The Divided Tradition of English Criticism

PMLA ◽  
1958 ◽  
Vol 73 (1) ◽  
pp. 69-80
Author(s):  
William A. Madden
Keyword(s):  
Religious Experience ◽  
Literary Theory ◽  
Theory And Practice ◽  
Careful Examination ◽  
Lionel Trilling ◽  
Aesthetic Ideas ◽  
Literary Experience ◽  
The Way

Except for several lengthy essays by certain of Arnold's worried contemporaries and scattered comments in out-of-the-way essays by later critics, no careful examination has ever been made of Arnold's religious views. It was not until 1930, when T. S. Eliot turned his attention to Arnold in an essay significantly treating Arnold's religious and aesthetic ideas together, that the long-neglected theological bearings of modern criticism were brought out into the open. Subsequently, Lionel Trilling made a more exhaustive criticism of Arnold's religious experience, but without clearly establishing its relation to Arnold's literary experience. In an effort to treat in detail what Eliot briefly touched on in his essay, I have tried elsewhere to show that Arnold's religious ideas changed in important ways during his life and that these changes affected his literary theory and practice. Religious and poetic ideas, which to later and more logical minds seemed hardly consistent with one another hung together in suspension in Arnold's mind, and as a result his work, taken as a whole, contains both Christian and non-Christian, romantic and nonromantic notions that have since his death been set against one another in the divided tradition which underlies modern English criticism.

Vérités et Mensonges

2020 ◽  
Vol 39 (2) ◽  
pp. 188-224
Author(s):  
Erik Gunderson
Keyword(s):  
Theory And Practice ◽  
The Self ◽  
Faithful Representation ◽  
Political Subject ◽  
Concrete Reality ◽  
Hermeneutic Process ◽  
The Way

This is a survey of some of the problems surrounding imperial panegyric. It includes discussions of both the theory and practice of imperial praise. The evidence is derived from readings of Cicero, Quintilian, Pliny, the Panegyrici Latini, Menander Rhetor, and Julian the Apostate. Of particular interest is insincere speech that would be appreciated as insincere. What sort of hermeneutic process is best suited to texts that are politically consequential and yet relatively disconnected from any obligation to offer a faithful representation of concrete reality? We first look at epideictic as a genre. The next topic is imperial praise and its situation “beyond belief” as well as the self-positioning of a political subject who delivers such praise. This leads to a meditation on the exculpatory fictions that these speakers might tell themselves about their act. A cynical philosophy of Caesarism, its arbitrariness, and its constructedness abets these fictions. Julian the Apostate receives the most attention: he wrote about Caesars, he delivered extant panegyrics, and he is also the man addressed by still another panegyric. And in the end we find ourselves to be in a position to appreciate the way that power feeds off of insincerity and grows stronger in its presence.

La enseñanza de la ética profesional a estudiantes de derecho: análisis de caso

2018 ◽  
pp. 145
Author(s):  
Juan Pablo Beca
Keyword(s):  
Professional Ethics ◽  
Ethics Education ◽  
Teaching Experience ◽  
Point Of View ◽  
Theory And Practice ◽  
Ethics Course ◽  
Approach Theory ◽  
Competency Based ◽  
Catholic Tradition ◽  
The Way

ResumenEl trabajo analiza el curso Ética Profesional en la carrera de Derecho en la Universidad Católica de Temuco. Examina la forma como se abordaba la ética profesional antes de la creación del curso, y lo que ha ocurrido con él a través de sucesivos cambios curriculares y la introducción del modelo por competencias. El curso aporta al sello identitario, mediante un enfoque multidisciplinario. El curso ha vinculado teoría y práctica, desde que comenzó a implementarse, hasta llegar actualmente a comprenderlo en la lógica de competencias. Esta mirada implica formar a los estudiantes para resolver dilemas éticos, lo que se hace mediante la metodología del ver–juzgar–actuar. Esta metodología de discernimiento es propia de la tradicióncatólica, pero se usa en este contexto sin un cariz religioso. El método en cuestión permite ir educando la autonomía a fn de tomar decisiones. Se analiza la importancia de contextualizar la enseñanza ética y la forma como esto se ha hecho en el curso. Finalmente se aborda la relevancia de formar la conciencia ética de los estudiantes.Palabras clave: Experiencia de enseñanza – Ética profesional –Método de discernimient.ResumoO artigo analisa o curso de Ética Profssional na Escola de Direito na Universidade Católica de Temuco. Examina a forma de como abordar a ética profssional antes da criação do curso, e o que tem acontecido com ele através de sucessivas mudanças curriculares e a introdução do modelo de competências. O curso aporta ao selo de identidade, através de uma abordagem multidisciplinar. O curso tem ligado teoria e prática, desde que começou a se programar até chegar atualmente a compreendê-lo na lógica de competência. Este olhar implica formar aos estudantes para resolver dilemas éticos, o que é feito pela metodologia do ver-julgar-agir. Este método de discernimento é próprio da tradição Católica, mas é usado neste contexto, sem um aspecto religioso. O método em questão permite ir educando na autonomia com a fnalidade de tomar decisões. Analisa-se a importância de contextualizar o ensino da ética e a forma como isso tem sido feito no curso. Finalmente se aborda a relevância de formar consciência ética dos estudantes.Palavras-chave: Experiência de ensino - Ética Profssional - Método de discernimento.AbstractThis paper analyses the Professional Ethics course at the School of Law of Universidad Católica de Temuco. It reviews the way in which ethics was addressed before the course was created, and what has happened with it through the subsequent curricular changes and the implementation of a competency based model. The course contributes to the seal of identity through a multidisciplinary approach. Theory and practice have been progressively bound together since the course was introduced, to reach a point, nowadays, in which the course is understood within the logic of competencies. This point of view implies educating students for solving ethical dilemmas, which is done through the see–judge–act methodology. This discernment methodology belongs to the Roman Catholic tradition, but is used in this context without its religious complexion. This method allows educating autonomy in order to make decisions. It also analyses the importance of contextualizing ethics education and the way in which this has been done in the course. Finally, it addresses the relevance ofcreating an ethical consciousness of the students.Keywords: Teaching experience – Professional Ethics – Discernment method

