Milton in the Twentieth Century

John Milton ◽  
2010 ◽  
Author(s):  
Tom Lockwood
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
Common Property ◽  
The Other ◽  
The Common ◽  
The University ◽  
Over Time ◽  
General Culture

This chapter examines Milton not as an absolute, but as a concept historically constructed and changing over time. It examines the ways in which the different Miltons are repaired and returned in the twentieth century. Two of those many Milton revivals form the focus of the chapter: one constructed in polemic about how and why to read Milton; and the other constructed in and by the availability of actual Milton editions that were read over the century. The first section discusses Milton's changing place within academia and his movement from being the common property of men of letters and the common reader in general culture to become the sole preserve of the university-bound specialist in the narrower and less-rewarding culture of higher education. The second section examines Milton readership. It outlines Milton's different periodicities of publishing and reading through the twentieth century.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Fielding and Richardson

PMLA ◽  
1966 ◽  
Vol 81 (5) ◽  
pp. 381-388
Author(s):  
William Park
Keyword(s):  
Twentieth Century ◽  
Eighteenth Century ◽  
Human Nature ◽  
General Type ◽  
Common Ground ◽  
The Other ◽  
The Novel ◽  
Tom Jones ◽  
The Common ◽  
The One

But the Discovery [of when to laugh and when to cry] was reserved for this Age, and there are two Authors now living in this Metropolis, who have found out the Art, and both brother Biographers, the one of Tom Jones, and the other of Clarissa.author of Charlotte SummersRather than discuss the differences which separate Fielding and Richardson, I propose to survey the common ground which they share with each other and with other novelists of the 1740's and 50's. In other words I am suggesting that these two masters, their contemporaries, and followers have made use of the same materials and that as a result the English novels of the mid-eighteenth century may be regarded as a distinct historic version of a general type of literature. Most readers, it seems to me, do not make this distinction. They either think that the novel is always the same, or they believe that one particular group of novels, such as those written in the early twentieth century, is the form itself. In my opinion, however, we should think of the novel as we do of the drama. No one kind of drama, such as Elizabethan comedy or Restoration comedy, is the drama itself; instead, each is a particular manifestation of the general type. Each kind bears some relationship to the others, but at the same time each has its own identity, which we usually call its conventions. By conventions I mean not only stock characters, situations, and themes, but also notions and assumptions about the novel, human nature, society, and the cosmos itself. If we compare one kind of novel to another without first considering the conventions of each, we are likely to make the same mistake that Thomas Rymer did when he blamed Shakespeare for not conforming to the canons of classical French drama.

Ugliness and Beauty: the Politics of Landscape in Walter Greenwood's Love on the Dole

2013 ◽  
Vol 29 (1) ◽  
pp. 35-47
Author(s):  
Claire Warden
Keyword(s):  
Twentieth Century ◽  
Working Class ◽  
The Other ◽  
Surrounding Area ◽  
North West ◽  
Avant Garde ◽  
The North ◽  
The One ◽  
The University ◽  
Open Fields

The multi-spatial landscape of the North-West of England (Manchester–Salford and the surrounding area) provides the setting for Walter Greenwood's 1934 play Love on the Dole. Both the urban industrialized cityscape and the rural countryside that surrounds it are vital framing devices for the narrative – these spaces not simply acting as backdrops but taking on character roles. In this article Claire Warden reads the play's presentation of the North through the concept of landscape theatre, on the one hand, and Raymond Williams's city–country dialogism on the other, claiming that Love on the Dole is imbued with the revolutionary possibility that defines the very landscape in which it is set. From claustrophobic working-class kitchen to the open fields of Derbyshire, Love on the Dole has a sense of spatial ambition in which Greenwood regards all landscapes as tainted by the industrial world while maintaining their capacity to function independently. Ugliness and beauty, capitalist hegemony and socialistic hopefulness reside simultaneously in this important under-researched example of twentieth-century British theatre, thereby reflecting the ambivalent, shifting landscape of the North and producing a play that cannot be easily defined artistically or politically. Claire Warden is a Lecturer in Drama at the University of Lincoln. Her work focuses on peripheral British performances in the early to mid-twentieth century. She is the author of British Avant-Garde Theatre (Palgrave MacMillan, 2012) and is currently writing Modernist and Avant-Garde Performance: an Introduction for Edinburgh University Press, to be published in 2014.

The First Reinforced Concrete Structures in Urban Renewal in an Italian Provincial City

2010 ◽  
Vol 133-134 ◽  
pp. 187-192
Author(s):  
Maria Paola Gatti ◽  
Giorgio Cacciaguerra
Keyword(s):  
Twentieth Century ◽  
Reinforced Concrete ◽  
Urban Renewal ◽  
Research Group ◽  
The Other ◽  
Reinforced Concrete Structures ◽  
Provincial City ◽  
Depth Study ◽  
The University ◽  
The City

For reinforced concrete, we may consider two histories: one focuses on the influence reinforced concrete has exerted on the process of renewal of the architecture of twentieth century; the other pertains to the manners in which the development of this material effectively came about in various geographic areas. The research group at the University of Trento analysed the complex of military constructions produced in the city, and, specifically, it undertook in-depth study of the manner in which the use of reinforced concrete spread to civilian architecture.

