Shakespeare’s Education and What It Teaches Us
Datos Bibliográficos
| ID | 20502467 |
|---|---|
| Autores | Duncan Driver (University of Canberra, autor de correspondencia) |
| Año | 2022 |
| Volumen | 29 |
| Número | 3 |
| Páginas | 310-322 |
| Fecha de publicación | 2022-07-03 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Changing English (JOURNAL) |
| Identificadores de la revista | ISSN: 1358-684X • E-ISSN: 1469-3585 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1358684x.2022.2025764 |
| OpenAlex | W4206567266 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 18 |
This article investigates the teaching of rhetoric as a discrete discipline within the curriculum of Tudor-era English grammar schools (such as the King’s New Grammar School in Stratford-Upon-Avon, where William Shakespeare is believed to have been educated). It examines more recent attempts to advocate for the value of rhetoric as a unifying principle guiding and informing how and why we educate; it also identifies links between these recent attempts and a Tudor-era understanding of imitatio (one aspect of rhetoric) arguing that these links can inform pedagogical practice and the interpretation of curriculum for today’s English teachers, particularly for the teaching of Shakespeare. Finally, the article argues that a comparison between a Tudor-era understanding of rhetoric and a 21st-century understanding carries significant implications for how we understand and teach for creativity
Creativity · Curriculum · Grammar · Linguistics · Pedagogy · Political science · Rhetoric · Sociology · Education and Critical Thinking Development · Language, Metaphor, and Cognition · Law · Literacy, Media, and Education · Philosophy
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 0,5 |
| Intervalo de citas | 2024 - 2024 (1) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |