Literature

Romantic Education: Romantic Pedagogies and New Approaches to Teaching Romanticism

Date published: 

May, 2016
These essays offer diverse ways of thinking about the intersections of Romanticism and pedagogy: both what Romantic-era figures themselves thought about the processes of learning and teaching and also what we as modern educators might consider as we present these texts and figures to our students. It is our hope that they will contribute to ongoing conversations among scholars and teachers of Romanticism about the history and future of humanities education, and in particular will foster cross-historical conversations.

Tags: 

Romanticism and the Sciences by Robert Mitchell

Robert Mitchell collects and discusses eight wide-ranging approaches to the subject of Romanticism and the Sciences:

  1. Hannah Arendt, The Human Condition (Chicago, University of Chicago Press, 1998)
  2. Alan Bewell, Wordsworth and the Enlightenment: Nature, Man, and Society in the Experimental Poetry (New Haven, Yale University Press, 1989)
  3. Georges Canguilhem, “The Living and its Milieu,” Grey Room 3 (2001): 7-31
  4. Michel Foucault, Security, Territory, Population: Lectures at the College de France, 1977-78, trans. G. Burchell; ed. M. Senellart (New York: Palgrave Macmillan, 2007)
  5. Denise Gigante, “The Monster in the Rainbow: Keats and the Science of Life," PMLA 117 (2002): 433–448
  6. Friedrich Kittler, Discourse Networks 1800/1900 (Stanford, CA: Stanford University Press, 1990)
  7. Phillip Mirowksi, More Heat than Light: Economics as Social Physics; Physics as Nature's Economics (Cambridge: Cambridge University Press, 1989)
  8. Steven Shapin and Simon Schaffer, Leviathan and the Air-Pump: Hobbes, Boyle, and the Experimental Life (Princeton: Princeton University Press, 1985)

      About this Volume

      Date published: 

      May, 2016

      About this Volume

      The Romantic era witnessed broad experimentation with and theorization of education at all levels, from efforts to make education available to child laborers to ideas about the role of nature in learning. Our own period is experiencing similarly intense debates about the best means of educating students in

      Universal Truths, Unacknowledged Legislators: Teaching the First Sentence of Pride and Prejudice

      Date published: 

      May, 2016

      The following essay replays a close-reading, word-by-word in-class exercise of Pride and Prejudice's opening sentence: "It is a truth universally acknowledged that single men in possession of good fortunate must be in want of a wife." In our close reading students and I explore how, in Austen's hands, her famed use of free indirect discourse and irony deflate transcendental assumptions about gender and class. With this deflationary gesture, Austen’s turning of these tropes allows us to see, in turn, how her work connects to the biopolitical imperative to extend the lifespan of the human species that Foucault sees emerging in the eighteenth century. On our reading, though, irony, as developed by Austen, provides a powerful tool for questioning such an imperative in our own time of planetary peril.

      Tags: 

      “Hints & Speculation on Education”: Tom Wedgwood’s Materialist Pedagogy

      Date published: 

      May, 2016

      This article examines the connection between Tom Wedgwood’s pedagogical theories and his materialist theories of mind, which emphasized the importance of emotion in character formation. Wedgwood hoped to open an experimental school for infants with the goal of producing a generation of politically radical geniuses. This article situates Wedgwood’s ideas within the context of Romantic theories of cognition, debates about the mind-body relationship, and social reform, and points to a growing trend that connected bodily health and moral virtue. It argues for the significance of his largely ignored or undervalued contributions to Romantic thinking about the mind, body, and education.

      Tags: 

      Imagining the Internet Through the Romantics

      Date published: 

      May, 2016

      This essay chronicles my experience teaching a course outside of the realm of Romanticism (a first-year writing course focused on digital media), an experience which occasioned reflection on the lessons that Romanticism can offer us about contemporary new media, and in particular how we approach new media pedagogically. The essay begins with an overview of new media scholarship which seeks to redress the tendency to view new media as always immaterial, the scholarship that informed much of the focus of the course in question. I next discuss some of the tools and methods adopted in teaching the course. And the final move in the essay turns toward Romanticism, and specifically to theories of and scholarship on the Romantic imagination. My final contention is that the Romantic imagination offers ways to resist the ideology of immateriality which characterizes so much of new media discourse.

      Tags: 

      Pages

      Subscribe to RSS - Literature