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The Tragic Sense of Life by Miguel De Unamuno
The Project Gutenberg EBook of Tragic Sense Of Life, by Miguel de Unamuno This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: Tragic Sense Of Life Author: Miguel de Unamuno Release Date: January 8, 2005 [EBook #14636] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK TRAGIC SENSE OF LIFE *** Produced by David Starner, Martin Pettit and the PG Online Distributed Proofreading Team TRAGIC SENSE OF LIFE MIGUEL DE UNAMUNO translator, J.E. CRAWFORD FLITCH DOVER PUBLICATIONS, INC New York This Dover edition, first published in 1954, is an unabridged and unaltered republication of the English translation originally published by Macmillan and Company, Ltd., in 1921. This edition is published by special arrangement with Macmillan and Company, Ltd. The publisher is grateful to the Library of the University of Pennsylvania for supplying a copy of this work for the purpose of reproduction. Standard Book Number: 486-20257-7 Library of Congress Catalog Card Number: 54-4730 Manufactured in the United States of America Dover Publications, Inc. 180 Varick Street New York, N.Y. 10014 CONTENTS INTRODUCTORY ESSAY AUTHOR'S PREFACE I THE MAN OF FLESH AND BONE Philosophy and the concrete man—The man Kant, the man Butler, and the man Spinoza—Unity and continuity of the person—Man an end not a means—Intellectual necessities -
NYU Madrid ARTH-UA.9417 Art and Social Movements in Spain 1888- 1939
NYU Madrid ARTH-UA.9417 Art and Social Movements in Spain 1888- 1939 Instructor Information ● Name: Julia Doménech ● Office hours: Tuesdays: 7.30-8.30pm ● Email address: [email protected] Course Description This survey examines the major artists and institutions that shaped the development of modern art in Spain from 1888, the date of Barcelona's Universal Exposition, to the end of the Spanish Civil War in 1939. The course takes as its working model the complex question of art's relation to social movements, including: the rising tides of cultural and political nationalism in the Basque and Catalan regions; the Colonial Disaster of 1898 and the question of national regeneration; the impact of fin-del-siglo anarchist and workers’ movements; the rise of authoritarian politics with the Dictatorship of Primo de Rivera; and the ideological struggles and social violence unleashed during the Spanish Civil War. Class sessions examine the complex roles played by some of Spain's most prominent artists and architects -- Antoni Gaudí, Pablo Picasso, Joan Miró, Luis Buñuel, Josep Lluís Sert, and Salvador Dalí -- and their multivalent responses to modernization, political instability, and social praxis. ● Co-requisite or prerequisite: N/A ● Class meeting days and times: Tuesdays 4.30-7.20 pm Desired Outcomes Upon Completion of this Course, students will be able to: ● Providing students with a working knowledge of the development of modern art in Spain. Page 1 ● Exploring the complex and highly mediated relations that obtain between art and politics in relation to both progressive and conservative/reactionary social movements. Assessment Components Assignment 1: Group Presentations on a temporary exhibition. -
Imperial Emotions
Imperial Emotions LUP, Krauel, Imperial Emotions.indd 1 21/10/2013 12:57:14 Contemporary Hispanic and Lusophone Cultures Series Editor L. Elena Delgado, University of Illinois at Urbana-Champaign Richard Rosa, Duke University Series Editorial Board Jo Labanyi, New York University Chris Perriam, University of Manchester Lisa Shaw, University of Liverpool Paul Julian Smith, CUNY Graduate Center This series aims to provide a forum for new research on modern and contemporary hispanic and lusophone cultures and writing. The volumes published in Contemporary Hispanic and Lusophone Cultures reflect a wide variety of critical practices and theoretical approaches, in harmony with the intellectual, cultural and social developments that have taken place over the past few decades. All manifestations of contemporary hispanic and lusophone culture and expression are considered, including literature, cinema, popular culture, theory. The volumes in the series will participate in the wider debate on key aspects of contemporary culture. 1 Jonathan Mayhew, The Twilight of the Avant-Garde: Contemporary Spanish Poetry 1980–2000 2 Mary S. Gossy, Empire on the Verge of a Nervous Breakdown 3 Paul Julian Smith, Spanish Screen Fiction: Between Cinema and Television 4 David Vilaseca, Queer Events: Post-Deconstructive Subjectivities in Spanish Writing and Film, 1960s to 1990s 5 Kirsty Hooper, Writing Galicia into the World: New Cartographies, New Poetics 6 Ann Davies, Spanish Spaces: Landscape, Space and Place in Contemporary Spanish Culture 7 Edgar Illas, Thinking -
