Given His Admiration for the Works of Shakespeare, Harold Bloom Could
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Catalan Modernism and Vexillology
Catalan Modernism and Vexillology Sebastià Herreros i Agüí Abstract Modernism (Modern Style, Modernisme, or Art Nouveau) was an artistic and cultural movement which flourished in Europe roughly between 1880 and 1915. In Catalonia, because this era coincided with movements for autonomy and independence and the growth of a rich bourgeoisie, Modernism developed in a special way. Differing from the form in other countries, in Catalonia works in the Modern Style included many symbolic elements reflecting the Catalan nationalism of their creators. This paper, which follows Wladyslaw Serwatowski’s 20 ICV presentation on Antoni Gaudí as a vexillographer, studies other Modernist artists and their flag-related works. Lluís Domènech i Montaner, Josep Puig i Cadafalch, Josep Llimona, Miquel Blay, Alexandre de Riquer, Apel·les Mestres, Antoni Maria Gallissà, Joan Maragall, Josep Maria Jujol, Lluís Masriera, Lluís Millet, and others were masters in many artistic disciplines: Architecture, Sculpture, Jewelry, Poetry, Music, Sigillography, Bookplates, etc. and also, perhaps unconsciously, Vexillography. This paper highlights several flags and banners of unusual quality and national significance: Unió Catalanista, Sant Lluc, CADCI, Catalans d’Amèrica, Ripoll, Orfeó Català, Esbart Català de Dansaires, and some gonfalons and flags from choral groups and sometent (armed civil groups). New Banner, Basilica of the Monastery of Santa Maria de Ripoll Proceedings of the 24th International Congress of Vexillology, Washington, D.C., USA 1–5 August 2011 © 2011 North American Vexillological Association (www.nava.org) 506 Catalan Modernism and Vexillology Background At the 20th International Conference of Vexillology in Stockholm in 2003, Wladyslaw Serwatowski presented the paper “Was Antonio Gaudí i Cornet (1852–1936) a Vexillographer?” in which he analyzed the vexillological works of the Catalan architectural genius Gaudí. -
Chivalry in Western Literature Richard N
Rollins College Rollins Scholarship Online Master of Liberal Studies Theses 2012 The nbU ought Grace of Life: Chivalry in Western Literature Richard N. Boggs Rollins College, [email protected] Follow this and additional works at: http://scholarship.rollins.edu/mls Part of the English Language and Literature Commons, European History Commons, Medieval History Commons, and the Medieval Studies Commons Recommended Citation Boggs, Richard N., "The nbouU ght Grace of Life: Chivalry in Western Literature" (2012). Master of Liberal Studies Theses. 21. http://scholarship.rollins.edu/mls/21 This Open Access is brought to you for free and open access by Rollins Scholarship Online. It has been accepted for inclusion in Master of Liberal Studies Theses by an authorized administrator of Rollins Scholarship Online. For more information, please contact [email protected]. The Unbought Grace of Life: Chivalry in Western Literature A Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Liberal Studies by Richard N. Boggs May, 2012 Mentor: Dr. Thomas Cook Reader: Dr. Gail Sinclair Rollins College Hamilton Holt School Master of Liberal Studies Program Winter Park, Florida The Unbought Grace of Life: Chivalry in Western Literature By Richard N. Boggs May, 2012 Project Approved: ________________________________________ Mentor ________________________________________ Reader ________________________________________ Director, Master of Liberal Studies Program ________________________________________ Dean, Hamilton Holt School Rollins College Dedicated to my wife Elizabeth for her love, her patience and her unceasing support. CONTENTS I. Introduction 1 II. Greek Pre-Chivalry 5 III. Roman Pre-Chivalry 11 IV. The Rise of Christian Chivalry 18 V. The Age of Chivalry 26 VI. -
İED 142 (02) Classical Literature Instructor: Assist
