In Byron, Shelley, and Goethe’s Faust, author Ben Hewitt has provided us with a carefully done and convincing study. Given this, it would have been interesting to see Hewitt’s effort to integrate Mary Shelley’s work into his narrative. Apart from any similarities between Faust and Frankenstein, it bears remembering that Goethe himself remained unconvinced by efforts to clearly demarcate works as “tragic” or “epic”; a fact that becomes especially clear in the number of works he’d devoted to rewriting the story (...) of Prometheus. One cannot help but wish that Hewitt had considered the connection between these works and Shelley’s own “Modern Prometheus” in juxtaposition to his reading of P.B. Shelley’s Prometheus Unbound, for this would have made for an especially good ending to Hewitt’s story. Wayne Deakin’s consideration of Hegel and the English Romantic Tradition does indeed close with a brief consideration of Mary Shelley’s Prometheus, but this comes only at the end of a much longer set of considerations. In this book Deakin adopts a similar strategy as that of Hewitt, namely, foregoing any historical recovery of Hegel’s direct influence on the English Romantics—in Deakin’s case, Coleridge, Wordsworth, and P.B. Shelley—to focus instead on a reading of key poetic works in concert with their Hegelian framework. This reading essentially flows from Deakin’s effort to rethink Hegel’s relatively early notion of self-consciousness through his late lectures on aesthetics. For Deakin, this leads to “aesthetic recognition”; a situating of the self in relation to the world that remains in tension so far as the subject’s drive for autonomy will automatically be humbled by its reception of and to alterity—be that other “Nature” or other subject. (shrink)

In Absent Minds: Intellectuals in Britain, Stefan Collini deploys a fiercely skeptical wit against what he calls the "absence thesis": the cliché view of England as a land peculiarly lacking in intellectuals. The brio and aggression with which he demolishes this longstanding myth serve a paradoxical double function, marking his own claim to a place in the specifically English and male tradition of writing that he so effectively deconstructs.

Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, largely because of how the latter facilitate students’ social learning, including the development of students’ abilities connected to empathy, such as intercultural understanding. These developments towards learner-oriented (...) higher education teaching may offer promising opportunities; however, a central problem within these current policy recommendations is that the connection between cultivating empathy and cultivating imagination is not explicitly foregrounded. Against this background, I turn to Dewey’s notion of imagination to show how imagination is indispensable to all learning, and therefore has a role to play in teaching. In this article, I show how imagination is not only deeply connected to empathy, but also critical for gaining intercultural understanding and is a condition for the possibility that, as human beings, we can learn with and from others. On this basis, I argue that Dewey’s notion of imagination provides significant insight on how to rethink what is needed to create inclusive classrooms in higher education, especially under conditions of cultural, linguistic and religious diversity. First, I consider Dewey’s concept of learning and the indispensable role of imagination in learning. Second, drawing on the work of Martha Nussbaum, I examine how teaching through the narrative arts in higher education cultivates the imagination and helps us engage the lives of others. I use an example from my own teaching to illustrate how the narrative arts can foster dialogue across difference through the development of what I call ‘third voice’—a different or other ‘position’ that productively mediates reflective interaction between participants, including teacher and learners. In closing, I consider the implications of my discussion for present and future higher education policy on the evaluation of ‘quality teaching’. (shrink)

Ever so often in the UK, there is a flurry of activity around the information requirements of donor-conceived individuals. In April 2013, it was the launch of a report from the Nuffield Council on Bioethics that brought the issue back to public consciousness.1Since 1991, information about treatment with donor gametes or embryos has been collected by the Human Fertilisation and Embryology Authority. Since then, over 35 000 donor-conceived individuals have been born through treatment in licensed clinics. Medical information and information (...) about donors’ appearance are collected by clinics, and donors are encouraged to put together a ‘pen portrait’ giving information about themselves for any resulting children. One focus of the new report is on improving the quality and quantity of information available about donors.Traditionally, gamete and embryo donations were practised on an anonymous basis, so that those born as a result of such donation may receive only non-identifying information about the donor when they reach the age of 18. This changed in 2005 when donor anonymity was removed so that anyone donating after that time could be identified to individuals born as a result of the treatment. Those who have donated in the past are also able to reregister as identifiable donors. Much concern was expressed at the time that this would exacerbate the shortage of donors although the Nuffield Council on Bioethics reports that, 8 years on, those clinics that actively recruit donors appear to be successful in finding sufficient donors. The report recommends that the option of anonymous donation should not be reintroduced.A big issue of debate in the UK has been, and continues to be, whether parents should tell their …. (shrink)

