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Copyright of Cuadernos de Música, Artes Visuales y Artes Escénicas is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article aims to examine the emergence--within the context of the Great War, approximately between 1915 and 1920--of a mythology regarding the "literature for all." An entire range of social, economic and political conditionings (such as the universal suffrage and the agrarian reform in 1917, and the reunification of 1918) have imposed the conceptualization of the masses as part of the literary culture and as a central theme of the literary debate. What we propose is to follow the complex articulation of the relationship between literature and people. "Literature for all" has involved not only a rethinking of the production and reception of the literary work, but also the exploration of implicitly experimental formulas: the temptation of a document-literature, denouncing the talent in literary production, the interest for anonymous and collective forms of creations and so on. [ABSTRACT FROM AUTHOR]

Copyright of Innovacion Educativa is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper is trying to answer a puzzling research question concerned with the workings of the human mind and the subsequent stages of development; more specifically, the question to be closely addressed looks at whether narrative or stories can help us understand more about human cognition and, in conclusion, throw more light on personal development. Narratological and cognitive theories will be used in order to have a better understanding of how stories (in both reading and writing) can be used to order or represent experiences in real life. In short, the conclusion would be that narrative can give access to self-knowledge or to resources for constant development of the self. [ABSTRACT FROM AUTHOR]