Hacettepe University Faculty of Letters Department of English Language and Literature Course: İED 142 (02) Classical Literature Instructor: Assist. Prof. Dr. Pınar Taşdelen Year/Term: 2019-2020 Spring Class Hours: Monday 09:00-11:50 B2/203 Office Hours: Wednesday 10:00-12:00 Aim of the Course: This course intends to enable students to acquire a knowledge and appreciation of classical literature, through the study of the social and political life of Greece and Rome; and create awareness of a common European heritage deriving from the civilisations of Greece and Rome. It undertakes a brief survey of classical Greek and Roman literature with special emphasis on the epic and dramatic genres through the study of exemplary texts, which is essential for a better understanding and appreciation of not only British literature but also all Western literature and art. Course Content: In this course, ancient Greek and Roman civilisations are introduced to students within a social, cultural, historical, and literary context. Oral literary tradition, the epic tradition, Homeric epics, the birth and development of Classical Greek and Roman tragedy as well as comedy are dealt with in the light of representative literary texts. Course Outline: Week I: General introduction Brief history of ancient Greece General characteristics of Classical Greek literature The heroic ideal and heroic age Week II-VI: The epic tradition and the Homeric epics Homer The Iliad Week VII: Midterm I (06.04.2020) Week VIII: The birth, development, and features of Classical Greek tragedy Week IX: Greek tragedy Sophocles Oedipus the King Week X: The birth, development, and features of Roman tragedy Seneca Thyestes Week XI: Midterm II (04.05.2020) Week XII: The birth, development, and features of Classical Greek comedy Aristophanes Lysistrata Week XIII: The birth, development, and characteristics of Roman comedy Plautus Pot of Gold Week XIV: Bank Holiday *There may be changes to the course outline. -
AS.450 ( Liberal Arts) 1
AS.450 ( Liberal Arts) 1 AS.450.605. Art Since 1960. 3 Credits. AS.450 ( LIBERAL ARTS) What is contemporary art, and what are the factors that shaped it? This course will attempt to answer those questions through a chronological AS.450.082. MLA Capstone: Portfolio. and thematic investigation of some of the most influential artworks, The MLA Portfolio is a zero-credit Capstone option. Students who select movements, and theories of the past 60 years. Beginning with a close the Portfolio option will take 10 courses in the program (one core course look at mid-century modernism, we will move into a consideration of Pop, and 9 electives), and register for the zero-credit portfolio in their final Minimalism, conceptual art, land art, performance art, postmodernism, semester. The portfolio will be completed within the same semester as AIDS activism, and relational aesthetics. Along the way, we will also the 10th course. The portfolio consists of a sampling of the best papers consider the relevance of feminist and phenomenological theory and of and projects written over the course of the student's graduate career, institutional critique and globalization; at the same time, we will explore and it is designed to highlight the intellectual points of convergence in ways in which art of our own time constitutes both an extension of, and each student's course of study, presenting the student's reflections on reaction against, some of the historical ideas we encounter. Throughout, knowledge gained and lessons learned. students will have a chance to read and discuss both primary and AS.450.600. -
An Interview with Harold Bloom José Antonio Gurpegui Universidad De
Revista Alicantina de Estudios Ingleses 9 (1996): 165-181 An Interview with Harold Bloom José Antonio Gurpegui Universidad de Alcalá José Antonio Gurpegui: What's the reason for writing a book about the Western Canon, particularly now? Harold Bloom: Well, this brings one to the question of a national context: in fact people in American universities and colleges and in the secondary schools and in academies throughout the English-speaking world, are very much worried about canonical matters because a tremendous debate has been going on now for about the last twenty years or so, which in one very bad sense is settled: that the people who would argüe for humanistic education, in English at least (the study of the traditional Western Canon, from Homer through Shakespeare, Cervantes and Tolstoy, down to Marcel Proust, say, or Samuel Beckett), we have been defeated. A traditional Western Canon is largely not studied anymore in American colleges, universities, preparatory schools, secondary schools, and this is trae also in Australia, New Zealand, Canadá, Great Britain, and so forth. But the personal reason is really quite different, and