Structure and Style in the Greater Romantic Lyric M.H
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Nietzsche and Aestheticism
University of Chicago Law School Chicago Unbound Journal Articles Faculty Scholarship 1992 Nietzsche and Aestheticism Brian Leiter Follow this and additional works at: https://chicagounbound.uchicago.edu/journal_articles Part of the Law Commons Recommended Citation Brian Leiter, "Nietzsche and Aestheticism," 30 Journal of the History of Philosophy 275 (1992). This Article is brought to you for free and open access by the Faculty Scholarship at Chicago Unbound. It has been accepted for inclusion in Journal Articles by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. Notes and Discussions Nietzsche and Aestheticism 1o Alexander Nehamas's Nietzsche: L~fe as Literature' has enjoyed an enthusiastic reception since its publication in 1985 . Reviewed in a wide array of scholarly journals and even in the popular press, the book has won praise nearly everywhere and has already earned for Nehamas--at least in the intellectual community at large--the reputation as the preeminent American Nietzsche scholar. At least two features of the book may help explain this phenomenon. First, Nehamas's Nietzsche is an imaginative synthesis of several important currents in recent Nietzsche commentary, reflecting the influence of writers like Jacques Der- rida, Sarah Kofman, Paul De Man, and Richard Rorty. These authors figure, often by name, throughout Nehamas's book; and it is perhaps Nehamas's most important achievement to have offered a reading of Nietzsche that incorporates the insights of these writers while surpassing them all in the philosophical ingenuity with which this style of interpreting Nietzsche is developed. The high profile that many of these thinkers now enjoy on the intellectual landscape accounts in part for the reception accorded the "Nietzsche" they so deeply influenced. -
Samuel Taylor Coleridge and the Genesis of the OED
University of Montana ScholarWorks at University of Montana English Faculty Publications English 8-1992 "Living Words": Samuel Taylor Coleridge and the Genesis of the OED James C. McKusick University of Montana - Missoula, [email protected] Follow this and additional works at: https://scholarworks.umt.edu/eng_pubs Part of the English Language and Literature Commons Let us know how access to this document benefits ou.y Recommended Citation McKusick, James C., ""Living Words": Samuel Taylor Coleridge and the Genesis of the OED" (1992). English Faculty Publications. 6. https://scholarworks.umt.edu/eng_pubs/6 This Article is brought to you for free and open access by the English at ScholarWorks at University of Montana. It has been accepted for inclusion in English Faculty Publications by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. "Living Words": Samuel Taylor Coleridge and the Genesis of the OED JAMES C. McKUSICK University of Maryland, Baltimore County Today we are at a crucial moment in the evolution of the Oxford En glish Dictionary, as the dog-eared volumes are withdrawn from library shelves and replaced by the sleek second edition of 1989. This new OED bears witness to the continuing relevance and utility of the "New English Dictionary on Historical Principles" for the current generation of literary scholars. The event of its publication provides an opportunity for a fresh historical perspective on the circum stances surrounding the production of the original OED, which was published between 1884 and 1928 in a series of 125 fascicles and bound up into those thick volumes so familiar to students and teachers of English literature. -
Mathematics K Through 6
Building fun and creativity into standards-based learning Mathematics K through 6 Ron De Long, M.Ed. Janet B. McCracken, M.Ed. Elizabeth Willett, M.Ed. © 2007 Crayola, LLC Easton, PA 18044-0431 Acknowledgements Table of Contents This guide and the entire Crayola® Dream-Makers® series would not be possible without the expertise and tireless efforts Crayola Dream-Makers: Catalyst for Creativity! ....... 4 of Ron De Long, Jan McCracken, and Elizabeth Willett. Your passion for children, the arts, and creativity are inspiring. Thank you. Special thanks also to Alison Panik for her content-area expertise, writing, research, and curriculum develop- Lessons ment of this guide. Garden of Colorful Counting ....................................... 6 Set representation Crayola also gratefully acknowledges the teachers and students who tested the lessons in this guide: In the Face of Symmetry .............................................. 10 Analysis of symmetry Barbi Bailey-Smith, Little River Elementary School, Durham, NC Gee’s-o-metric Wisdom ................................................ 14 Geometric modeling Rob Bartoch, Sandy Plains Elementary School, Baltimore, MD Patterns of Love Beads ................................................. 18 Algebraic patterns Susan Bivona, Mount Prospect Elementary School, Basking Ridge, NJ A Bountiful Table—Fair-Share Fractions ...................... 22 Fractions Jennifer Braun, Oak Street Elementary School, Basking Ridge, NJ Barbara Calvo, Ocean Township Elementary School, Oakhurst, NJ Whimsical Charting and -
