The Poetry of John Donne: Literature, History and Ideology

Throughout the history, teachers have played a crucial and missionary role in the preparation of generations as citizens of the future. Gratitude on teachers is definitely a patriotic obligation to them.In Albania, due to different historical, geographical and economic factors, teachers have worked and lived in difficult conditions. This is not only in the long periods of foreign conquests and in the period of the National Renaissance but also after the victory of Independence and the creation of an independent Albanian state.Most of them, as true missionaries, regardless of the conditions, devoted themselves to that noble silence, worked without a self-propelled for the nation, which always required renaissance. With and without appropriate school facilities, with difficult general conditions, with or without texts, with a lack of teaching resources, without guaranteed livelihoods, served in an exemplary manner to teach new generations the writing of Albanian language and to cultivate to the student knowledge and how to love their country.But when does the formation of teachers in Albania have the most significant institutional beginnings or developments?Through this paper I tried to bring into attention the decisions of the Congress of Elbasan in 1909 as the first Albanian Pedagogical Congress whose primary task was the opening of a Pedagogical School. This school would served in the institutionally studied preparation of teachers whose job at that time was a national emergency for the development of the Albanian nation. This school was set up to open in the city of Elbasan.Elbasan, a city of Middle Albania, has been described as the cradle of the Normal School. Alongside the economic and social development, Elbasan was also acclaimed for his cultural and educational development, especially in the period of the National Renaissance.Of great importance in the formation of students there is the patriotic spirit of the Renaissance, which was always alive and powerful among Normale's teachers.Patriotic education of students remained as primary target in the field of general formation. Albania's Albanian language (literature, history, and geography) was developed at the highest possible level of time. Since its beginning, Normal School was not seen simply as a high school, but as an educational institution that represented the dignity of the nation, which would radiate the light of Albanian knowledge. Opening Normale School was not a matter of knowledge but also patriotism.

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Three Approaches to the Expansion of Alienated Person, Hong Gu Beam's Literature of Korean Literature History

THE JOURNAL OF MODERN LITERARY THEORY ◽

10.22273/smlt.69.4 ◽

2017 ◽

Vol 69 ◽

pp. 79-99

Author(s):

Jeong-sook Kim

Keyword(s):

Korean Literature ◽

Literature History

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Ted Berrigan’s Stanzaic Spaces

10.1093/oso/9780198808725.003.0002 ◽

2018 ◽

Author(s):

Yasmine Shamma

Keyword(s):

New York ◽

Second Generation ◽

John Donne ◽

New York School ◽

Poetic Form ◽

Verse Form

After suggesting (and agreeing) that Berrigan led the Second Generation New York School, this chapter treats the actual forms of Berrigan’s poems, focusing on his sonnets to show that these poets interpret poems as spaces in which to recreate rooms. Berrigan, perhaps more obviously than any other New York School poet, took deliberate steps towards integrating aspects of traditional poetic verse form: Where John Donne encouraged: “We’ll build in sonnets pretty rooms,” Berrigan retorts (repeated throughout his Sonnets): “Is there room in the room that you room in?” riddling the form with domestic, urban and aesthetic complications. Berrigan explained to an interviewer: “I always thought of each one of my poems, like the sonnets, as being a room. And before that, I used to think of each stanza as being a room.” Accordingly, this chapter examines Berrigan’s stanzas as rooms, arguing that this responsive poetic form functions organically.

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Doubtful Readers

10.1093/oso/9780198836476.001.0001 ◽

2020 ◽

Author(s):

Erin A. McCarthy

Keyword(s):

William Shakespeare ◽

Early Modern ◽

English Literature ◽

John Donne ◽

Early Modern England ◽

Aemilia Lanyer ◽

Quantitative Evidence ◽

Early Modern Poetry ◽

Literary Histories ◽

Over Time

Doubtful Readers: Print, Poetry, and the Reading Public in Early Modern England focuses on early modern publishers’ efforts to identify and accommodate new readers of verse that had previously been restricted to particular social networks in manuscript. Focusing on the period between the maturing of the market for printed English literature in the 1590s and the emergence of the professional poet following the Restoration, this study shows that poetry was shaped by—and itself shaped—strong print publication traditions. By reading printed editions of poems by William Shakespeare, Aemilia Lanyer, John Donne, and others, this book shows how publishers negotiated genre, gender, social access, reputation, literary knowledge, and the value of English literature itself. It uses literary, historical, bibliographical, and quantitative evidence to show how publishers’ strategies changed over time. Ultimately, Doubtful Readers argues that although—or perhaps because—publishers’ interpretive and editorial efforts are often elided in studies of early modern poetry, their interventions have had an enduring impact on our canons, texts, and literary histories.

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Rethinking Mahler

10.1093/oso/9780199316090.001.0001 ◽

2017 ◽

Cited By ~ 2

Keyword(s):

Nineteenth Century ◽

Structural Analysis ◽

First Century ◽

Late Nineteenth Century ◽

Temporal Experience ◽

Cultural Contexts ◽

Late Nineteenth ◽

Twenty First Century ◽

Literature History ◽

Historical Past

Gustav Mahler’s anniversary years (2010–11) have provided an opportunity to rethink the composer’s position within the musical, cultural and multi-disciplinary landscapes of the twenty-first century, as well as to reassess his relationship with the historical traditions of his own time. Comprising a collection of essays by leading and emerging scholars in the field, Rethinking Mahler in part counterbalances common scholarly assumptions and preferences which predominantly configure Mahler as proto-modernist, with hitherto somewhat neglected consideration of his debt to, and his re-imagining of, the legacies of his own historical past. It reassesses his engagement both with the immediate creative and cultural present of the late nineteenth century, and with the weight of a creative and cultural past that was the inheritance of artists living and working at that time. From a variety of disciplinary perspectives the contributors pursue ideas of nostalgia, historicism and ‘pastness’ in relation to an emergent pluralist modernity and subsequent musical-cultural developments. Mahler’s relationship with music, media and ideas past, present, and future is explored in three themed sections, addressing among them issues in structural analysis; cultural contexts; aesthetics; reception; performance, genres of stage, screen and literature; history/historiography; and temporal experience.

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