The Educational Regenerationism in Spain
Universal Journal of Educational Research 9(3): 540-548, 2021 http://www.hrpub.org DOI: 10.13189/ujer.2021.090313 The Educational Regenerationism in Spain Rafael Salinas, Isabel Alvarez* Department of Systematic and Social Pedagogy, Autonomous University of Barcelona, Spain Received January 5, 2021; Revised February 7, 2021; Accepted March 6, 2021 Cite This Paper in the following Citation Styles (a): [1] Rafael Salinas, Isabel Alvarez, "The Educational Regenerationism in Spain," Universal Journal of Educational Research, Vol. 9, No. 3, pp. 540-548, 2021. DOI: 10.13189/ujer.2021.090313. (b): Rafael Salinas, Isabel Alvarez (2021). The Educational Regenerationism in Spain. Universal Journal of Educational Research, 9(3), 540-548. DOI: 10.13189/ujer.2021.090313. Copyright©2021 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract The aim of this paper is to show how the Institution of Education (FIE), 1876, and The National Spanish Pedagogical Conferences between 1882 and 1908 Pedagogical Museum, 1882. While the FIE is constituted influenced the promotion of innovative teaching at that as a response to the coercion of academic freedom time. Pedagogical Conferences were the only forum represented by the Orovio sentence, the Museum is the through which both rural and urban schoolteachers were organ whereby all the advances in primary education have able to implement new educational ideas. Books were not been already verified in other countries and introduced in available, so at that time schoolteachers would write their Spain, in collaboration with the mission of the Normal own textbooks to use in their schools. -
The Rebirth of the 'Spanish Race': the State, Nationalism, and Education
Articles 29/1 16/7/99 11:45 am Page 75 María del Mar del Pozo Andrés and Jacques F.A. Braster The Rebirth of the ‘Spanish Race’: The State, Nationalism, and Education in Spain, 1875–1931 In 1898, the loss of the last Spanish colonies of Cuba and the Philippines after the war with the United States aroused a strong national consciousness in which pessimism and hope were mixed. At that moment, many Spanish intellectuals were united not only by the idea that Spain had become a decadent country, but also by the notion that there could be a genuine renaissance if only it was based on the creation of a new Spanish ‘race’. In his famous book Los males de la Patria, Lucas Mallada describes the perceived inferior position of Spain in relation to other European countries on the basis of five indicators: (1) a feeling that the Spanish people were physically inferior because of their Semitic background; (2) their general belief in miracles and superstition; (3) the idea that Spaniards are capable of starting all kinds of projects, but can never complete them; (4) the supposed laziness and apathy of the Spanish people, which coincided with a low esteem for the Spanish labour force; (5) a so-called ‘false’ patriotism, taking pride in the usually barbarian stereotypes that were traditionally related with the image of Spain throughout the world. An example of such a stereotype was the bull, which was proudly presented as a symbol of Spain at all the international exhibitions of the nineteenth century, along with the complete set of instruments required for killing it. -
Beilin Book4cd W.Pdf (4.745Mb)
TRANSOCEANIC STUDIES Ileana Rodríguez, Series Editor All Rights Reserved. Copyright © The Ohio State University Press, 2015. Batch 1. All Rights Reserved. Copyright © The Ohio State University Press, 2015. Batch 1. IN SEARCH OF AN ALTERNATIVE BIOPOLITICS ANTI-BULLFIGHTING, ANIMALITY, AND THE ENVIRONMENT IN CONTEMPORARY SPAIN KATARZYNA OLGA BEILIN THE OHIO STATE UNIVERSITY PRESS | COLUMBUS All Rights Reserved. Copyright © The Ohio State University Press, 2015. Batch 1. Copyright © 2015 by The Ohio State University. All rights reserved. Library of Congress Cataloging-in-Publication Data Beilin, Katarzyna Olga, 1966– author. In search of an alternative biopolitics : anti-bullfighting, animality, and the environment in contemporary Spain / Katarzyna Olga Beilin. pages cm — (Transoceanic studies) Includes bibliographical references and index. ISBN 978-0-8142-1290-5 (cloth : alk. paper) 1. Bullfights—Political aspects—Spain—21st century. 2. Animal rights—Spain—21st century. 3. Biopolitics—Spain—21st century. I. Title. II. Series: Transoceanic studies. GV1108.7.M67B45 2015 791.8'2—dc23 2015025468 Cover design by James A. Baumann Text design by Juliet Williams Type set in Adobe Minion Pro Printed by Thomson-Shore, Inc. The paper used in this publication meets the minimum requirements of the American Na- tional Standard for Information Sciences—Permanence of Paper for Printed Library Materials. ANSI Z39.48–1992. 9 8 7 6 5 4 3 2 1 All Rights Reserved. Copyright © The Ohio State University Press, 2015. Batch 1. For Sai All Rights Reserved. Copyright -
