Arranging Daily Gifts of Devotion

Chronometres ◽  
2019 ◽  
pp. 139-159
Author(s):  
Krista Lysack

This chapter begins by examining some of the ways that Victorian readers inscribed, marked, and altered devotional books. Some kept albums, scrapbooks, and commonplace books in order to pluck and transplant, as it were, verse from original sources to their own blank books, while others annotated the pages of existing books or wrote lengthy dedications. Even as readers were engaged in their own tactile interactions with devotional texts, the religious publishing marketplace was emulating these material reading practices as though they were a form of domestic handicraft, as in Frances Ridley Havergal’s Four-Fold Counsel tetralogy, a series of botanically inspired devotional gift books. Another of Havergal’s popular gift book sets, known as the Royal Series, is instructive, moreover, of how the material organization of devotional books could make a gift-time of daily reading.

Author(s):  
Krista Lysack

What does it mean to feel time, to sense its passing along the sinews and nerves of the body as much as the synapses of the mind? And how do books, as material arrangements of print and paper, mediate such temporal experiences? Chronometres: Devotional Literature, Duration, and Victorian Reading is a study of the time-inflected reading practices of religious literature, the single largest market for print in Victorian Britain. It examines poetic cycles by John Keble, Alfred Tennyson, Christina Rossetti, and Frances Ridley Havergal; family prayer manuals, Sunday-reading books and periodicals; and devotional gift books and daily textbooks. Designed for diurnal and weekly reading, chronometrical literature tuned its readers’ attentions to the idea of Eternity and the everlasting peace of spiritual transcendence, but only in so far as it parcelled out reading into discrete increments that resembled the new industrial time-scales of factories and railway schedules. Chronometres thus takes up print culture, affect theory, and the religious turn in literary studies in order to explore the intersections between devotional practice and the condition of modernity. It argues that what defines Victorian devotional literature is the experience of its time signatures, those structures of feeling associated with its reading durations. For many Victorians, reading devotionally increasingly meant reading in regular portions and often according to the calendar and workday in contrast to the liturgical year. Keeping pace with the temporal measures of modernity, devotion became a routinized practice: a way of synchronizing the interior life of spirit with the exigencies of clock time. This kind of devotional observance coincided with the publication, between 1827 and 1890, of a diverse array of largely Protestant books and print that shared formal and material relationships to temporality. By dispensing devotion as daily or weekly doses of reading, chronometrical literature imagined and arranged time in relation to time’s materiality. But in so doing, it also left open temporal spaces that could be filled by readers, some of whom marked temporality through their own practices like annotation and scrapbooking, which publishers were then quick to emulate. Chronometrical literature likewise produced a host of embodied cognitions that could include moments of absorption but, equally, ones of boredom and mental drift. Such texts therefore did not necessarily discipline Victorian readers according to the demands of the clock or even of religious doctrine. For their regular yet malleable temporal arrangements also meant that readers might discover their own agencies and affects through encounters with print, such that devotional readers themselves came to participate in a reciprocal process of both reading and writing in time. Chronometres considers how the deliverances afforded through time-scaled reading are persistently materialized in the body, both that of the book and of the reader. Recognizing that literature and devotion are not timeless abstractions, it asks how the materiality of books, conceived as horological relationships through reading, might bring about the felt experience of time. Even as Victorian devotion invites us to tarry over the page, it also prompts the question: what if it is “Eternity” that keeps time with the clock?


Author(s):  
Anna Maria Johnson ◽  
Nusrat Jahan

Abstract Although much has been written about the history of commonplacing, there is a lack of evidence-based research to show the extent to which this historical practice may still be valuable today as a pedagogy that educates citizens in critical reading for democracy. This article describes an institutional-review-board-approved, experimental study to answer this question. Three sections of the same first-year reading and writing course were compared: one section did not use commonplace books, a second section used commonplace books that included quotations only, and a third section used commonplace books with reflective writing. We expected to find that students who used commonplace books would perform better in end-of-study assessments than those who did not. Instead, we were surprised to find that many of the students who were not required to use commonplace books created their own note-taking methods that performed a similar function. In essence, they developed their own commonplace book culture and methodology using Google Docs and other social reading practices. Their performance was as strong as the students who used commonplace books.


2018 ◽  
Vol 62 (4) ◽  
pp. 921-941
Author(s):  
TIM SOMERS

AbstractThis article explores the influence of ‘impartiality’ on reading practices, print culture, and historical writing in later Stuart Britain. It sheds new light on the most prolific collector of ‘cheap print’ during this period, Narcissus Luttrell (1657–1732), by assessing his reading practices in relation to the ideal of impartiality. Luttrell is analysed using his hitherto unstudied commonplace books and historical manuscript collection made in reaction to the Exclusion Crisis (1679–81) and the Glorious Revolution (1688). Their analysis demonstrates the way Luttrell used impartiality rhetorically to justify and express his whiggish judgement and interpretation of modern history. The article also highlights key continuities and differences between the early and later Stuart publics by connecting Luttrell to humanist rhetoric, earlier manuscript culture, and shifts in reading practices.