MF-Romanticism .Pdf
Europe and America, 1800 to 1870 1 Napoleonic Europe 1800-1815 2 3 Goals • Discuss Romanticism as an artistic style. Name some of its frequently occurring subject matter as well as its stylistic qualities. • Compare and contrast Neoclassicism and Romanticism. • Examine reasons for the broad range of subject matter, from portraits and landscape to mythology and history. • Discuss initial reaction by artists and the public to the new art medium known as photography 4 30.1 From Neoclassicism to Romanticism • Understand the philosophical and stylistic differences between Neoclassicism and Romanticism. • Examine the growing interest in the exotic, the erotic, the landscape, and fictional narrative as subject matter. • Understand the mixture of classical form and Romantic themes, and the debates about the nature of art in the 19th century. • Identify artists and architects of the period and their works. 5 Neoclassicism in Napoleonic France • Understand reasons why Neoclassicism remained the preferred style during the Napoleonic period • Recall Neoclassical artists of the Napoleonic period and how they served the Empire 6 Figure 30-2 JACQUES-LOUIS DAVID, Coronation of Napoleon, 1805–1808. Oil on canvas, 20’ 4 1/2” x 32’ 1 3/4”. Louvre, Paris. 7 Figure 29-23 JACQUES-LOUIS DAVID, Oath of the Horatii, 1784. Oil on canvas, approx. 10’ 10” x 13’ 11”. Louvre, Paris. 8 Figure 30-3 PIERRE VIGNON, La Madeleine, Paris, France, 1807–1842. 9 Figure 30-4 ANTONIO CANOVA, Pauline Borghese as Venus, 1808. Marble, 6’ 7” long. Galleria Borghese, Rome. 10 Foreshadowing Romanticism • Notice how David’s students retained Neoclassical features in their paintings • Realize that some of David’s students began to include subject matter and stylistic features that foreshadowed Romanticism 11 Figure 30-5 ANTOINE-JEAN GROS, Napoleon at the Pesthouse at Jaffa, 1804. -
Modernism Triumphant – Commercial and Institutional Buildings
REVISED FEB 2010 Louisiana Architecture 1945 - 1965 Modernism Triumphant – Commercial and Institutional Buildings Jonathan and Donna Fricker Fricker Historic Preservation Services, LLC September 2009 HISTORICAL BACKGROUND America in the years following World War II saw the triumph of European Modernism in commercial and institutional buildings. Modernism was a style that claimed not to be a style, but rather an erudite and compelling movement towards rationality and purposefulness in architecture. It grew out of art, architectural and handicraft reform efforts in Europe in the years after World War I. These came together in the Bauhaus school of design in Weimar, Germany, which sought to teach all artists, artisans and architects to work together, in common service, towards “the building of the future.” Originally founded in 1906 by the Grand-Duke of Saxe-Weimar as a school for the arts and crafts, the Bauhaus emerged in the 1920s as the focus of a radical new approach to industrial design and architecture. Inherent in the Bauhaus was a commitment to marshalling the greater art world in the service of humanity. And there were strong associations with political reform, socialism, and a mandate for art to respond to the machine age. The new architecture the Bauhaus school epitomized, the International Style as it came to be known, had a “stark cubic simplicity” (Nikolas Pevsner) – completely and profoundly devoid of ornament. Its buildings are characterized by: 1) a machined metal and glass framework, with flat neutral (generally white) surfaces pierced by thin bands of windows (ribbon windows) sometimes turning the corner; 2) an overall horizontal feel; 3) functional and decidedly flat roofs; 4) frequent use of the cantilever principal for balconies and upper stories; and 5) the use of “pilotis”—or slender poles – to raise the building mass, making it appear to float above the landscape. -
On the Rise and Progress of Popular Disaffection,” in Es- Says, Moral and Political, 2 Vols
Notes Introduction 1. Robert Southey, “On the Rise and Progress of Popular Disaffection,” in Es- says, Moral and Political, 2 vols. (1817; London: John Murray, 1832), II, 82. The identity of Junius remained a mystery, and even Edmund Burke was suspected. For an argument that he was Sir Philip Francis, see Alvar Ellegård, Who Was Junius? (The Hague, 1962). 2. Byron, “The Vision of Judgment” in Lord Byron: The Complete Poetical Works, ed. Jerome J. McGann and Barry Weller, 7 vols. (Oxford: Clarendon Press, 1980–92), VI, 309–45. 3. M. H. Abrams, Natural Supernaturalism: Tradition and Revolution in Ro- mantic Literature (New York: W. W. Norton, 1971), p. 13. 4. See Anne K. Mellor, English Romantic Irony (Cambridge: Harvard Univer- sity Press, 1980). 5. Jerome J. McGann, The Romantic Ideology: A Critical Investigation (Chicago and London: University of Chicago Press, 1983), pp. 23–24. 6. Jerome J. McGann, Towards a Literature of Knowledge (Oxford: Clarendon Press, 1989), p. 39. 7. McGann, Towards a Literature of Knowledge, p. 39. 8. McGann, “Literary Pragmatics and the Editorial Horizon,” in Devils and Angels: Textual Editing and Literary Theory, ed. Philip Cohen (Charlottesville and London: University Press of Virginia, 1991), pp. 1–21 (13). 9. Marilyn Butler, “Satire and the Images of Self in the Romantic Period: The Long Tradition of Hazlitt’s Liber Amoris,” in English Satire and the Satiric Tradition, ed. Claude Rawson (Oxford: Basil Blackwell, 1984), 209–25 (209). 10. Stuart Curran, Poetic Form and British Romanticism (New York and Oxford: Oxford University Press, 1986), pp. 12–13. 11. Gary Dyer, British Satire and the Politics of Style, 1789–1832 (Cambridge: Cambridge University Press, 1997). -