Joaquin Costa and Miguel De Unamuno's Searches for National Identity
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 5-2004 Competing Visions of Spain: Joaquin Costa and Miguel de Unamuno's Searches for National Identity Alyson F. Baker University of Tennessee, Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the History Commons Recommended Citation Baker, Alyson F., "Competing Visions of Spain: Joaquin Costa and Miguel de Unamuno's Searches for National Identity. " Master's Thesis, University of Tennessee, 2004. https://trace.tennessee.edu/utk_gradthes/4658 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Alyson F. Baker entitled "Competing Visions of Spain: Joaquin Costa and Miguel de Unamuno's Searches for National Identity." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Arts, with a major in History. Owen Bradley, Major Professor We have read this thesis and recommend its acceptance: Thomas Burman, Alvaro Ayo Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the GraduateCouncil: I am submitting herewith a thesis writtenby Alyson F. -
Modernity. Progress and Decadentism
Modernity. Progress and Decadentism The 20th century was born under the sign of technological modernisation and the prominence of the new ur- ban popular classes. New tensions arose, and new horizons scanned. Photography and cinema were the media that represented these changes. Spain joined the process while in the midst of a deep crisis affecting social, political and economic structures. The problem was not only to rescue the country from centuries of delayed development, but also to solve the eternal conflict between tradition and progress, between conserving a spe- cific historical identity and social modernisation. Portela (1902-1990) use the new me- dium of producing images to portray the spaces of modernity and its inhabitants who, nonetheless, overflow the models of customs and manners which these two apply to them. To the right, in counterpoint, representa- tions of progress and the utopia of mo- dernity are arranged. On the one hand, the photographs of the public works commis- sioned by the Government of Madrid to create the image of a modern, productive, The 20th century starts with the push of the ideology of progress that relies on techno- and technologically advanced Spain. On logical advances and industrial growth, an ideology which hides behind it an enormous the other, the documents relating to the load of violence: the sustained violence of social inequality and the more punctual but Free Institute of Learning, an educational intense violence of the wars which mark the entire period. The century also starts with project founded by Giner de los Ríos, which the consolidation of the working class and the development of a new type of popular aimed for the transformation and moder- culture linked to the technological media of reproduction and communication and to nization of the country through a lay and the rhythms of urban life, work, leisure, and consumerism. -
A Comparative Analysis of Continuities and Variations in the Governments of Andalusia and Catalonia (1977-2015)
Citation: Dixon, Jill (2016) Decentralised public administration: A comparative analysis of continuities and variations in the governments of Andalusia and Catalonia (1977-2015). Doctoral thesis, Northumbria University. This version was downloaded from Northumbria Research Link: http://nrl.northumbria.ac.uk/36121/ Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full items can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full items must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/policies.html Decentralised Public Administration: A Comparative Analysis of Continuities and Variations in the Governments of Andalusia and Catalonia (1977-2015) JILL DIXON PhD 2016 Decentralised Public Administration: A Comparative Analysis of Continuities and Variations in the Governments of Andalusia and Catalonia (1977-2015) JILL DIXON A thesis submitted in partial fulfilment of the requirements of -
SHAPING of a NATION: CATALAN HISTORY and HISTORICITY in POST-FRANCO SPAIN by Yolaine Cultiaux
