One of the most influential texts of its time, the Romance of the Rose offers readers a window into the world view of the late Middle Ages in Europe, including notions of moral philosophy and courtly love. Yet the Rose also explores topics that remain relevant to readers today, such as gender, desire, and the power of speech. Students, however, can find the work challenging because of its dual authorship by Guillaume de Lorris and Jean de Meun, its structure as an allegorical dream vision, and its encyclopedic length and scope. The essays in this volume offer strategies for teaching the poem with confidence and enjoyment. Part 1, "Materials," suggests helpful background resources. Part 2, "Approaches," presents contexts, critical approaches, and strategies for teaching the work and its classical and medieval sources, illustrations, and adaptations as well as the intellectual debates that surrounded it.

This title provides a new account of the literary history of fourteenth-century England, arguing that many of this period's most distinctive literary experiments emerge through a productive dialogue with the 'Romance of the Rose', a jointly-authored medieval French poem.

One of the most important authors of the Middle Ages, Petrarch occupies a complex position: historically, he is a medieval author, but, philosophically, he heralds humanism and the Renaissance. Teachers of Petrarch's Canzoniere and his formative influence on the canon of Western European poetry face particular challenges. Petrarch's poetic style brings together the classical tradition, Christianity, an exalted sense of poetic vocation, and an obsessive love for Laura during her life and after her death in ways that can seem at once very strange and--because of his style's immense influence--very familiar to students. This volume aims to meet the varied needs of instructors, whether they teach Petrarch in Italian or in translation, in surveys or in specialized courses, by providing a wealth of pedagogical approaches to Petrarch and his legacy. Part 1, "Materials," reviews the extensive bibliography on Petrarch and Petrarchism, covering editions and translations of the Canzoniere, secondary works, and music and other audiovisual and electronic resources. Part 2, "Approaches," opens with essays on teaching the Canzoniere and continues with essays on teaching the Petrarchan tradition. Some contributors use the design and structure of the Canzoniere as entryways into the work; others approach it through discussion of Petrarch's literary influences and subject matter or through the context of medieval Christianity and culture. The essays on Petrarchism map the poet's influence on the Italian lyric tradition as well as on other national literatures, including Spanish, French, English, and Russian.

Once merely a footnote in Restoration and eighteenth-century studies and rarely taught, Oroonoko; or, The Royal Slave (1688), by Aphra Behn, is now essential reading for scholars and a classroom favorite. It appears in general surveys and in courses on early modern British writers, postcolonial literature, American literature, women's literature, drama, the slave narrative, and autobiography. Part 1 of this volume, "Materials," provides not only resources for the teacher of Oroonoko but also a brief chronology of Behn's life and work. In part 2, "Approaches," essays offer a diversity of perspectives appropriate to a text that challenges student assumptions and contains not one story but many: Oroonoko as a romance, as a travel account, as a heroic tragedy, as a window to seventeenth-century representations of race, as a reflection of Tory-Whig conflict in the time of Charles II.

The basic aims of contemporary thinking in education are to cultivate a proper comprehension of the meaning and purpose of education and the role of the teacher, and to develop adequate theoretical and methodological frameworks that combine some of the positive sides of the leading theories, while avoiding their disadvantages. Toward these ends, one excellent candidate for consideration is Alfred North Whitehead’s (1861-1947) process-relational philosophy of education, as set forth in The Aims of Education (1929) and elsewhere. The contributors to this volume analyze Whitehead’s philosophy of education in a detailed and critical fashion, including inquiring into the development of cycle-based approaches to education, like Whitehead’s, in intellectual history as well as its potential objective bases. They also demonstrate how this relates to, and can be integrated with, other leading theories of education and contemporary pedagogical thinking, and identify avenues for its positive, practical application in schooling across the globe as well as in scientific research. The book further critically evaluates current educational practices and the organization of educational institutions in this light and the effectiveness of teaching strategies that are founded upon some of its principles, while also exploring the ramifications of its selection and application in education for society in general, as well as for our common civilizational aspirations, including humanity’s addressing of global problems, such as the ecological crisis. In addition, the volume also serves to lay some of the groundwork for its potential further development.

A prolific poet and a protofeminist, Christine de Pizan worked within a sophisticated late medieval court culture and formed an identity as an authority on her society's preoccupations with religion, politics, and morality. Her works address various aspects of misogyny, the appropriate actions of rulers, and the ethical framework for social conduct. In addition to gaining a readership in fifteenth-century France, Christine's works influenced writers in Tudor England and were identified by twentieth-century readers as important contributions both to the emergence of a professional literary class and to the intellectual climate that gave rise to early modern Europe. Part 1 of this volume, "Materials," surveys the editions in Middle French, translations into modern French and English, and the many scholarly resources and critical reactions of the past fifty years. Part 2, "Approaches," provides insights into various aspects of Christine's works that can be explored with students, from considerations of genre and form to the themes of virtue, history, and memory. Teachers of French, English, world literature, and women's studies will find useful ideas throughout the volume.

Known for his maxim "Make it new," Ezra Pound played a principal role in shaping the modernist movement as a poet, translator, and literary critic. His works, with their complex structures and layered allusions, remain widely taught. Yet his known fascism, anti-Semitism, and misogyny raise issues about dangerous ideologies that influenced his work and that must be addressed in the classroom. The first section, "Materials," catalogs the print and digital editions of Pound's works, evaluates numerous secondary sources, and provides a history of Pound's critical contexts. The essays in the second section, "Approaches," offer strategies for guiding students toward a clearer understanding of Pound's difficult works and the context in which they were written.