An examination of the rise in prestige of the Bible as a literary and aesthetic model during the late eighteenth century.

Ever so often in the UK, there is a flurry of activity around the information requirements of donor-conceived individuals. In April 2013, it was the launch of a report from the Nuffield Council on Bioethics that brought the issue back to public consciousness.1Since 1991, information about treatment with donor gametes or embryos has been collected by the Human Fertilisation and Embryology Authority . Since then, over 35 000 donor-conceived individuals have been born through treatment in licensed clinics. Medical information and (...) information about donors’ appearance are collected by clinics, and donors are encouraged to put together a ‘pen portrait’ giving information about themselves for any resulting children. One focus of the new report is on improving the quality and quantity of information available about donors.Traditionally, gamete and embryo donations were practised on an anonymous basis, so that those born as a result of such donation may receive only non-identifying information about the donor when they reach the age of 18 . This changed in 2005 when donor anonymity was removed so that anyone donating after that time could be identified to individuals born as a result of the treatment. Those who have donated in the past are also able to reregister as identifiable donors. Much concern was expressed at the time that this would exacerbate the shortage of donors although the Nuffield Council on Bioethics reports that, 8 years on, those clinics that actively recruit donors appear to be successful in finding sufficient donors. The report recommends that the option of anonymous donation should not be reintroduced.A big issue of debate in the UK has been, and continues to be, whether parents should tell their …. (shrink)

Ever so often in the UK, there is a flurry of activity around the information requirements of donor-conceived individuals. In April 2013, it was the launch of a report from the Nuffield Council on Bioethics that brought the issue back to public consciousness.1Since 1991, information about treatment with donor gametes or embryos has been collected by the Human Fertilisation and Embryology Authority . Since then, over 35 000 donor-conceived individuals have been born through treatment in licensed clinics. Medical information and (...) information about donors’ appearance are collected by clinics, and donors are encouraged to put together a ‘pen portrait’ giving information about themselves for any resulting children. One focus of the new report is on improving the quality and quantity of information available about donors.Traditionally, gamete and embryo donations were practised on an anonymous basis, so that those born as a result of such donation may receive only non-identifying information about the donor when they reach the age of 18 . This changed in 2005 when donor anonymity was removed so that anyone donating after that time could be identified to individuals born as a result of the treatment. Those who have donated in the past are also able to reregister as identifiable donors. Much concern was expressed at the time that this would exacerbate the shortage of donors although the Nuffield Council on Bioethics reports that, 8 years on, those clinics that actively recruit donors appear to be successful in finding sufficient donors. The report recommends that the option of anonymous donation should not be reintroduced.A big issue of debate in the UK has been, and continues to be, whether parents should tell their …. (shrink)

Ever so often in the UK, there is a flurry of activity around the information requirements of donor-conceived individuals. In April 2013, it was the launch of a report from the Nuffield Council on Bioethics that brought the issue back to public consciousness.1Since 1991, information about treatment with donor gametes or embryos has been collected by the Human Fertilisation and Embryology Authority. Since then, over 35 000 donor-conceived individuals have been born through treatment in licensed clinics. Medical information and information (...) about donors’ appearance are collected by clinics, and donors are encouraged to put together a ‘pen portrait’ giving information about themselves for any resulting children. One focus of the new report is on improving the quality and quantity of information available about donors.Traditionally, gamete and embryo donations were practised on an anonymous basis, so that those born as a result of such donation may receive only non-identifying information about the donor when they reach the age of 18. This changed in 2005 when donor anonymity was removed so that anyone donating after that time could be identified to individuals born as a result of the treatment. Those who have donated in the past are also able to reregister as identifiable donors. Much concern was expressed at the time that this would exacerbate the shortage of donors although the Nuffield Council on Bioethics reports that, 8 years on, those clinics that actively recruit donors appear to be successful in finding sufficient donors. The report recommends that the option of anonymous donation should not be reintroduced.A big issue of debate in the UK has been, and continues to be, whether parents should tell their …. (shrink)

