Literature

Generic Mutability and the Pedagogy of Realism in Charlotte Smith’s The Romance of Real Life and Mary Wollstonecraft’s Original Stories from Real Life

Date published: 

May, 2016

This paper investigates the didactic and pedagogic values of Romantic realism by looking at the ways in which Wollstonecraft and Smith, in particular, experiment with the synthesis of Romance and history and how these experiments form the core of their pedagogical projects undertaken within the growing genre of children’s prose. Wollstonecraft’s and Smith’s productions for young readers address the anxiety about women’s ability to employ historical fact and realism in serious literature and replace women’s “state of perpetual childhood” with the powerful roles of educator and arbitrator. But these authors also help create a hybrid genre that allows them to temper history with the attractiveness of Romance and to elevate fiction by infusing it with realism, thus turning fiction into a medium that can address history, society, and all aspects of “real life” as it acts as a powerful pedagogical tool on young minds.

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Playing with Independence: Using Multiplayer Online Narratives to Explore Independent and Interdependent Tensions in Romantic-Period Literature

Date published: 

May, 2016

This paper discusses the outcomes of a multi-year project to engage undergraduate students in active and constructive encounters with Romantic period themes and contexts via web-based, multi-user gamespaces. Interactive, participatory learning environments, akin to humanities “lab” spaces where controlled experimentation and exploration can take place, encourage students to innovate, create, share, and play together. This pedagogical strategy engages students with the complexities, advantages, and difficulties faced by the intersection of independent and interdependent approaches to creativity, communication, and action during the Romantic period, allowing them to become performatively involved in experiential situations (as players/classroom citizens and as builders/authors) that reflect the thematic issues that they are studying.

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Byron’s Cain and Romantic Education

Date published: 

May, 2016

Byron´s engagement with Romantic discourses of education in his closet drama Cain has been overshadowed by critical discussions of the work´s theology. This essay repositions Cain within period debates about the goals and possibilities of pursuing knowledge. Falke suggests that although Cain appears to endorse the epistemology implied in many discussions of elite education, it ultimately undermines the dichotomies of knowledge vs. action and mind vs. body upon which these discussions relied.

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Frankenstein Bicentennial Opportunity

On June 14 and 15, the Brocher Foundation, Arizona State University, Duke University, and the University of Lausanne will host “Frankenstein’s Shadow,” a symposium in Geneva, Switzerland to commemorate the origin of Frankenstein and assess its influence in different times and cultures.  The Center for Science and Imagination at Arizona State University is accepting applications to sponsor one scholar to participate

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Michael Eberle-Sinatra - Leigh Hunt and the London Literary Scene: A Reception History of his Major Works, 1805-1828. Review by Christine Woody

Michael Eberle-Sinatra. Leigh Hunt and the London Literary Scene: A Reception History of his Major Works, 1805-1828. (Routledge Studies in Romanticism, 2013). 175pp., (Hdbk. $184.00, ISBN 978-0-415-31676-7; paperback $48.95, ISBN 978-0-415-86002-4).

Christine Woody

University of Pennsylvania

Elizabeth A. Bohls - Slavery and the Politics of Place: Representing the Colonial Caribbean, 1770-1833. Review by Peter Hulme

Elizabeth A. Bohls, Slavery and the Politics of Place: Representing the Colonial Caribbean, 1770-1833, Cambridge: Cambridge University Press, 2014. ISBN 978-1-107-07934-2

Peter Hulme

Emeritus Professor

University of Essex

Models for System in Idealist Encyclopedics: The Circle, The Line, and the Body

The Eighteenth Century has been called the “age of the encyclopedia,” but the understanding of that word is very different in the encyclopedias of Chambers and Diderot on the one hand, and on the other hand the German Idealist tradition variously exemplified by Hegel’s Encyclopedia of the Philosophical Sciences, Schelling’s On University Studies, and Novalis’ Romantic Encyclopedia. In Kant’s terms, the first provides an aggregate of knowledge, whereas the second attempts a system that entails an architectonic. Focusing on Hegel’s desire to unify all the sciences through the meta-discipline of philosophy, this paper explores the increasing complication of his architectonic by the very figures he uses to safeguard it: namely the circle, the line, and the body. Tracing the supplementary relationship between the first and the second, I argue that the body with its multiple subsystems brings to a head the collapse of the “smooth” system Hegel intended into a “tangled’” system: a productive collapse, because instead of being a forced unification of knowledge, the encyclopedia becomes a thought-environment for transferences between disciplines and potentially the emergence of new disciplines. Or, in effect, it becomes a form of “Theory” avant la lettre.

March 2016

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