In exploring Wordsworth's professionalization as a writer, the author's interpretations are coordinated by a single, albeit highly ramified, critical hypothesis: that Romanticism's aesthetic forms afforded the middle classes an imaginary furlough from the impinging consciousness of their tenuous socioeconomic status.

Wordsworth wrote that he longed to compose 'some philosophic Song/Of Truth that cherishes our daily life'. Yet he never finished The Recluse, his long philosophical poem. Simon Jarvis argues that Wordsworth's aspiration to 'philosophic song' is central to his greatness, and changed the way English poetry was written. Some critics see Wordworth as a systematic thinker, while for others, he is a poet first, and a thinker only (if at all) second. Jarvis shows instead how essential both philosophy (...) and the 'song' of poetry were to Wordsworth's achievement. Drawing on advanced work in continental philosophy and social theory to address the ideological attacks which have dominated much recent commentary, Jarvis reads Wordsworth's writing both critically and philosophically, to show how Wordsworth thinks through and in verse. This study rethinks the relation between poetry and society itself by analysing the tensions between thinking philosophically and writing poetry. (shrink)

This article frames the poetry of William Wordsworth and the philosophical writings of Spinoza as mutually illuminating works exploring the ethical and ontological questions raised by bodies in states of passivity and immobility. Both writers, it argues, revise our idea of what a “powerful” body might be by developing the concept of “dynamic passivity”—a passivity that does not stand in simple opposition to states of activity, and that ought to be cultivated rather than overcome in the process of empowering (...) the body. The article examines and contrasts the different ways in which Wordsworth and Spinoza conceive of this dynamic passivity, with particular attention paid to how the former embeds a cultivation of “wise passiveness” for the reader in the very form of his poems, through a variety of elements like syntax, metre, and acoustic effects. (shrink)

This article frames the poetry of William Wordsworth and the philosophical writings of Spinoza as mutually illuminating works exploring the ethical and ontological questions raised by bodies in states of passivity and immobility. Both writers, it argues, revise our idea of what a “powerful” body might be by developing the concept of “dynamic passivity”—a passivity that does not stand in simple opposition to states of activity, and that ought to be cultivated rather than overcome in the process of empowering (...) the body. The article examines and contrasts the different ways in which Wordsworth and Spinoza conceive of this dynamic passivity, with particular attention paid to how the former embeds a cultivation of “wise passiveness” for the reader in the very form of his poems, through a variety of elements like syntax, metre, and acoustic effects. (shrink)

The meaning of "community" in William Wordsworth's poems deserves further exploration. Recent studies have shown an increasing interest in Wordsworth's thoughts and feelings regarding community. Of all the ongoing debates, the most interesting is the one between Lucy Newlyn and Simon J. White. In an article whose subtitle is "Community in The Prelude," Newlyn argues that in writing The Prelude Wordsworth's "aim was nothing less than to show how the foundations of a benevolent society might be (...) laid using 'the growth of the poet's mind' as the starting point. Self, as he understood it, was best seen in terms of its responsibilities to community."1 This view is challenged by White who, on the one hand, acknowledges... (shrink)

Today's educational environment forms the stage for a host of debates, many of which centre on the use of standardized assessment in the classroom. With this push towards standardization, less time is being devoted to incorporating ?experiential? knowledge, or that knowledge which comes from hands?on, travel, natural and other worldly experiences, into the learning environment. William Wordsworth and Thomas Hardy, two somewhat unlikely sources of educational insight, do have a pertinent message to add to this ongoing educational discussion. The (...) two authors, through their personal experiences and through their literary works, draw from and examine the roles of formal education and the functions of various facets of knowledge in education. They exemplify the importance of finding a balance between formal educational experiences and informal avenues of education. Both men remind society that without the incorporation of experiential knowledge into the educational experience, students cannot reach the full potential of their intellectual, emotional, spiritual and social growth. Through an examination of the lives and works of Wordsworth and Hardy, the importance of non?formal, non?standardized experiences is reasserted at a time when it is of utmost importance to evaluate the components that make up modern education. (shrink)

This study situates Romantic literature in a historical narrative that runs from the Fall of the Bastille to Waterloo, and places Romantic texts against contemporary events like the French Revolution, the Napoleonic Wars, and the rise of European imperialism in Africa and Asia that mark the period from 1789 to 1832. At the same time, this study considers the relation of the Romantic epic to narratives of universal history from Hegel to Marx. A central concern is the appearance of the (...) Romantic hero as a Promethean subject of history in the bourgeois social revolutions of the age. Napoleon's career provides a paradigm for the bildungsroman of the Romantic subject; while the life of Goethe expresses this dynamic life-history as an aesthetic narrative. Taken together, then, these narratives define the milieu in which the Romantic subject is constituted, and delineate the parameters of the revolutionary transformations of modernity. ;The concept of modernity as a process of development came into currency as a description of the radical changes undergone by European society during the emergence of industrial capitalism, the democratization of the public sphere, and the rise of a world-imperial order. The Romantic period thus constitutes an event like the postmodern break in which the narratives through which history is mediated to individuals are shattered by a traumatic shift in modes of cultural production. Romantic epics like Faust, Part II, Jerusalem, Don Juan and The Excursion respond to this crisis of representation by reinserting historical experience into an overarching narrative of development that describes the evolution of the representative individual or collective subject, "Man," in his fall into alienation and self-division in social forms, and his rise toward utopian self-unification as a figure of desire for restored human community. The contradictions of modernity are thus reproduced in the Romantic epic, which both projects the totalized form of an emancipatory metanarrative and records the deconstruction of that narrative by social change. Romanticism, then, is a displaced ideological afterimage of the inception of modernity as it is experienced by Romantic writers in all its apocalyptic violence and utopian promise. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

For the purposes of this monograph, "by a degree" is meant a degree of recursive unsolvability. A degree [script bold]m is said to be minimal if 0 is the unique degree less than [script bold]m. Each of the six chapters of this self-contained monograph is devoted to the proof of an existence theorem for minimal degrees.

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training of new recruits (...) to other professions. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to have its own (...) aims and methodology. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

This handsomely produced volume contains 22 contributions from international scholars, which were originally presented at the 2000 Conference of the International Society for Phenomenology, Fine Arts, & Aesthetics. The papers center around the theme of gardens and include a wide range of topics of interest to phenomenologists but also, perhaps, to gardeners with a philosophical bent. A sampling of topics: Leonardo's Annunciation Hortus Conclusus and its reflexive intent; hatha yoga--a phenomenological experience of nature; the Chinese attempt to miniaturize the (...) world in gardens; conflating and compressing time in commodified space and architecture; constructing the deconstructive landscape (the ruin aesthetic); and a phenomenological-anthropological aproach to Zen gardens. The volume is lightly indexed by name (mostly philosophers). Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com). (shrink)