|
Myth, Language and Tradition: A Study of Yeats, Stevens, and Eliot in the Context of Heidegger’s Search for Being
Author: Wit Pietrzak
Date Of Publication: Jul 2011
Isbn13: 978-1-4438-2947-2
Isbn: 1-4438-2947-1
Myth, Language and Tradition is an in-depth study of three modernist poets: W. B. Yeats, Wallace Stevens and T. S. Eliot with regard to the concepts of myth, poetic language and tradition. These are analysed against the later philosophy of Martin Heidegger. Each part of the book is devoted to one poet and one of the abovementioned aspects; the conclusion seeks to consolidate the various ideas explored throughout the book and to propose a new reading of the literary modernism. The main objective of the book is to reconsider modernism in relation to the three poets so as to reveal that during the first half of the twentieth century a change took place, shifting the intellectual emphasis from thinking the world as finite to instigating a question at the root of reality. This transition is analysed on the basis of Heidegger’s search for Being and it is this key notion that allows us to reformulate the ideas of myth in Yeats, poetic language in Stevens and tradition in Eliot. Along with the macro-scale restructuration of modernist principles, a thorough re-reading of the three poets’ work is conducted with a view to indicating that the individual changes totalised into a grand effort of poetic dwelling. This book seeks to enter into a debate with the long-standing interpretations of modernism, offering a critical revaluation of both poetry and philosophy of the period in a joint project. The customary views on both areas are observed and noted but then the author seeks to lay focus on other possibilities to be considered when reading modernist poetry.
Wit Pietrzak is an Assistant Professor in the Department of British Literature and Culture at the University of Łódź, Poland. He has published essays on the various aspects of the interdependence of literature and philosophy as well as articles and reviews for Polish magazines, popularising contemporary literatures of the English-speaking countries and advocating a close affinity between English, American and Polish poetry of the last several decades.
Price Uk Gbp: 44.99
Price Us Usd: 67.99
Sample pdf (including Table of Contents)
|
|
|
|
|
From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
|
|
Read more...
|
|
|
|