had nothing to do with polemic. I am a literary critic in my middle sixties; Tve been writing about literature, publishing on literature since 1957.1've been a student of literature really from the time I was a very small boy; in any language I could teach myself to read. And I've written a number of books, and I just thought it was time that I write a kind of general study of literature, trying to see if I could isolate those qualities that in the end unify Shakespeare, Cervantes, Dante, Chaucer, Tolstoy, and so on, and trying to extend Walter Pater's notion of the aesthetic or Osear Wilde's notion of the aesthetic to a kind of general defense of the aesthetic study of literature. -
Department of Philosophy
Kent State University Catalog 2021-2022 1 DEPARTMENT OF Philosophy (PHIL) PHIL 11001 INTRODUCTION TO PHILOSOPHY (DIVG) (KHUM) 3 PHILOSOPHY Credit Hours An introduction to the diverse methods and subject matters in College of Arts and Sciences philosophy. Topics may include: What are the arguments for the existence Department of Philosophy of God? Do humans have free will? Can we know anything with certainty, 320 Bowman Hall and how do we know anything at all? Is what we see real, or might it Kent Campus be only an illusion? What makes a person a person - their mind, or their 330-672-2315 physical attributes? Is the mind the brain, or is it something else? [email protected] Prerequisite: None. www.kent.edu/philosophy Schedule Type: Lecture Contact Hours: 3 lecture Grade Mode: Standard Letter Attributes: Diversity Global, Kent Core Humanities, TAG Arts and Undergraduate Programs Humanities, Transfer Module Humanities • Philosophy - B.A. PHIL 11009 CRITICAL THINKING (KADL) 3 Credit Hours Critical thinking is essential to every aspect of life, whether reading a Minors news report or editorial, examining a contract or other legal document, or • Health Care Ethics entering into a debate. This course teaches the strategies of “cognitive self-defense” that allow students to see past false claims and avoid being • Philosophy deceived by misleading rhetorical strategies. The course also examines the role of argument in reasoning, including types of arguments and the Graduate Programs ways in which mistakes in reasoning can lead us astray. Examples from • Philosophy - M.A. everyday life illustrate the sorts of complex reasoning that are a crucial part of practical decision-making. -
What Is the Western Canon Good For?
What is the Western Canon Good For? Adam Kotsko AM IN THE MIDST OF MY SIXTH YEAR OF TEACHING AT SHIMER COLLEGE, A SMALL LIBERAL arts school in the Great Books tradition. This tradition, which began in the I early 20th century in response to the perception that higher education was becoming too specialised, starts from the premise that every college student should engage with primary texts of enduring importance. A Great Books education is a broadly humanistic one, aimed at inducting students into the ‘Great Conversation’. In many ways, it is a very optimistic pedagogical model, throwing students into the deep end without textbooks or background lectures, on the assumption that nothing human is foreign to them. Hence they will be able to make at least some productive headway with exemplary products of human thought. It has also tended to be a deeply conservative pedagogical model, reifying the ‘canon’ of the Western Tradition—the intellectual trajectory that postcolonial theorists have lampooned as stretching ‘from Plato to NATO’. The best-known Great Books school is St. John’s College, where students read great texts from the Greeks forward, in chronological order, meaning that they do not encounter a single text by a woman until late in their career. A colleague of mine calls Shimer’s program ‘Reformed Great Books’, meaning that we make room for more contemporary and diverse texts in our curriculum. © Australian Humanities Review 60 (November 2016). ISSN: 1325 8338 157-61 158 Adam Kotsko / What is the Western Canon Good For? Unlike the St. John’s program, the Shimer curriculum is divided into three broad disciplines—Humanities, Natural Sciences, and Social Sciences—and does not necessarily proceed in chronological order, even within a single course. -
El Escritor Y Las Normas Del Canon Literario (The Writer and the Norms of the Literary Canon)