Works by authors of the Romantic period have often been viewed primarily as expressions of escapism, disillusionment, or apostasy on the part of the writer. In contrast, Hoagwood shows that political repression had important effects on the production of Romantic texts. Far from disengaging from the political world, works by Wordsworth, Coleridge, Blake, Shelley, Hays, and Smith, written at a time when overt expression was dangerous, express their author's contentions with political repression through duplicitous meaning and figural terminology. (...) By emphasizing the material textuality of Romantic writing, Hoagwood provides a new model for interpretation in the tradition of countering "Romantic ideology." Hoagwood demonstrates how political pressures and the institutions of publishing helped to shape the meanings of Romantic texts. He argues for the importance of a book's historically specific and material form in influencing the way critics and scholars view a given work. Literary theory and textual criticism come together in this book to show the new ranges of significance that can emerge when a poetic work is studied as a material artifact. The study concludes with a comparative analysis of critical theory in the Romantic period and in our own, addressing ways in which the differences between modernity and romanticism have affected interpretations of Romantic works. Hoagwood suggests that the political forces shaped the formulations of philosophic questions concerning interpretation and fictionality in much the same way they influenced the writing of Romantic literature. (shrink)

On the Horizon of World Literature compares literary texts from asynchronous periods of incipient literary modernity in different parts of the world: Romantic England and Republican China. These moments were oriented alike by "world literature" as a discursive framework of classifications that connected and re-organized local articulations of literary histories and literary modernities. World literature thus provided-and continues to provide-a condition of possibility for conversation between cultures as well as for their mutual provincialization. The book offers readings of a (...) selection of literary forms that serve also as textual sites for the enactment of new socio-political forms of life. The literary manifesto, the tale collection, the familiar essay, and the domestic novel function as testing grounds for questions of both literary-aesthetic and socio-political importance: What does it mean to attain a voice? What is a common reader? How does one dwell in the ordinary? What is a woman? In different languages and activating heterogeneous literary and philosophical traditions, works by Percy Bysshe Shelley, Lu Xun, Charles and Mary Lamb, Lin Shu, Zhou Zuoren, Jane Austen, and Eileen Chang explore the far-from-settled problem of what it means to be modern in different lifeworlds. Sun's book brings to light the disciplinary-historical impact world literature has had in shaping literary traditions and practices around the world. The book renews the practice of close reading by offering the model of a deprovincialized close reading loosened from confinement within monocultural hermeneutic circles. By means of its own focus on England and China, the book provides methods useful for comparatists working between other Western and non-Western languages. It establishes the critical significance of Romanticism for the discipline of literary studies and opens up new paths of research in global Romanticism and global nineteenth-century studies. And it offers a new approach to analyzing the cosmopolitan character of the literary and cultural transformations of early twentieth-century China. (shrink)