Ecologies of Contemplation in British Romantic Poetry
City University of New York (CUNY) CUNY Academic Works Dissertations, Theses, and Capstone Projects CUNY Graduate Center 2-2021 The Lodge in the Wilderness: Ecologies of Contemplation in British Romantic Poetry Sean M. Nolan The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/4185 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE LODGE IN THE WILDERNESS: ECOLOGIES OF CONTEMPLATION IN BRITISH ROMANTIC POETRY by SEAN NOLAN A dissertation submitted to the Graduate Faculty in English in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2021 © 2020 Sean Nolan All Rights Reserved ii The Lodge in the Wilderness: Ecologies of Contemplation in British Romantic Poetry by Sean Nolan This manuscript has been read and accepted for the Graduate Faculty in English in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy _______________________ ____________________________________ Date Nancy Yousef Chair of Examining Committee _______________________ ____________________________________ Date Kandice Chuh Executive Officer Supervisory Committee Alexander Schlutz Alan Vardy Nancy Yousef THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT The Lodge in the Wilderness: Ecologies of Contemplation in British Romantic Poetry by Sean Nolan Advisor: Nancy Yousef This dissertation argues that contemplation is often overlooked in studies of British Romantic poetry. By the late 1700s, changing commercial and agricultural practices, industrialism, secularization, and utilitarianism emphasizing industriousness coalesced to uproot established discourses of selfhood and leisure, and effected crises of individuation in Romantic poetry and poetics. -
Nationalism and Liberalism in Robert Burns, Samuel Taylor Coleridge and William Wordsworth’S Poems
Nationalism and Liberalism in Robert Burns, Samuel Taylor Coleridge and William Wordsworth’s Poems Stephen Hutchinson ENGK01 Degree project in English Literature Spring 2017 Centre for Languages and Literature Lund University Supervisor: Cian Duffy Abstract Nationalism and liberalism are two predominant ideologies in modern politics that have had great significance since their embryonic stage during the Romantic era in the latter half of the 18th century. Nowadays, the majority would perceive nationalism and liberalism as two opposing ideologies that have very little in common. For citizens of the west after the second world war, nationalism would have connotations of totalitarianism and dictatorship whereas liberalism would be related to democracy and freedom. For the Romantics, the distinction between these two ideologies was not as clear. This essay investigates the connection between liberalism and nationalism during the Romantic era by analyzing specific works by the three influential British Romantic poets Robert Burns, Samuel Taylor Coleridge and William Wordsworth. By comparing the poems with each other and comparing the poems to theories on nationalism and liberalism, this essay claims that the two ideologies were intertwined in their poetry. A central theme for the poets is the connection between landscape and national identity, displaying aesthetic nationalism. Another theme was the use of a common enemy to unite people in the name of the nation. Due to the political situation in Europe at the time, Britain associated their national pride with being a nation which venerates liberty and freedom. However, when analyzing nationalism, one must remember that it differs from country to country. German and British nationalism during the 19th century is a good example of two very different forms of nationalism. -
Samuel Taylor Coleridge John Spalding Gatton University of Kentucky
The Kentucky Review Volume 4 Number 1 This issue is devoted to a catalog of an Article 6 exhibition from the W. Hugh Peal Collection in the University of Kentucky Libraries. 1982 Catalog of the Peal Exhibition: Samuel Taylor Coleridge John Spalding Gatton University of Kentucky Follow this and additional works at: https://uknowledge.uky.edu/kentucky-review Part of the English Language and Literature Commons Right click to open a feedback form in a new tab to let us know how this document benefits you. Recommended Citation Gatton, John Spalding (1982) "Catalog of the Peal Exhibition: Samuel Taylor Coleridge," The Kentucky Review: Vol. 4 : No. 1 , Article 6. Available at: https://uknowledge.uky.edu/kentucky-review/vol4/iss1/6 This Article is brought to you for free and open access by the University of Kentucky Libraries at UKnowledge. It has been accepted for inclusion in The Kentucky Review by an authorized editor of UKnowledge. For more information, please contact [email protected]. Samuel Taylor Coleridge Gc car un1 To brc de~ In Wordsworth's judgment, Samuel Taylor Coleridge (1772-1834) was "the most wonderful man" he ever met. Endowed with one of So1 the most brilliant and complex minds of his day, he would, like bUJ Chaucer's parson, "gladly .. learn, and gladly teach." If he an< squandered a wealth of thought in correspondence and wh conversation, and left unfinished or merely projected major poems, Rh lectures, and systematic expositions of his philosophical tenets, his pre critical theories, and his theology, he nevertheless produced a vast So1 and impressive array of poetry, prose, and criticism. -
