暴风雨前的寂静:哈姆雷特"延宕"的戏剧性

历来的研究者多从社会、政治、文化、心理学等角度出发，探讨哈姆雷特复仇过程中“延宕”的原因，而从艺术的角度看，“延宕”在造成戏剧总体效果的冲突、情节、结构和性格刻画几个方面都发挥了重大作用，是全剧一个十分重要的审美因素，具有强烈的戏剧性。     

哈姆雷特性格延宕浅谈

哈姆雷特这一形象历来是一个很有争议的人物,他的性格中的延宕更是众说纷纭。历代的评论家从不同的角度认识哈姆雷特,认为哈姆雷特的延宕源于性格上的懦弱和能力上的不足;也有一说为俄底浦斯情结。本文试结合莎士比亚的生活环境和原剧,浅谈哈姆雷特延宕的原因。     

哈姆雷特延宕的性格因素分析

哈姆雷特是莎士比亚笔下最著名的悲剧人物之一,其复仇过程中表现出的延宕一直都是最具争议的话题,文章将哈姆雷特的性格作为导致其行为延宕的关键因素进行分析,揭示哈姆雷特理想化的内心世界与黑暗的现实世界之间的冲突,从而表现出莎士比亚在揭示人的本性和面对生死抉择时人内心的细微感受方面的高超手法。     

试论哈姆雷特“延宕”的根源

在无休止的评论中，使得哈姆雷特的形象产生裂变，众说纷纭。诸说的焦点是对主人公“延宕”的理解。作的思想认识及所处的那个时代，是探究这一现象的根据。     

论哈姆雷特的延宕

“哈姆雷特的延宕”一直是西方文学研究中难解之谜.在400多年的莎评中,批评家们从不同视角对哈姆雷特的性格,时代背景、俄狄浦斯情结、弗洛伊德的人格结构理论等分析哈姆雷特延宕的心理原因.本文将从拉康的主体理论之欲望是他者欲望来进行分析哈姆雷特的延宕.     

《哈姆雷特》“悲剧性格论”和“延宕复仇论”的再探讨

本文对《哈姆雷特》研究中"悲剧性格论"和"延宕复仇论"的某些观点提出了异议,并重点解析了哈姆雷特复仇心理的特点,旨在通过抛砖引玉的方式,促进《哈姆雷特》研究不断推陈出新。     

试论哈姆雷特"延宕"的根源

在无休止的评论中，使得哈姆雷特的形象产生裂变，众说纷纭。诸说的焦点是对主人公“延宕”的理解。作者的思想认识及所处的那个时代，是探究这一现象的根据。     

从哈姆雷特复仇之延宕看人文主义理想的陷落

通过梳理并还原哈姆雷特在复仇过程中的心路历程,试图对哈姆雷特复仇之延宕所包蕴的历史文化信息重新作出阐发。哈姆雷特复仇行动延宕的根本原因在于哈姆雷特找不到复仇的正义性和正当性。延宕本身既宣告了文艺复兴后期人文主义理想在欧洲大陆的陷落,也反映出人文主义的历史局限性和人文主义者悲剧性的生存处境。     

从延宕的角度探析哈姆雷特的复仇悲剧

延宕是《哈姆雷特》使用的最主要的写作手法。延宕,即为拖延,指在尖锐的冲突和紧张的剧情进展中,作者利用矛盾诸方各种条件和因素,以副线上的某一或多个情节或穿插性场面,使冲突和戏剧情势受到抑制或干扰,出现暂时的缓和,实际上却更加强了冲突的尖锐性和情节的紧张性,加强了观众的期待心理。哈姆雷特的命运悲剧可以从性格、行动和复仇三个角度的延宕来分析。     

Academic Procrastination: The Perspective of University Counsellors

The purpose of this study was to investigate the antecedents and consequences of academic procrastination in students who frequent university counselling in regard to this issue. To undertake this, semi-structured interviews with 12 experienced university counsellors in German universities were conducted. A qualitative content analysis resulted in two category systems—antecedents and consequences. Whereas the antecedents were differentiated into nine categories and 30 themes, the consequences were differentiated into 10 categories and 20 themes. The findings indicated that the antecedents and consequences were largely a reflection of the students’ characteristics, their personal and learning situations, and the university environment. A layer model is discussed as a heuristic model for future research and for university counselling services.     

George Whitefield: Dramatic evangelist

Rhetorical critics, whether evaluating or explaining rhetorical experiences, are more useful when they argue than when they do not. Critics who argue provide information and invite confrontation that tests the intersubjective reliability of their argument and hence contribute to a more dependable understanding of a rhetorical experience or of rhetoric.     

I'll do it Tomorrow: The Logic of Procrastination

Abstract

College students seem especially adept at procrastination. Large percents report that it causes lower quality papers and projects, lower exam scores and, to a lesser extent, late or missing assignments. Using survey data collected from a broad cross-section of students and faculty we argue that procrastination can be modeled as a logical, albeit sometimes inefficient, behavior within a rational choice framework. By looking at differences in perceived costs and benefits across individuals and across circumstances we can predict who procrastinates, under what conditions they procrastinate, and how it might effectively be countered.     

拖延：时间管理倾向量表的区分效度

拖延可能是时间管理不良的一种后果，也可能是与时间管理相伴随的行为。本研究的目的是回答拖延与时间管理倾向之间的关系，检验时间管理倾向量表的区分效度。研究工具包括时间管理倾向量表、拖延量表；研究对象是233名在校大学生；采用相关分析发现，拖延和时间管理倾向之间存在显著的负相关，表明了时间管理倾向量表的区分效度。     

Behold: Silence and Attention in Education

Educators continually ask about the best means to engage students and how best to capture attention. These concerns often make the problematic assumption that students can directly govern their own attention. In order to address the role and limits of attention in education, some theorists have sought to recover the significance of silence or mindfulness in schools, but I argue that these approaches are too simplistic. A more fundamental examination of our conceptions of identity and agency reveals a Cartesian and Kantian foundationalism. This assumed subjectivity establishes too simplistic a conception of the agency of students in directing attention. I critically engage with these conceptions by drawing on a range of diverse sources, primarily modern Continental philosophy and Christian mystical theology.