The history of a “primary source”: The making of Tûghî's chronicle on the regicide of Osman II

2009 ◽  
Vol 72 (1) ◽  
pp. 41-62
Author(s):  
Baki Tezcan
Keyword(s):  
Seventeenth Century ◽  
Primary Source ◽  
Collective Responsibility ◽  
Careful Examination ◽  
Political Sophistication ◽  
History Of ◽  
Initial Attitude ◽  
Historical Developments ◽  
The Military ◽  
The Way

AbstractA short chronicle by a former janissary called Tûghî on the regicide of the Ottoman Sultan Osman II in 1622 had a definitive impact on seventeenth-century Ottoman historiography in terms of the way in which this regicide was recounted. This study examines the formation of Tûghî's chronicle and shows how within the course of the year following the regicide, Tûghî's initial attitude, which recognized the collective responsibility of the military caste (kul) in the murder of Osman, evolved into a claim of their innocence. The chronicle of Tûghî is extant in successive editions of his own. A careful examination of these editions makes it possible to follow the evolution of Tûghî's narrative on the regicide in response to the historical developments in its immediate aftermath and thus witness both the evolution of a “primary source” and the gradual political sophistication of a janissary.

BASIC CONCEPTS OF YEVHEN MALANIUK’S NATIONAL-PHILOSOPHICAL INTERPRETATION: ESEISTIC DISCOURSE

2021 ◽  
Author(s):  
Petro Ivanyshyn ◽  
Keyword(s):  
Theory And Practice ◽  
Philosophical Interpretation ◽  
National Science ◽  
Basic Concepts ◽  
Post Colonialism ◽  
Definition Of ◽  
National Approach ◽  
The Way

The purpose of the research is to outline the structure of the main methodological ideas within the frames of interpretive thinking in the essay of the famous Vistnyk’s writer, critic and essayist Yevhen Malaniuk. Considering the purpose and tasks of the studio, an interdisciplinary methodological base, related to the author’s “national approach”, has been worked out. The epistemological potential of national philosophy as a philosophy of national existence, national science as a theory of nation, hermeneutics as a theory and practice of interpretation and post-colonialism as interpretation of cultural phenomena from the standpoint of anti- and post-imperial consciousness are used in the work. The scientific novelty is that on the basis of the previous hermeneutic generalization and definition of national-existential methodology, a propaedeutic outlining of the structure of national-philosophical concepts within the frames of the essayistic interpretation of reality in Ye. Malaniuk is proposed. In the methodological sense, the writer’s essayism is structured by such concepts as nation-centrism, idealism, voluntarism, heroism, and can be considered as one of the variants (close by the experiences of D. Dontsov, Yu. Lypa, M. Mukhyn, etc.) of the Vistnyk’s national-philosophical (national-existential, nationalistic or nation-centric) hermeneutics, that is, the way of understanding, which the author by himself outlined as a “national approach”. The support of Ye. Malaniuk as a culture-philosopher and exegete on the eternal nation-centric values and criteria in his essayistic studies makes his reflections not only historically interesting, but also theoretically productive, classically important for the development of modern Ukrainian hermeneutics and humanities in general.

