scholarly journals Why Is It Essential to Study Verbal Magic from Witch Trials?

Author(s):  
Emese Ilyefalvi
Keyword(s):  
PMLA ◽  
1906 ◽  
Vol 21 (4) ◽  
pp. 808-830 ◽  
Author(s):  
Alfred E. Richards

Witchcraft in England in the sixteenth and seventeenth centuries was a subject upon which the dramatists from Marlowe to Shadwell seized with the greatest avidity. There was material of the most pliable sort; it could be moulded into a magnificent tragedy or distorted into the wildest buffoonery. In the sixteenth century it was the darker side of magic which we find in the drama, and though we note as early as 1604 the effort to brighten up Marlowe's tragedy of Doctor Faustus by the introduction of broadly comic scenes taken from the prose tale, yet one can well believe that the theatre audiences from 1590 to 1610 remembered too vividly the cruelties of the witch trials in 1590 to appreciate the buffoonery of Ralph in the comic scenes as deeply as they felt the dark despair of the protagonist Faustus.


Philosophy ◽  
1998 ◽  
Vol 73 (1) ◽  
pp. 47-61 ◽  
Author(s):  
IDDO LANDAU

Francis Bacon has received much attention from feminist philosophers of science. Many of their discussions revolve around his use of sexist, or supposedly sexist, metaphors. According to Sandra Harding, for example, ‘Bacon appealed to rape metaphors to persuade his audience that the experimental method is a good thing.’ Moreover, she claims that ‘when we realize that the mechanistic metaphors that organized early modern science themselves carried sexual meanings, it is clear that these meanings are central to the ways scientists conceptualize both the methods of inquiry and the models of nature’ (ibid.). Carolyn Merchant asserts that witch trials ‘influenced Bacon's philosophy and literary style’. And according to Evelyn Fox Keller, Bacon's explanation of the means by which science will endow humans with power ‘is given metaphorically — through his frequent and graphic use of sexual imagery.’ Fox Keller concludes that Bacon's theory is sexist, but in a more troubled and ambivalent way than Merchant and Harding believe it to be. Thus, she writes that ‘behind the overt insistence on the virility and masculinity of the scientific mind lies a covert assumption and acknowledgment of the dialectical, even hermaphroditic, nature of the “marriage between Mind and Nature.”‘ (p. 40; emphasis added). Likewise, ‘the aggressively male stance of Bacon's scientist could, and perhaps now should, be seen as driven by the need to deny what all scientists, including Bacon, privately have known, namely, that the scientific mind must be, on some level, a hermaphroditic mind.’ (p. 42).


2010 ◽  
Vol 47 (3) ◽  
pp. 678-688 ◽  
Author(s):  
Ernest W. King ◽  
Franklin G. Mixon

2019 ◽  
pp. 9-37
Author(s):  
Thomas Waters

This chapter shows that in early 1800s Britain, witchcraft was widely believed in. Magical traditions, traceable to the period of the witch trials and before, were strong. Villagers and townsfolk ducked, mobbed, attacked, and bullied witches. Privately, many sophisticated and wealthy people sympathised. Not with victims of superstitious violence, but with the perpetrators. Indeed, witchcraft troubled many well-to-do folk during the early 1800s. This chapter explores a remarkable area of common ground between the masses, the upper classes, and those in the middle. More often than one might expect, they agreed with each other: sorcery was real, and witches deserved to be punished.


Author(s):  
Alonso Casanueva

From 1929 to 1932, the German critical theorist Walter Benjamin broadcast a radio show intended for children, «Enlightenment for Children» (Aufklärung für Kinder). His program consisted of illuminating lessons that bound together culture and history in creative ways, to teach children about the world. Used as a tool for convivial purposes, the radio waves transported German kinder to the sites where witch trials happened, or to learn the secret language built into the city walls of Berlin, or to wonder about the life of the Romani and imagine the features of the many characters that formed part of Benjamin’s radio plays. It was an imaginative pedagogical exercise that has made me wonder about the possibilities of technological tools in the service of learning experiences.


1977 ◽  
Vol 28 (4) ◽  
pp. 522
Author(s):  
Alan Anderson ◽  
Richard Kieckhefer
Keyword(s):  

10.1038/72203 ◽  
2000 ◽  
Vol 6 (2) ◽  
pp. 127-127
Author(s):  
R. Martyn Bracewell

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