DOCUMENT RESUME ED 477 340 CS 512 067 AUTHOR Policarpo, Alcibiades TITLE El Escritor y las Normas del Canon Literario (The Writer and the Norms of the Literary Canon). PUB DATE 2001-02-12 NOTE 14p.; In: The National Association of African American Studies, National Association of Hispanic & Latino Studies, National Association of Native American Studies, and International Association of Asian Studies 2001 Monograph Series. Proceedings (Houston, TX, February 12-17, 2001). PUB TYPE Opinion Papers (120) Speeches/Meeting Papers (150) LANGUAGE Spanish EDRS PRICE EDRS Price MFO1 /PCO1 Plus Postage. DESCRIPTORS *Authors; *Latin American Literature; Literary Criticism; *Novels IDENTIFIERS Fuentes (Carlos); Garcia Marquez (Gabriel); *Literary Canon; Vargas Llosa (Mario) ABSTRACT This paper speculates about whether a literary canon exists in contemporary Latin Atherican literature, particularly in the prose genre. The paper points to Carlos Fuentes, Gabriel Garcia Marquez, and Mario Vargas Llosa as the three authors who might form this traditional and liberal canon with their works "La Muerte de Artemio Cruz" (Fuentes), "Cien Anos de Soledad" (Garcia Marquez), and "La Cuiudad y los Perros" (Vargas Llosa). It discusses how the idea of a literary canon came about originally and how the canon of Latin American literature seems to be based mostly on the votes of publishing houses, reviews, anthologies, and preferences of academics. The paper states that, in a 1995 study Joan Brown and Crista Johnson found: "The present study indicates that there is currently no canon of 20th century prose fiction for Spanish or Spanish American literature, if "canonical" is defined as a work's presence on every reading list. -
What Is Literature? a Definition Based on Prototypes
Work Papers of the Summer Institute of Linguistics, University of North Dakota Session Volume 41 Article 3 1997 What is literature? A definition based on prototypes Jim Meyer SIL-UND Follow this and additional works at: https://commons.und.edu/sil-work-papers Part of the Linguistics Commons Recommended Citation Meyer, Jim (1997) "What is literature? A definition based on prototypes," Work Papers of the Summer Institute of Linguistics, University of North Dakota Session: Vol. 41 , Article 3. DOI: 10.31356/silwp.vol41.03 Available at: https://commons.und.edu/sil-work-papers/vol41/iss1/3 This Article is brought to you for free and open access by UND Scholarly Commons. It has been accepted for inclusion in Work Papers of the Summer Institute of Linguistics, University of North Dakota Session by an authorized editor of UND Scholarly Commons. For more information, please contact [email protected]. What is Literature? A Definition Based on Prototypes Jim Meyer Most definitions of literature have been criterial definitions, definitions based on a list of criteria which all literary works must meet. However, more current theories of meaning take the view that definitions are based on prototypes: there is broad agreement about good examples that meet all of the prototypical characteristics, and other examples are related to the prototypes by family resemblance. For literary works, prototypical characteristics include careful use of language, being written in a literary genre (poetry, prose fiction, or drama), being read aesthetically, and containing many weak implicatures. Understanding exactly what literature is has always been a challenge; pinning down a definition has proven to be quite difficult. -
Decolonizing Post-Colonial Studies and Paradigms of Political Economy: Transmodernity, Decolonial Thinking, and Global Coloniality
Decolonizing Post-Colonial Studies and Paradigms of Political Economy: Transmodernity, Decolonial Thinking, and Global Coloniality RAMÓN GROSFOGUEL UNIVERSITY OF CALIFORNIA, BERKELEY Can we produce a radical anti-systemic politics beyond identity politics? Is it possible to articulate a critical cosmopolitanism beyond nationalism and colonialism? Can we produce knowledges beyond Third World and Eurocentric fundamentalisms? Can we overcome the traditional dichotomy between political-economy and cultural studies? Can we move beyond economic reductionism and culturalism? How can we overcome the Eurocentric modernity without throwing away the best of modernity as many Third World fundamentalists do? In this paper, I propose that an epistemic perspective from the subaltern side of the colonial difference has a lot to