A Comparative Analysis of Classical, Shakespearean and Modern Tragedies (Published)
Tragic drama since the Classical Greece has had some distinct changes in the course of its development. Since the time of Sophocles, tragedy has been shaped by different theatrical conventions and philosophies. It has experienced different kinds of change under various kinds of situations, pressures etc., which obviously came from the changing world about it. Each period sees the development of a special orientation and emphasis, a characteristic style of theatre. The framework of this paper falls on its search to draw a comparative analysis of the Classical, Renaissance and Modern tragedies. The tragic conception from the time of the Greeks to the present has undergone a metamorphosis in definitions and experience. This paper therefore highlights the fundamental similarities and differences between the tragedies of the Classical, the Renaissance and the Modern ages. It discusses the overall significance of changes in convention which tragedy like every other genre has undergone from the ancient period. The paper concludes that it is obvious from the consideration of the three great periods of tragedy that no theatrical period ever repeats itself as there are differences among them as there must be since the theatre of any given period reflects the world in which it exists
Citation: Chidi-Igbokwe M.A. (2022) A Comparative Analysis of Classical, Shakespearean and Modern Tragedies, Global Journal of Arts, Humanities and Social Sciences, Vol.10, No.11, pp.21-36
Keywords: Aristotle, Arthur Miller, Classical, Renaissance, Shakespeare, Sophocles, modern period., tragedy
Tertiary Education Trust Fund (TETFUND) and the Renaissance of Quality Technical and Vocational Education in Nigeria: An Excerption Survey (Published)
The running of Technical and Vocational Educational Education (TVE) in Nigeria’s tertiary institutions appear to be one of the bold steps taken towards solving the technical manpower needs of the nation and making her learners self-reliant. This lofty aspiration is no doubt novel especially as the country is rated among the developing nations. Howbeit, the philosophy behind the establishment of TVE is compelling and promises “gold-bearing” returns. Yet, recording milestones in this regard is constantly plagued with intense problems, the chief of which is funding. To tackle this pressure point, therefore, Tertiary Education Trust Fund (TETFund) was conceived and established as an intervention agency to break the nation free from the vestiges of moribund edifices for teaching and learning, sorry state of instructional materials and equipment, paucity of research and publications, acute shortage of qualified academic staff among other problems. With these as the identified issues, this paper discusses the establishment and management of TETFund, rationale for its setup, the state of TVE in Nigeria’s tertiary institutions and the challenges of the agency. The study therefore recommends among others the necessity to dutifully collect and faithfully remit the 2 percent Education Tax imposed on the assessable profit of companies registered in Nigeria which is the primal source of funding to TETFund.
Keywords: Renaissance, Technical and Vocational Education (TVE), Tertiary Education Trust Fund (TETFund)