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Enthusiast!

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ISBN: 9780719074288 9780719095849 9781526125118 Year: DOI: 10.26530/oapen_628391 Language: English
Publisher: Manchester University Press Grant: Knowledge Unlatched - 100119
Subject: Languages and Literatures
Added to DOAB on : 2017-05-05 11:01:48
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Abstract

This book takes enthusiasm to be a defining feature of American literature, showing how successive major writers – Melville, Thoreau, Pound, Moore, Frank O’Hara and James Schuyler – have modernized and re-modeled Emerson’s founding sense of enthusiasm. The book presents the writer as enthusiast, showing how enthusiasm is fundamental to the composition and the circulation of literature. Enthusiasm, it is argued, is the way literary value is passed on.Starting with a brief history of enthusiasm from Plato to Kant and Emerson, the book features chapters on each of Melville, Thoreau, Pound, Moore, O’Hara, and Schuyler. Each chapter presents an aspect of the writer as enthusiast, the book as a whole charting the changing sense of literary enthusiasm from Romanticism to the present day. Lucidly written and combatively argued, the book will appeal to readers of American Literature or Modern Poetry, and to all those interested in the circulation of literary work.

Rethinking Schooling

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Book Series: Education Heritage ISBN: 9780203963180 9780415407441 9781138881099 9781134133956 9781134133949 9781134133901 Year: DOI: 10.4324/9780203963180 Language: English
Publisher: Taylor & Francis
Subject: Education
Added to DOAB on : 2019-11-08 11:21:13
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Taking a collection of seminal articles from the Journal of Curriculum Studies, this book offers readers a vantage point for thinking about the worlds of schools and curricula, focusing in particular on the concept of seeing schools, curricula and teaching in new ways. Each of the chapters sheds fresh light on the ways of thinking the aforementioned. Themes include: classrooms and teaching pedagogy science and history education school and curriculum development students’ lives in schools. Written by an international group of distinguished scholars from Britain, North America, Sweden and Germany, the chapters draw on the perspectives offered by curriculum and pedagogical theory, history, ethnography, sociology, psychology and organisational studies and experiences in curriculum-making. Together they invite many questions about why teaching and curricula must be as they are. Rethinking Schooling provides new futures for education and alternative ways of seeing them.

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2007 (2)

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