Does Theology Belong in the University? Schleiermacherian Reflections from an Australian Context

2021 ◽  
Vol 15 (4) ◽  
pp. 484-495
Author(s):  
Ben Myers
Keyword(s):  
The Other ◽  
Public Theology ◽  
Christian Leadership ◽  
Christian Community ◽  
Practical Science ◽  
History Of ◽  
The Common ◽  
The University ◽  
Academic Theology ◽  
The Church

Abstract This article argues that theology belongs in the university not because of its relationship to the other disciplines but because of its relationship to the church. It discusses Schleiermacher’s understanding of theology as a practical science oriented towards Christian leadership in society. It argues that Schleiermacher’s account provides an illuminating perspective on the history of academic theology in Australia. Theology belongs in the university not for any internal methodological reasons but because of specific contextual conditions in societies like Australia where Christianity has exerted a large historical influence. The article concludes by arguing that the ecclesial orientation of university theology is compatible with the aims of public theology, given that service to the Christian community is a means by which the common flourishing of society can be promoted.

The exceptional and the ordinary

2018 ◽  
pp. 73-106
Author(s):  
Thomas Docherty
Keyword(s):  
Higher Education ◽  
Social Norms ◽  
Everyday Life ◽  
The Other ◽  
Normative Belief ◽  
University Education ◽  
Ordinary People ◽  
Mass Higher Education ◽  
The People ◽  
The University

The contemporary institution fails to understand the real meaning of ‘mass higher education’. A mass higher education should address the concerns of those masses of ‘ordinary people’ who, for whatever reasons, do not attend a university. Instead, the contemporary sector simply admits more individuals from lower social and economic classes. Behind this is a deep suspicion of the intellectual whose knowledge marks them out as intrinsically elitist and not ‘of the people’. An intellectual concerned about everyday life is now seen as suspicious, given the normative belief that a university education is about individual competitive self-advancement. This intellectual is now an enemy of ‘the people’, and incipiently one who might even be regarded as criminal in dissenting from conformity with social norms of neoliberalism. There is a history to this, dating from 1945; and it sets up a contest between two version of the university: one sees it as a centre of humane and liberal values, the other as the site for the production of individuals who conform to and individually benefit from neoliberal greed. The genuine exception is the intellectual who dissents; but dissent itself is now seen as potentially criminal.

The Elite, Elitism, and Ensuing Conversations in Ghana’s Higher Education: Myth or Reality?

2019 ◽  
Vol 50 (8) ◽  
pp. 787-808
Author(s):  
Delali Amuzu
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
The Other ◽  
Common Denominator ◽  
University System ◽  
Elite Group ◽  
Other Hand ◽  
Education In Ghana ◽  
The Many ◽  
The University

Contemporary higher education in Ghana and many parts of Africa has European colonial antecedents. In spite of the many goals that it aspired to achieve, a preoccupation was to nurture an elite group. Though widely used, the concept of elite and elitism is vague and hardly conceptualized. It hoovers from status—occupants of the apex or top echelons of an organization/society, to consumption—people with immense wealth. Influence, on the other hand, seems to be a common denominator in both cases. But, does this capture the scope of the phenomenon? This article engages people who have worked in different capacities in Ghana’s higher education space to examine the deeper meanings that could be embedded in elitism, elicits conceptualizations of elitism, and further finds out how elitist higher education is in Ghana. Ultimately, the article intends to initiate a conversation on whether indeed there are elites being produced from the university system. This study was done with reference to an empirical study on decolonizing higher education in Ghana.

scholarly journals Early Presbyterian influences at the University of Pretoria

2008 ◽  
Vol 64 (1) ◽  
Author(s):  
Graham Duncan
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Twentieth Century ◽  
The State ◽  
Early Years ◽  
Institutional Level ◽  
University Of Pretoria ◽  
The University

Presbyterianism, through two significant personalities, provided an important impetus to the formation and development of the early University of Pretoria. Their contribution has to be understood in terms of the contexts of their Scottish Presbyterian heritage, South Africa in the early years of the twentieth century and the state of higher education prevalent at that time. Together these contexts may be described as political, religious and educational. Prof AC Paterson made significant contributions both in teaching and administration at the institutional level. Prof E Macmillan made his contribution in the field of teaching, but never divorced from the very context where ministry has to be exercised.

scholarly journals Learning for Earning: Student Expectations and Perceptions of University

2019 ◽  
Vol 13 (1) ◽  
pp. 42 ◽  
Author(s):  
Sophia Gorgodze ◽  
Lasha Macharashvili ◽  
Anna Kamladze
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Academic Programs ◽  
The Other ◽  
University Education ◽  
Student Survey ◽  
University Administrators ◽  
Student Expectations ◽  
The University ◽  
Depth Interviews

In the context of increasing numbers of students enrolling in higher education in the last decade, understanding student expectations of their universities becomes more important. Universities need to know what students expect if they want to keep them satisfied and continue attracting them. On the other hand, it is also important to know whether student expectations are in line with the purpose of the universities and the causes they serve. This research explores students’ expectations and perceptions of the university in post-Soviet Georgia, as well as whether these expectations are in line with the perspectives of university administrators. For the purposes of this research, over 800 bachelor level students of different academic programs were surveyed at five big public universities across Georgia. Additionally, 10 in-depth interviews were conducted with university administrators to learn about the purpose that public universities try to serve and to understand their perspectives on what should be expected of university. After the analysis of the results, two focus groups were conducted with the students in Western and Eastern Georgia to make sense of the findings obtained through the student survey. Finally, 4 in-depth interviews were conducted with experts to understand their perspectives on the actual findings of this research. The results suggest that employment is the main expectation from a university education. Moreover, there is a mismatch between what students identify as their primary expectation and what administrators believe students should expect. Significance and implications of these results for universities are discussed.

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