The reissue of this essay is an important event. The controversy between the life of the imagination and the life of technology has never been as strong as it is today, and so Professor Richards observations are of special value."
From Plato to Virginia Woolf, Structuralism to Practical Criticism, Introducing Literary Criticism charts the history and development of literary criticism into a rich and complex discipline. Tackling disputes over the value and meaning of literature, and exploring theoretical and practical approaches, this unique illustrated guide will help readers of all levels to get more out of their reading.
No Treatment Of Modern Criticism Is Possible Without Discussing I.A. Richards, Since In The Most Literal Sense His Influence Combined With That Of T.S. Eliot And F.R. Leavis Served To Create It. As One Of Seminal Thinkers Paving The Way For The Development Of New Criticism, Richards Made A Systematic Attempt To Formulate A Theory Of Poetry In Consonance With The Demands Of Modern Scientific Thought.The Present Book Stems From The Need To Offer An Objective Appraisal Of Richards Thought System In The Context Of The Evolution Of His Ideas In Foundations Of Aesthetics, The Meaning Of Meaning, Principles Of Literary Criticism, Science And Poetry (Later Reissued As Poetries And Sciences) And Practical Criticism. In The Context Of Wide-Spread Misinterpretations And Distortions Of Richards Point Of View, The Author Has Tried Throughout This Inter-Disciplinary Work To Allow Richards To Speak For Himself. While Unfolding The Subtle, Suggestive And Consistent Nature Of Richards Early Writings, The Book Studies His Criticism Of Modern Poets Like T.S. Eliot, W.B. Yeats, G.M. Hopkins, Thomas Hardy And D.H. Lawrence. The Chapter On Practical Criticism Throws Light On Richards Technique Of Evaluating Poems And Teaches The Art Of Appreciating Poetry.
There is an alluring desire that research should lead us to find the practical knowledge that enables people to live a good life in a just and equitable society. This desire haunted the 19th century emergence of the social sciences as a discipline, then became more pronounced in the postwar mobilizations of research. Today that desire lives on in the international assessments of national schools and in the structure of professional education, both of which influence government modernization of schools and also provide for people’s well-being. American policy thus reflects research in which reforms are verified by “scientific, empirical evidences” about “what works” in experiments, and “will work” therefore in society. The book explores the idea that practical and useful knowledge changes over time, and shows how this knowledge has been (re)visioned in contemporary research on educational reform, instructional improvement, and professionalization. The study of science draws on a range of social and cultural theories and historical studies to understand the politics of science, as well as scientific knowledge that is concerned with social and educational change. Research hopes to change social conditions to create a better life, and to shape people whose conduct embodies these valued characteristics—the good citizen, parent, or worker. Yet this hope continually articulates the dangers that threaten this future. Thomas Popkewitz explores how the research to correct social wrongs is paradoxically entangled with the inscription of differences that ultimately hamper the efforts to include.