Coleridge's Imperfect Circles
Coleridge’s Imperfect Circles Patrick Biggs A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in English Literature Victoria University of Wellington 2012 2 Contents Abstract 3 Acknowledgements 4 Note on Abbreviations 5 Introduction 6 The Eolian Harp 16 This Lime-Tree Bower My Prison 37 Frost at Midnight 60 Conclusion 83 Bibliography 91 3 Abstract This thesis takes as its starting point Coleridge’s assertion that “[t]he common end of all . Poems is . to make those events which in real or imagined History move in a strait [sic] Line, assume to our Understandings a circular motion” (CL 4: 545). Coleridge’s so-called “Conversation” poems seem to conform most conspicuously to this aesthetic theory, structured as they are to return to their starting points at their conclusions. The assumption, however, that this comforting circular structure is commensurate with the sense of these poems can be questioned, for the conclusions of the “Conversation” poems are rarely, if ever, reassuring. The formal circularity of these poems is frequently achieved more by persuasive rhetoric than by any cohesion of elements. The circular structure encourages the reader’s expectations of unity and synthesis, but ultimately these expectations are disappointed, and instead the reader is surprised by an ending more troubling than the rhetoric of return and reassurance would suggest. Taking three “Conversation” poems as case studies (“The Eolian Harp,” “This Lime-Tree Bower My Prison,” and “Frost at Midnight”), this thesis attempts to explicate those tensions which exist in the “Conversation” poems between form and effect, between structure and sense. -
Imaginative Transference in Coleridge's Poetry
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1984 Imaginative Transference in Coleridge's Poetry Kevin Coakley-Welch College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the English Language and Literature Commons Recommended Citation Coakley-Welch, Kevin, "Imaginative Transference in Coleridge's Poetry" (1984). Dissertations, Theses, and Masters Projects. Paper 1539625263. https://dx.doi.org/doi:10.21220/s2-nt8g-yn85 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. IMAGINATIVE TRANSFERENCE il IN COLERIDGE’S POETRY A Thesis Presented to The Faculty of the Department of English The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts fey Kevin Coakley-Welch 1984 APPROVAL SHEET This thesis is submitted in partial fulfillment the requirements for the degree of Master of Arts Author Approved, June 1980 vatu. < < . c . u r Nathaniel Y. Elliott Wayne ¥/. Glausser / ■/ Terry Meyers 7 ABSTRACT The purpose of this thesis is to trace the use of a poetic technique labeled "imaginative transference” in a series of poems written by Samuel Taylor Coleridge. Imaginative transference is identified as that process through which Coleridge, appearing as a character in each of the poems, transfers emotions or perceptions from himself to another chosen character in the same poem. -
Mont Blanc in British Literary Culture 1786 – 1826
Mont Blanc in British Literary Culture 1786 – 1826 Carl Alexander McKeating Submitted in accordance with the requirements for the degree of Doctor of Philosophy University of Leeds School of English May 2020 The candidate confirms that the work submitted is his own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. The right of Carl Alexander McKeating to be identified as Author of this work has been asserted by Carl Alexander McKeating in accordance with the Copyright, Designs and Patents Act 1988. Acknowledgements I am grateful to Frank Parkinson, without whose scholarship in support of Yorkshire-born students I could not have undertaken this study. The Frank Parkinson Scholarship stipulates that parents of the scholar must also be Yorkshire-born. I cannot help thinking that what Parkinson had in mind was the type of social mobility embodied by the journey from my Bradford-born mother, Marie McKeating, who ‘passed the Eleven-Plus’ but was denied entry into a grammar school because she was ‘from a children’s home and likely a trouble- maker’, to her second child in whom she instilled a love of books, debate and analysis. The existence of this thesis is testament to both my mother’s and Frank Parkinson’s generosity and vision. Thank you to David Higgins and Jeremy Davies for their guidance and support. I give considerable thanks to Fiona Beckett and John Whale for their encouragement and expert interventions.