Difference between revisions of "2007-08 BM1: Session 4"
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<small>Back to [[2007-08 BM1 Introduction to the Critical and Scholarly Discussion of Literature, Part 1]]</small> | <small>Back to [[2007-08 BM1 Introduction to the Critical and Scholarly Discussion of Literature, Part 1]]</small> | ||
*[http://www.uni-oldenburg.de/anglistik/lit-wiss/pre/2007-11-13.html presentation] | *[http://www.uni-oldenburg.de/anglistik/lit-wiss/pre/2007-11-13.html presentation] | ||
− | * Further reading [http://www.uni-oldenburg.de/anglistik/lit-wiss/simons/marteaus-europa/085-set.html | + | * Further reading [http://www.uni-oldenburg.de/anglistik/lit-wiss/simons/marteaus-europa/085-set.html Olaf Simons, ''Marteaus Europa'' (2001), p.85 ff.]. |
Latest revision as of 17:52, 12 November 2007
Back to 2007-08 BM1 Introduction to the Critical and Scholarly Discussion of Literature, Part 1
- presentation
- Further reading Olaf Simons, Marteaus Europa (2001), p.85 ff..
Argument 3: Literature has become the object of pluralistic national debates since the 1750s
- The creation of what is now literature in the different languages is basically a 19th century development, it began in Germany in the 1750s and it reached the Anglo-Saxon world only in the middle of the 19th century.
- Literature - as a field of the nation's poetical and fictional works - invited
- an appraisal of the nation's art and character - to be developed out of the appreciation of poetry
- interpretations of hidden meanings and cultural significance - to be developed out of the theological interpretation of biblical texts
- a critical scholarly debate of the progress and use of new literary works - to be developed out of the preceding critical evaluation of scientific publications as works of literature
- a division between works which deserve to be discussed as high literature and a broad market of low materials anyone with an understanding of true literary merits will openly detest.
- The nations supported and adopted the debate of literature in attempts to generate fields of a basically national and secular text based education.
- The public embraced the new literatures as fields of extremely pluralistic and open debates.