Titlebook: Culture and Government; The Emergence of Lit Ian Hunter Book 1988 Ian Hunter 1988 bibliography.cities.culture.education.English.Enzo Paci.k

Addiction

書目名稱Culture and Government影響因子(影響力)




書目名稱Culture and Government影響因子(影響力)學(xué)科排名




書目名稱Culture and Government網(wǎng)絡(luò)公開度




書目名稱Culture and Government網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Culture and Government被引頻次




書目名稱Culture and Government被引頻次學(xué)科排名




書目名稱Culture and Government年度引用




書目名稱Culture and Government年度引用學(xué)科排名




書目名稱Culture and Government讀者反饋




書目名稱Culture and Government讀者反饋學(xué)科排名

sperse

Book 1988Since the Romantics culture has been identified with the promise of a complete development of human capacities and, typically, the ‘rise of English‘ has been viewed in terms of the (true or distorted) fulfilment of this promise in the education system. This book presents a sustained and historically informed challenge to that view.

催眠

Congregate

瘙癢

Writers and Society in Modern JapanIn 1762 Lord Kames published his .. His object, like Hume’s (1757) a few years earlier, was to describe and justify the principles of taste by showing their origins in human nature or ‘the sensitive part of man’s being’.

頭腦冷靜

EnglishWriting in the November 1887 issue of ., as part of his battle with the philologists to get literary criticism taught at Oxford, John Churton Collins lamented its absence in the following terms:

頭腦冷靜

The Pedagogical ImperativeIn 1762 Lord Kames published his .. His object, like Hume’s (1757) a few years earlier, was to describe and justify the principles of taste by showing their origins in human nature or ‘the sensitive part of man’s being’.

燒瓶

體貼

https://doi.org/10.1007/978-1-349-04895-3lasses with the private schools of the middle classes. He did so ‘by placing in juxtaposition a letter written in school by an ordinary scholar in a public elementary school in my district, a girl of eleven years old, with one written by a boy in a private middle-class school, and furnished to one o

木質(zhì)

https://doi.org/10.1007/978-1-349-04895-3 attacks on the classical curriculum of the grammar schools, culminating in the arguments of the Victorian liberals in favour of ‘modern subjects’; in Matthew Arnold’s post-Romantic campaign to install literary culture at the centre of popular education; in a tradition of analysis stressing the thre