SHAPING OF A NATION: CATALAN HISTORY AND HISTORICITY IN POST-FRANCO SPAIN by Yolaine Cultiaux INTRODUCTION The aim of this article is to provide fuel for the current debate on the meaning of the concept of collective identity and, in particular, the idea of ‘living together’ or national identity. In order to focus our analysis, we may begin by considering that the notion of identity - collective and more particularly national identity - is a problematical one and rather ineffective as a means of explaining certain social phenomena. By adopting this stance, our position is immediately set at a remove from that of the media and the political arena, where this idea causes a great stir in that it is presented as an evidence. On the contrary, for us, the question of identity is not a starting point but something which has to be questioned . In fact, it seems more useful to deal not with identity per se but with the processes of identification and the construction of an identity that is attained as a result of working towards that goal. In doing so, on the scientific plane, the primordialist model is rejected and particular value is placed upon nationalism, the ideological matrix of national identity. From this point onwards, special interest is accorded to the world of ideas and the efficiency of symbolical representations of the nation. An etymological detour will shed some light on this idea. For example, it would appear useful to recall that symbols were originally ‘a single object divided in two. The holders passed each part on to their children. -
ABSTRACT Exploring Questions of Spanish National Identity In
ABSTRACT Exploring Questions of Spanish National Identity in Selected Works of Miguel de Unamuno, Azorín, and Antonio Machado Ross D. Natividad, M.A. Committee Chairperson: Frieda H. Blackwell, Ph.D. Critics of La Generación de 1898 claim that the group’s aims were purely philosophical and intellectual – thus having no practical applications for the country. However, a careful examination of the respective works by Miguel de Unamuno, Azorín, and Antonio Machado indeed reveal how each author specifically strove to rediscover and to resolve the issue of Spanish national identity. A nation is a collective identity engendered by a united moral consciousness. Thus, acting as nation-builders to a nation suffering from longstanding decadence, confusion, and humiliation, these noventaochistas not only offered diverse interpretations of Spanish identity during the crises at the end of the nineteenth century but also sought to awaken the moral consciousness they believed Spaniards were seeking. Exploring Questions of Spanish National Identity in Selected Works of Miguel de Unamuno, Azorín, and Antonio Machado by Ross D. Natividad, B.A. A Thesis Approved by the Department of Modern Foregn Languages ___________________________________ Heidi L. Bostic, Ph.D., Chairperson Submitted to the Graduate Faculty of Baylor University in Partial Fulfillment of the Requirements for the Degree of Master of Arts Approved by the Thesis Committee ___________________________________ Frieda H. Blackwell, Ph.D., Chairperson ___________________________________ Jaime L. Diaz-Granados, Ph.D. ___________________________________ Jan E. Evans, Ph.D. ___________________________________ Michael D. Thomas, Ph.D. Accepted by the Graduate School May 2012 ___________________________________ J. Larry Lyon, Ph.D., Dean Page bearing signatures is kept on file in the Graduate School. -
Interpreting the Spanish Civil War
Interpreting the Spanish Civil War GABRIEL JACKSON San Diego University. California (U.S.A.) As all of you in the present audience surely know, the Spanish Civil War has occupied, and pre-occugpied, me for almost forty years, or well over half of my entire life span. I have written two books, and many articles, on the subject. It played a prominent role in all my three decades of teaching both general European history and modern Spanish history. And on numerous occa- sions in 1986 I took part in fiftieh anniversary commemorations in the form of round tables and lectures in Spanish universities, municipalities, and ateneos. With an audience this evening composed predominantly of students and profes- sors I am confident that it is not nescessary to offer a general lecture on the civil war, even though this is the beginning of the course of lectures. I would like to use my allotted time in a way that would be more interesting to you as fellow investigators and teachers, and it seems to me that one such way would be to devote my lecture to questions of interpretation. I hope at the outset that you will forgive me a few autobiographical para- graphs. It is the duty of any historian to write and speak as objectively as is humanly possible, but he or she does not live in a vacuum. The selection and interpretation of data, the relative weight given to different phases of the sub• ject, will inevitably be influenced by the context of the historian's own life.