Author(s):  
Achmad Habibullah

AbstractPedagogical competence is one of important competencies to the teachers. Therefore, this study aims to determine how the pedagogical competence of teachers is, viewed from the aspects of learning know­ledge skills, preparation of lesson plans, and learning in the classroom. This study used the quantitative method with 631 respondents of civil servant teachers of Islamic Education at school and teachers of ge­neral subjects at madrasah (Islamic school) recruited from non-permanent teachers in 20 districts/cities in Central Java province, selected at random. The findings show that teachers’ pedagogical competence knowledge on the aspect of learning knowledge skills is in the “poor” category, the aspect of students’ potential development knowledge and reflective efforts to improve the learning quality becomes a very weak point at an average value with the “very poor” category. In addition, the aspect of ability to prepare lesson plans is in the “sufficient” category, the teaching material organization and the evaluation aspect are very weak competence aspects, which get “poor”. Meanwhile, the competence of learning implemen­tation aspect is in the “sufficient” category. AbstrakKompetensi pedagogik merupakan salah satu kompetensi yang penting bagi guru. Untuk itu, penelitian ini bertujuan untuk mengetahui bagaimana kompetensi pedagogik guru, dilihat dari aspek kemampuan pengetahuan pembelajaran, menyusun rancangan pembelajaran (RPP), dan pembelajaran di kelas. Penelitian ini menggunakan metode kuantitatif dengan responden 631 guru PNS Pendidikan Agama Islam pada sekolah dan guru mata pelajaran umum pada madrasah yang direkrut dari guru honorer di 20 Kabupaten/Kota di Provinsi Jawa Tengah yang dipilih secara random. Hasil penelitian menunjukkan bahwa kompetensi pedagogik guru pada aspek kemampuan pengetahuan pembelajaran dalam kategori “kurang”, aspek pengetahuan pengembangan potensi peserta didik dan upaya reflektif untuk meningkatkan mutu pembelajaran menjadi titik yang sangat lemah dengan mendapat nilai rata-rata dengan kategori “sangat kurang”. Selain itu, aspek kemampuan menyusun RPP dalam kategori “cukup”, aspek pengorganisasian materi ajar dan aspek evaluasi merupakan aspek kemampuan yang sangat lemah dengan mendapatkan nilai “kurang”. Sedangkan, aspek kemampuan dalam melaksanakan pembelajaran dalam kategori “cukup”.


2020 ◽  
Author(s):  
Richard Fernandes de Oliveira ◽  
Iran Ferreira de Melo

With this work, we aim to propose a didactic application of the news genre, from the perspective of critical reading practices in Portuguese language teaching, to approach the experiences of dissident gender and sexuality people who are being viewed and represented by the media hegemonic in Brazil. Therefore, we offer teachers 5 texts and 10 activities that can be used for the development of a didactic project that articulates several areas of knowledge and that is also built from an educational vision that dialogues reading, criticism , teaching, learning, assessment and self-assessment. In this sense, due to the theme we are dealing with, we assume a political-epistemological tone combating gender and sexual violence, with education being our battlefield.


Author(s):  
Matthew D. C. Larsen

What does it mean to read the gospels “before the book”? For centuries, the way people have talked about the gospels has been shaped by ideas that have more to do with the printing press and modern notions of the author than they do with ancient writing and reading practices. Gospels Before the Book challenges several subtle yet problematic assumptions about authors, books, and publication at work in early Christian studies. The author explores a host of underappreciated elements of ancient textual culture, such as unfinished texts, accidental publication, postpublication revision, and multiple authorized versions of the same work. Turning to the gospels, he argues the earliest readers and users of the text we now call the Gospel according to Mark treated it not as a book published by an author but as an unfinished, open, and fluid collection of notes (hypomnēmata). The Gospel according to Matthew, then, would not be regarded as a separate book published by a different author but, rather, as a continuation of the same unfinished gospel tradition. Similarly, it is not the case that, of the five different endings in the textual tradition, one is “right” and the others are “wrong.” Rather, each ending represents its own effort to fill in what some perceived to be lacking in the Gospel according to Mark. The text of the Gospel according to Mark is better understood when approached as unfinished notes than as a book published by an author. Larsen also offers a new methodological framework for future scholarship on early Christian gospels.


Author(s):  
J. R. Milton

This chapter is a biographical account of Locke’s first encounter with Descartes’s works. It looks at Locke’s manuscript commonplace books with the aim of determining in as much detail as is now possible what books by Descartes Locke read in the period before he started work on the drafts of the Essay, what he found of interest in them, and what conclusions might be drawn from this data about his philosophical development. It shows that there is evidence of a considerable and sustained interest in Descartes’s mechanical physics but hardly any visible interest in his metaphysics or epistemology—and considers the possible reasons for this state of affairs.


Author(s):  
George Rigg

This chapter surveys manuscript miscellanies or commonplace books, unique compilations of seemingly random items chosen by individual compilers for their own purposes. The author discusses the physical evidence for the compilation procedure, the textual and cultural context in which the compilation was made, and the content of the manuscript in question.


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