within a literary exhibition one can wander through pages, spaces, and ideas. Pause. Dwell. Think. We curate a literary home beyond the demands of making something of use and we invite the reader to sit with us. As with an exhibition, possibility cannot be controlled for and so we exist in potentiality acknowledging both its positive and negative potential. Through our use, misuse, and abuse of literature and philosophy, we make ourselves a home in a possibility that can only be offered, not demanded. We manifest this literary home through fragments of philosophy evoked through a series of microfictions. As scholars, learners, teachers, and writers we are often asked to defend what our writing does. And it is implicitly suggested that knowledge creation is the result. What is the use of a work that cannot promise new knowledge? Literary knowledge may only be one gorgeous possible ordering. It is a practice which produces a kind of knowledge which is no knowledge, which is useless. If we must answer what it is that our writing does we suppose that—if anything—it offers up fictions for philosophizing. We explore a home for this work in scholarly contexts which too often find it useless, which is to say we position uselessness as a concept of value for our work as scholars, writers, and teachers. In the end we name no new uses but fiction; we steal tulips.

Насърчаване на грамотността и четенето в началния етап на основната образователна степен

The article examines the role of reading in the education and development of students. The text presents various techniques to promote literacy and reading in the early stages of primary education and their impact on the students' literary knowledge, skills and competences. Recently, interactive teaching methods have been used to achieve these goals, in addition to traditional methods. Interactivity make the learning environment more exciting and engaging, reducing the difficulty of mastering the language. The use of interactive methods in teaching Bulgarian language and literature in 1st - 4th grades helps foster literacy and reading desire among students. Using interactive techniques and methods in 1st – 4th grades encourages literacy and reading.

Religious Reform Trends in IfraneAtlas-Alsaghir: The Traditional Coranic School of Tankert as a Model

In the 14th century AH, a movement of religious and literary renaissance emerged in the oasis of Ifrane Atlas-Alsaghir that was called “The valley of the poets”. The religious jurists (الفقهاء) and the poets in this region are still contributing to literary and religious knowledge in the southern souss region, and in the Maghreb in general. The total of what was mentioned by the Ifranian poets reached more than twenty thousand verses of poetry, in addition to other works of prose and rhetoric as stated by Muhammad Al-MukhtarAlsoussi in his book Al-Maassoul (المعسول).
 This study aims to investigate into the roles of the traditional religious school of TankertinIfrane Atlas-Alsaghir, and its contribution in the field of intellectual and literary knowledge production in the domains of poetry, Sufism, and religious education. This paper will also provide an overview of the role of some prominent Ifranian local families in the emergence of Sufi trends like Ennasiriyah(الناصرية), Darqawi (الدرقاوية), and Tijania(التيجانية) religious movements. Furthermore, this study will shed more light on the social roles of the prominent religious poets and jurists who taught jurisprudence, literature and Sufism in this traditional Coranic School

Https://iupress.istanbul.edu.tr/en/journal/litera/article/ceviri-odakli-transdisipliner-pratikler-organizmalardan-artirilmis-veri-ve-ceviri-heykellerine

The purpose of this article is to examine the “context of reception” through intertextual “transfer techniques” in the translation of Angela Carter’s short story The Lady of the House of Love. Lawrence Venuti (2009) argues that intertextuality in translations is created by “transfer techniques” such as allusion, parody and quotation and that all contexts in the source text cannot be formed in the target text. These contexts are the intralingual context, the intertextual and the interdiscursive contexts, and finally the context of reception, which includes the intertextual, interdiscursive, and intersemiotic contexts. It is seen that the context of reception is partially or completely formed in the target text, and a new context of reception is realized. In line with the evaluations made from the findings, it is concluded that the translator received the source text with the form of reception in the target system and made an “acceptable translation.” The way the translator perceives the source text will be explained by the concept of “horizon of experience,” which Jauss presented in his theory of reception. The “horizon of experience” includes the literary knowledge acquired by the reader from his/ her previous readings.