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Shakespeare on Love: The Sonnets and Plays in Relation to Plato’s Symposium, Alchemy, Christianity and Renaissance Neo-Platonism
Author: Ronald Gray
Date Of Publication: Jul 2011
Isbn13: 978-1-4438-2711-9
Isbn: 1-4438-2711-8
Dr Ronald Gray, Fellow of Emmanuel College, lectured at Cambridge University on German Literature and Philosophy for 33 years, and now expands his article, “Will in the Universe: Shakespeare’s Sonnets, Plato’s Symposium, Alchemy and Renaissance Neo-Platonism,” published in Shakespeare Survey 59 (Cambridge University Press, 2006). This developed from his Goethe the Alchemist: A Study of Alchemical Symbolism in Goethe’s Literary and Scientific Works, 1952, greeted on publication as “a major contribution to Goethe Studies.” Diotima’s vision of universal love in The Symposium is echoed not only in Castiglione’s The Courtier but in alchemy, in its symbolical sense; these, together with Christian ideas combined in Shakespeare’s imagination, strongly influenced the Sonnets. Where possible, Shakespeare inserted themes of the Sonnets in his plays. The result is a paradoxical combination of mysticism, sometimes erotic, in the Sonnets, with real situations and real lovers in both Sonnets and plays. The supreme realisation of the Dark Lady is Cleopatra, but the Lady also has mythic dimensions.
Ronald Gray lectured on German Literature and Philosophy at Cambridge University. He is the author of many books on Goethe, Brecht, Kafka and others, as well as a survey of twentieth century German literature. The present work developed out of his study of the influence of alchemy on Goethe’s literary and scientific works, reissued by Cambridge University Press in its Library Collection of Books of Enduring Scholarly Value.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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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
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