Mieke Bal

Bio: Mieke Bal is an academic researcher from University of Amsterdam. The author has contributed to research in topics: Narrative & Cultural analysis. The author has an hindex of 31, co-authored 215 publications receiving 7127 citations. Previous affiliations of Mieke Bal include Dublin Institute of Technology & Royal Netherlands Academy of Arts and Sciences.

Mimesis and Genre Theory in Aristotle's Poetics

Abstract: ion by which only a limited number of features of the model reappear. Hence, thirdly, the pleasure is in the (re?)construction of the model by means of signs, reversed by a detour via the recipient. This argument supports the view that the realism debate is irrelevant: if mimetic reception is a (re?)construction by the recipient of the semiosized model, the difference between figurative and nonfigurative art is negligible as far as the relation of art to reality is concerned, for in the case of an "emergency," the receiver just makes up a "model" if no existing one is available. I must admit that a few lines further on Aristotle seems to contradict himself when he argues that the pleasure is different if we do not recognize or know the model. Even then, however, two aspects of the same event are concerned, and in principle the difference is only relative. In both cases, though perhaps in different proportions, the pleasure of fre)connaissance and the pleasure caused by the form, the more specific aesthetic sign, or, in Lacanian terms, since we know that the signifier founds the signified, the difference between both aspects has lost its relevance. From the activity of the recipient thus formulated, it is only one step to the psychoanalytically important notion of katharsis. It is impossible to do justice to this concept so often discussed (for an example, see Verhoeff 1981) in the context of mimesis; what interests me here is the extension of the activity of reception it enhances. Katharsis is an aspect of mimesis in its effect on the recipient, which closes the circuit of the different but coexistent objects of mimesis. This influence, by a sort of psychoanalytical transfer of the katharsis onto the recipient, thus completes the relation between reality and art: reality-representation-reality (katharsis effectuated) 1 I 1 model copy of model copy of copy-new model for recipient DL deconstruct the concept of katharsis into three isotopes. The first one is in the context of a dialogue with Plato. For moral reasons, Plato was against mimesis because it was supposed to contaminate the recipient. Aristotle's notion of katharsis forms a binary opposition with this moral notion of contamination, and hence it can be located within the same moral isotope. The second isotope is in the psychoanalytical context. Aristotle names two disturbing emotions, phobos and eleos, fear and pity. These two emotions specify the possible emotive reactions of the recipient, according to the direction of identification. Fear is based on direct identification, while pity is based on a general feeling of justice that makes us feel sorrow if someone else is sufferingu'njustly. The common feature is malaise. This feature is in opposition to the aforementioned pleasure (hedone) of representation, which was merely a cognitive pleasure. The cognitive is thus opposed to the emotional, while the good (pleasure) is opposed to the bad (malaise). These four features cross in katharsis: the purification of (unconscious) bad feelings clears the way for the (conscious) knowing of good feelings, a process that elevates the cognitive to a higher level by the effect This content downloaded from 207.46.13.51 on Sun, 19 Jun 2016 06:09:41 UTC All use subject to http://about.jstor.org/terms

Lots of writing

Abstract: Lot(s) of writing happen(s) in the Book of Esther, and writing is where words and images converge, where the visual and the verbal, fate and agency, Providence and plotting come together. In this article I grapple with visual and verbal representations of self-reflexion in the story of Esther, as depicted in the Scroll of Esther and in two paintings by Rembrandt. The paintings are used as a gloss on the Book of Esther and interpretations thereof, and Esther's feast is presented as a feast of writing, with its relation to Purim revealed in the tension between writing and randomness, agency and luck, or lot.

Images littéraires ou comment lire visuellement Proust

Abstract: Que peut etre une image ecrite, comment peut-on la lire ? Le present ouvrage est consacre a l’etude de cette question de methode, elaboree a travers une lecture « visuelle » de Proust. Dans l’œuvre de cet auteur, les rapports entre texte et image sont explores dans toute leur complexite, sans reduction de l’abime qui separe le domaine visuel proprement dit du domaine langagier. Nul passage ne demontre plus clairement la portee paradoxale de l’image litteraire que cette mise en abyme repetee ou la signature de Gilberte, l’amie d’enfance du heros de La recherche, fait l’objet d’une description graphique.

Five Misunderstandings About Case-Study Research

Abstract: This article examines five common misunderstandings about case-study research: (1) Theoretical knowledge is more valuable than practical knowledge; (2) One cannot generalize from a single case, therefore the single case study cannot contribute to scientific development; (3) The case study is most useful for generating hypotheses, while other methods are more suitable for hypotheses testing and theory building; (4) The case study contains a bias toward verification; and (5) It is often difficult to summarize specific case studies. The article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and that a discipline without exemplars is an ineffective one. Social science may be strengthened by the execution of more good case studies.

Five Misunderstandings About Case-Study Research

Abstract: This article examines five common misunderstandings about case-study research: (a) theoretical knowledge is more valuable than practical knowledge; (b) one cannot generalize from a single case, therefore, the single-case study cannot contribute to scientific development; (c) the case study is most useful for generating hypotheses, whereas other methods are more suitable for hypotheses testing and theory building; (d) the case study contains a bias toward verification; and (e) it is often difficult to summarize specific case studies. This article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and a discipline without exemplars is an ineffective one. Social science may be strengthened by the execution of a greater number of good case studies.

Analysing Discourse: Textual Analysis for Social Research

Abstract: Part 1: Social Analysis, Discourse Analysis, Text Analysis 1. Introduction 2. Texts, Social Events, and Social Practices 3. Intertextuality and Assumptions Part 2: Genres and Action 4. Genres 5. Meaning Relations between Sentences and Clauses 6. Types of Exchange, Speech Functions, and Grammatical Mood Part 3: Discourses and Representations 7. Discourses 8. Representations of Social Events Part 4: Styles and Identities 9. Styles 10. Modality and Evaluation 11. Conclusion

The Practice Of Everyday Life

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