The Intimacy of Belonging: Literacy and the Experience of Sunjata in Mali

2011 ◽  
Vol 38 ◽  
pp. 103-122 ◽  
Author(s):  
Jan Jansen
Keyword(s):  
Religious Experience ◽  
Local Level ◽  
Field Research ◽  
Local People ◽  
Historical Imagination ◽  
Time And Space ◽  
Present Essay ◽  
Extensive Field ◽  
The World ◽  
The Way

Literacy is a personally acquired skill, and the way it is taught to a person changes how that person thinks. Thanks to David Henige historians of Africa are much more aware of how literacy influences memory and historical imagination, and particularly how literacy systems introduce linear concepts of time and space. This essay will deal with these two aspects in relation to Africa's most famous epic: Sunjata. This epic has gained a major literary status worldwide—text editions are taught as part of undergraduate courses at universities all over the world—but there has been little extensive field research into the epic. The present essay focuses on an even less studied aspect of Sunjata, namely how Sunjata is experienced by local people.Central to my argument is an idea put forward by Peter Geschiere, who links the upheaval of autochthony claims in Africa (and beyond) to issues of citizenship and processes of exclusion. He analyzes these as the product of feelings of “belonging.” Geschiere argues that issues of belonging should be studied at a local level if we are to understand how individuals experience autochthony. Analytically, Geschiere proposes shifting away from ”identity” by drawing from Birgit Meyer's work ideas on the aesthetics of religious experience and emotion; Meyer's ideas are useful to explain “how some (religious) images can convince, while other do not.”

scholarly journals Keats, Myth, and the Science of Sympathy

Romanticism ◽  
2016 ◽  
Vol 22 (2) ◽  
pp. 191-202 ◽  
Author(s):  
Gregory Tate
Keyword(s):  
Nineteenth Century ◽  
Medical Training ◽  
Theory And Practice ◽  
Positivist Science ◽  
Nineteenth Century Medicine ◽  
The Way

This essay considers the connections between myth and sympathy in Keats's poetic theory and practice. It argues that the ‘Ode to Psyche’ exemplifies the way in which Keats uses mythological narrative, and the related trope of apostrophe, to promote a restrained form of sympathy, which preserves an objectifying distance between the poet and the feelings that his poetry examines. This model of sympathy is informed by Keats's medical training: the influential surgeon Astley Cooper and The Hospital Pupil's Guide (1816) both identify a sensitive but restrained sympathy for patients' suffering as an essential part of the scientific and professional methods of nineteenth-century medicine. However, while The Hospital Pupil's Guide claims that mythological superstition has been superseded in medicine by positivist science, Keats's ode suggests that myth retains a central role in poetry, as the foundation of a poetic method that mediates between imaginative sympathy and objective impartiality.

scholarly journals AMENDMENTS TO THE CONSTITUTIONS OF THE REPUBLIC OF BULGARIA AND THE REPUBLIC OF KAZAKHSTAN: REGULATORY REQUIREMENTS AND ISSUES (COMPARATIVE ASPECTS)

2020 ◽  
pp. 80-88
Author(s):  
Y. Stoilov
Keyword(s):  
Legal Theory ◽  
Theory And Practice ◽  
Solid Core ◽  
Regulatory Requirements ◽  
National Assembly ◽  
The Republic ◽  
The Way

The article compares conditions and procedures for the adoption of Constitution and amendments to thecurrent constitution between the Republic of Bulgaria and the Republic of Kazakhstan. The criteria used inthe legal theory for the classification of the constitutions according to the way of their change are used. Bothconstitutions refer to the category of the hard. Bulgaria has a solid core of the constitution, which can onlybe changed by a specially elected institution — a Great (Grand) National Assembly. In Kazakhstan there areeven texts that are not subject to change. The experience of several changes to the two basic laws has beenconsidered. Whit them some of the questions have been answered by juridical theory and practice, whileothers remain open. At the end, conclusions are drawn from the parallel between the changes to the bothconstitutions, some of which are of universal significance.

scholarly journals A double-loop evaluation process for MOOC design and its pilot application in the university domain

2017 ◽  
pp. 433-448
Keyword(s):  
Open Access ◽  
Online Courses ◽  
Evaluation Process ◽  
Theory And Practice ◽  
Massive Open Online Courses ◽  
Double Loop ◽  
Massive Open Online ◽  
Know How ◽  
The University ◽  
The Way

The diffusion of Massive Open Online Courses (MOOCs) is significantly changing the way people learn and update their knowledge and competencies. Although the benefits characterizing MOOCs, which leverage on free and open access to know-how and digitized materials, there are some challenges which call for improving and enhancing the existing methods and approaches for MOOCs design. By combining theory and practice, this paper presents a process of MOOCs design based on a double-loop phase of evaluation. Specifically, the paper provides evidences on how to take advantage of the learners’ and teachers’ feedback to redesign or rethink the course’s architecture, and especially the storyboard and blueprint. A pilot application of the proposed approach has been made to design a course dealing with entrepreneurship domain, and in particular with crowdfunding. The results of the application are presented to validate the approach and provide teachers and course’s designers with some recommendations.

Sign in / Sign up

Export Citation Format

Share Document