contribute to this debate. It can contribute to a critical perspective beyond the outlined dichotomies and to a redefinition of capitalism as a world-system. In October 1998, there was a conference/dialogue at Duke University between the South Asian Subaltern Studies Group and the Latin American Subaltern Studies Group. The dialogue initiated at this conference eventually resulted in the publication of several issues of the journal NEPANTLA. However, this conference was the last time the Latin American Subaltern Studies Group met before their split. Among the many reasons and debates that produced this split, there are two that I would like to stress. The members of the Latin American Subaltern Studies Group were primarily Latinamericanist scholars in the USA. Despite their attempt at producing a radical and alternative knowledge, they reproduced the epistemic schema of Area Studies in the United States. With a few exceptions, they produced studies about the subaltern rather than studies with and from a subaltern perspective. -
The Canon Debate and the Use of Classics in the ESL Classroom a Compilation of Opinions
Örebro University Department of Humanities, Education and Social Sciences English The Canon Debate and the use of Classics in the ESL Classroom A Compilation of Opinions Author: Simon Petersson Id no. 19931017-7531 Degree Project Essay VT 2016 Supervisor: Ewa Zetterberg Abstract A recurring issue in the teaching of language is the role of the classics. These older works often have high status and are frequently considered for reading in schools. But their use is not without debate, and there are several problems to the classics and the Western canon that might be worthy of consideration for a teacher in the English subject operating in Sweden. This essay looks closer at the definitions of the classics and of canonicity followed by a neutral summary some of the viewpoints expressed during the Canon Debate in America during the 1990s. For this purpose I have used various journal articles and books, found using the search engines of Örebro University and search terms that I have found relevant for the subject. After this follows a discussion regarding the uses of the classics in English language education in Sweden and what potential effects their removal could have on the English subject. The essay concludes that there are plenty of theoretical uses of the classics, but that it might not be too big of a deal if they are replaced by more recent or non-canonical literature. What is important in the end is that the teacher can achieve his or her goals, personal or otherwise, for his or her classes and that the material he or she picks can fulfil the role that they are supposed to. -
Some Notes on Harold Bloom's the Anxiety of Znhuence
Treaties and Studies Sch. Allied Med. Sci. 57 Shinshu Unlv. vol. 14, 1, 1988 Some Notes on Harold Bloom's The Anxiety of ZnHuence Kazuko Narusawa Harold Bloom (born in 1930), Professor of the Humanities at Yale Univer- sity, is known as one of the four Yale "Derridians'', and ilaS necessarily advanced down the path of American Deconstruction, His nature asa liter・ ary critic, and his criticalactivities, however, are apparently different from those of his Yale colleagues, Paul de Man, Geoffrey Hartman and Hillis Miller (now de Man has been dead since 1983, and Miller has gone to the University of California). Though he worked with them, and even with I)errida in the symposium Deconstruction and Criticism (1979), "he has fre- quently and explicitly dissociated himself from deconstructionist principles and methods.''1) His critical approach resembles no one else's and may be unique: "Bloom is very much his own man, one of the most ideosyncratic critics writing today. "2) For 王~loom, the understanding of a literary work means not "seeking to understand any single poem as an entity",3) but seeking to understand it in the relation of other literary works. Major poets, he insists, should de丘ne the orlglnality of the works against the works of their poetic prede- cessors. His remarkable knowledge of English and American poetry, espe- cially Romantic and post Romantic poetry enables him to compare a 'belated ∫ poet' with a precursor' and to glVe the former a suitable location in the history of literature. In this sense, it is true that Bloom is inauenced by Northrop Frye's archetype theory.