Few modern thinkers have been as convinced of the necessity of recovering the past in order to redeem the present as Walter Benjamin (1892-1940). Benjamin at once mourned and celebrated what he took to be an inevitable liquidation of traditional culture, and his determination to think both of these attitudes through to their conclusions lends his work its peculiar honesty, along with its paradoxical, antinomial coherence. In a landmark interpretation of the whole of Benjamin's career, John McCole demonstrates a way (...) of understanding Benjamin that both contextualizes and addresses the complexities and ambiguities of his texts. Working with Pierre Bourdieu's concept of the "intellectual field," McCole traces Benjamin's deep ambivalence about cultural tradition through the longterm project-an immanent critique of German idealist and romantic aesthetics-which unites his writings. McCole builds a sustained reading of Benjamin's intellectual development which sheds new light on the formative role of early influences—particularly his participation in the pre-World War I German youth movement and the orthodox discourse of German intellectual culture—and shows how Benjamin later extended the strategies he learned within these contexts during key encounters with Weimar modernism, surrealism, and the fiction of Proust. The fullest account of Benjamin available in English, this lucid and penetrating book will be welcomed by intellectual historians, literary theorists and critics, historians of German literature, and Continental philosophers. (shrink)

Jeffrey Cox’s new book takes as its guiding thesis the rejection of the widely-held view of Wordsworth (1770-1850) as a poet whose only substantial work was produced from 1798 until about 1808. Thi...

In their influential book, The Child Centered School, Harold Rugg and Ann Schumaker wrote that, in traditional schools, students found “that behind each classroom door lurked a deceptive Pandora’s box of fears, restraints, and long, weary hours of suppression” (Rugg and Shumaker 1928, p. 4). The American child-centered, romantic progressives were known to quip that educators of the old, traditional education did not care what students were taught, as long as students didn’t like it. Isaac Kandel, the longtime critic (...) of child-centered progressivism, retorted that, for progressives, “it does not matter what a student studies, so long as he does like it” (Kandel 1943, p. 49). And so a debate took root about several fundamental educational questions: just how important is it that students enjoy themselves, that they are self-motivated, and that they are interested in what they were doing? What role is left for the curriculum, discipline, and students’ intellectual inheritance? So the debat. (shrink)

This book tackles the problematic relationship between Platonic philosophy and Romantic poetry, between the intellect and the emotions. Drawing on contemporary critical theory, especially hermeneutics and deconstruction, the author shows that a dialogue between thinking and poetizing is possible. The volume yields many new insights into both Platonic and Romantic texts and forms an important work for scholars and students of Greek philosophy, Romantic literature and critical theory.

Professional philosophers have tended either to shrug off American philosophy as negligible or derivative or to date American philosophy from the work of twentieth century analytical positivists such as Quine. Russell Goodman expands on the revisionist position developed by Stanley Cavell, that the most interesting strain of American thought proceeds not from Puritan theology or from empirical science but from a peculiarly American kind of Romanticism. This insight leads Goodman, through Cavell, back to Emerson and Thoreau and thence to William (...) James and John Dewey, as they assimilated to American circumstances and intellectual habits the currents of European thought from Kant to Wittgenstein. (shrink)

The picturesque is usually interpreted as an admiration of 'picture-like,' and thus inauthentic, nature. In contrast, this paper sets out an interpretation that is more in accord with the contemporary love of wildness. This paper will briefly cover some garden history in order to contextualize the discussion and proceed by reassessing the picturesque through the eighteenth century works of Price and Watelet. It will then identify six themes in their work (variety, intricacy, engagement, time, chance, and transition) and show that, (...) far from forcing a 'picture-like' stereotype on nature, the picturesque guided the way for a new appreciation of wildness—one that resonates with contemporary environmental philosophy. (shrink)

In Beyond Enchantment, Mark Kipperman attempts to define the dialectic in philosophical idealism between the actively creative mind and the horizon of the world. Through an analysis of the texts of Kant, Fichte, and Schelling and then an examination of works by Coleridge, Shelley, and Byron, he shows that this dialectic operates not only explicitly in philosophical texts but also implicitly in the structure of Romantic long poems.

"This book is about a tradition in American philosophy, running through the writings of Ralph Waldo Emerson, William James, and John Dewey, that has its origins in Romanticism as a movement in European thought". Goodman's study of these thinkers develops out of his concern to identify a distinctively American philosophy, "a philosophy... not embarrassed by literature or by the idea of searching 'for the best human life'". Goodman makes a strong case for regarding Romanticism as the key element in (...) such a philosophy. (shrink)