Literature

Felicia Bonaparte - The Poetics of Poesis: The Making of Nineteenth-Century English Fiction. Reviewed by James Lello

Bonaparte, Felicia, The Poetics of Poesis: The Making of Nineteenth-Century English Fiction (University of Virginia Press, 2015). 336 pp. (Hdbk., $49.50; ISBN 9780813937328)

James Lello

St Catharine’s College, Cambridge

What is meant by the conspicuous proximity of the twin desiderata announced in the title of the book under review: “Poetics” and “Poesis”? How might they relate to nineteenth-century English fiction?

Roger Paulin - The Life of August Wilhelm Schlegel: Cosmopolitan of Art and Poetry. Reviewed by Nicholas Halmi

Paulin, Roger, The Life of August Wilhelm Schlegel: Cosmopolitan of Art and Poetry (Cambridge: Open Book Publishers, 2016), 662 pp. (Pbk. £29.95; ISBN 978-1-909254-95-4; PDF version free at www.openbookpublishers.com//download/book/452)

Nicholas Halmi

University of Oxford

Regina Akel - Benjamin Disraeli and John Murray: The Politician, the Publisher, and the Representative. Reviewed by Robert O'Kell

Akel, Emily, Benjamin Disraeli and John Murray: The Politician, the Publisher, and the Representative (Liverpool University Press, 2016). xiv + 206 pp. (Hdbk., £85.00).

Robert O’Kell

University of Manitoba

Teaching Romanticism with the Contemporary

Date published: 

April, 2017

This special issue explores the notion that many of the forms, ideas, and practices inaugurated or exemplified in the Romantic period continue to shape and drive our contemporary discourses. Literary critics, cultural and political theorists, and, indeed, our students continue to encounter new permutations—if not the continued presence—of something that might be called the romantic. But how is the (neo-)romantic expressed in contemporary culture? And how might we best prepare students to listen for and hear its repetitions? How might we teach the romantic alongside the contemporary without either reducing one to the other or eliding important historical, cultural, and social contexts? In response to these questions, the nine essays and three interviews that comprise this volume address the repetitions and reverberations of the romantic as it recurs across genre, period, and media boundaries in popular culture, contemporary political situations, changing classroom dynamics, and the constantly shifting domains of literary and pedagogical practice and production.

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“Vulnerability and Ambition in Romantic, Modern, and Contemporary Poetry,” a recorded interview with Brian McGrath (Walt Hunter)

In this recorded interview, Brian McGrath and Walt Hunter, colleagues and romantic and contemporary poetry scholars respectively, discuss the usefulness of teaching contemporary poetry in the romanticism classroom, and vice versa.

Pedagogy of the Depressed: Romanticism and the Long Revolution

This essay discusses how a course about 'literature and revolution' invites students to make use of depression as an affective explanation for the history of optimism, disappointment, reluctant transformation, and fear of the future. Students assess their relationship to the ongoing past in which modernity, mobility, self-making, and optimism were first offered as political goals for entire societies, and consider how a 'long revolution' shapes their relationship to the disappointing present, in the literature classroom as a locus, instrument, and effect of radical social transformation.

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Repetitions of the Romantic: Working Backward Towards a Structure of Feeling with William Wordsworth, Todd Haynes, Wallace Stevens, Gayatri Spivak, and Aesop Rock

In this essay, I relate my experience of teaching an upper-division class on romantic poetry—my struggles, assumptions and discoveries, and my ultimate decision to revise the way I teach, and to some extend think about, romanticism. The problem—the contemporary/romantic opposition (the topic of this volume of essays)—turned out to be a pedagogical and critical opportunity. It also became a way for my students and me to think and talk about an even deeper split, the schism between the values of our contemporary culture (including the culture of an increasingly professionalized and professionalizing academia) and those of an “aesthetic education.” In what follows, I give firsthand reports about what worked and what didn’t in a class that came to be called “Repetitions of the Romantic,” an engagement with romantic and post-romantic art. Along the way, I address some methodological problems, and offer some reflections on the fragility of teaching the humanities in the contemporary classroom and more specifically on what I see to be the challenges and benefits of teaching the romantic within specific contexts, in my case within the economic and social micro-culture of central Ohio.

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