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Scenes of Instruction in Renaissance Romance$
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Jeff Dolven

Print publication date: 2007

Print ISBN-13: 9780226155364

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226155371.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2017. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use (for details see http://www.chicago.universitypressscholarship.com/page/privacy-policy).date: 24 January 2018

Introduction

Introduction

Chapter:
(p.1) Introduction
Source:
Scenes of Instruction in Renaissance Romance
Author(s):

Jeff Dolven

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226155371.003.0001

This introductory chapter sets out the book purpose of this book, which is to offer a framework for thinking about literary didacticism: it asks what a forceful “culture of teaching” might mean to a teaching poem, and aims to clarify what counted as teaching for the humanists, and as learning. It assays this project by way of a handful of works from a dissident and defiantly extracurricular genre, the romances written by John Lyly (Euphues), Philip Sidney (Arcadia), and Edmund Spenser (The Faerie Queene). The chapter then sets the stage by presenting two scenes of instruction: scenes that both represent teaching (among their characters) and aspire to do it (in teaching the reader).

Keywords:   literary didacticism, poetry, poem, humanists, romances, John Lyly, Philip Sidney, Edmund Spence, teaching, learning

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