04806nam 2200805 450 991046140930332120210506203846.00-8122-9188-310.9783/9780812291889(CKB)3710000000482487(EBL)4321852(SSID)ssj0001545708(PQKBManifestationID)16136001(PQKBTitleCode)TC0001545708(PQKBWorkID)12202950(PQKB)10225536(MiAaPQ)EBC4321852(OCoLC)920231229(MdBmJHUP)muse48519(DE-B1597)452751(OCoLC)979970130(DE-B1597)9780812291889(Au-PeEL)EBL4321852(CaPaEBR)ebr11149340(CaONFJC)MIL827313(OCoLC)935259513(EXLCZ)99371000000048248720160210h20152015 uy 0engurnnu---|u||utxtccrDisknowledge literature, alchemy, and the end of humanism in Renaissance England /Katherine EggertPhiladelphia, Pennsylvania :published in cooperation with Folger Shakespeare Library, University of Pennsylvania Press,2015.©20151 online resource (364 p.)Description based upon print version of record.0-8122-4751-5 Includes bibliographical references and index.Front matter --Contents --Notes on Texts, Biblical Quotations, and Bibliography --Introduction --Chapter 1. How to Sustain Humanism --Chapter 2. How to Forget Transubstantiation --Chapter 3. How to Skim Kabbalah --Chapter 4. How to Avoid Gynecology --Chapter 5. How to Make Fiction --Afterword --Notes --Select Bibliography --Index --Acknowledgments"Disknowledge": knowing something isn't true, but believing it anyway. In Disknowledge: Literature, Alchemy, and the End of Humanism in Renaissance England, Katherine Eggert explores the crumbling state of learning in the sixteenth and seventeenth centuries. Even as the shortcomings of Renaissance humanism became plain to see, many intellectuals of the age had little choice but to treat their familiar knowledge systems as though they still held. Humanism thus came to share the status of alchemy: a way of thinking simultaneously productive and suspect, reasonable and wrongheaded. Eggert argues that English writers used alchemy to signal how to avoid or camouflage pressing but discomfiting topics in an age of rapid intellectual change. Disknowledge describes how John Donne, George Herbert, Henry Vaughan, John Dee, Christopher Marlowe, William Harvey, Helkiah Crooke, Edmund Spenser, and William Shakespeare used alchemical imagery, rhetoric, and habits of thought to shunt aside three difficult questions: how theories of matter shared their physics with Roman Catholic transubstantiation; how Christian Hermeticism depended on Jewish Kabbalah; and how new anatomical learning acknowledged women's role in human reproduction. Disknowledge further shows how Shakespeare, Ben Jonson, and Margaret Cavendish used the language of alchemy to castigate humanism for its blind spots and to invent a new, post-humanist mode of knowledge: writing fiction. Covering a wide range of authors and topics, Disknowledge is the first book to analyze how English Renaissance literature employed alchemy to probe the nature and limits of learning. The concept of disknowledge—willfully adhering to something we know is wrong—resonates across literary and cultural studies as an urgent issue of our own era.Ignorance (Theory of knowledge)Knowledge, Theory ofEnglandHistory16th centuryKnowledge, Theory ofEnglandHistory17th centuryAlchemyEngland16th centuryAlchemyEngland17th centuryAlchemy in literatureReligion and scienceEnglandHistory16th centuryReligion and scienceEnglandHistory17th centuryScience, RenaissanceElectronic books.Ignorance (Theory of knowledge)Knowledge, Theory ofHistoryKnowledge, Theory ofHistoryAlchemyAlchemyAlchemy in literature.Religion and scienceHistoryReligion and scienceHistoryScience, Renaissance.001.0942/09031Eggert Katherine1033036MiAaPQMiAaPQMiAaPQBOOK9910461409303321Disknowledge2451268UNINA03195oam 2200577I 450 991077746990332120230422045147.01-134-62815-31-138-42167-70-203-06644-81-280-10577-110.4324/9780203066447 (CKB)1000000000443932(SSID)ssj0000284660(PQKBManifestationID)11195449(PQKBTitleCode)TC0000284660(PQKBWorkID)10261473(PQKB)10636636(MiAaPQ)EBC180327(Au-PeEL)EBL180327(CaPaEBR)ebr10095109(CaONFJC)MIL10577(OCoLC)70734815(EXLCZ)99100000000044393220180331d2000 uy 0engurcn|||||||||txtccrTackling truancy in schools a practical manual for primary and secondary schools /Ken ReidLondon ;New York :Routledge,2000.viii, 352 p. illBibliographic Level Mode of Issuance: Monograph0-415-20508-5 0-203-25584-4 Includes bibliographical references (p. [348]-[350]) and index.chapter Unit 1 The Outcomes of Truancy -- chapter Unit 2 Types of Truancy -- chapter Unit 3 Categories of Truants -- chapter Unit 4 Incidence, School and Regional Differences -- chapter Unit 5 Recent Themes on Truancy and Absenteeism -- chapter Unit 6 Parents and Schools -- chapter Unit 7 The Social Causes of Truancy -- chapter Unit 8 One-parent Families, Pupils and Schools -- chapter Unit 9 The Educational Causes of Truancy -- chapter Unit 10 Improving School Attendance -- The Use of School-based Review -- chapter Unit 11 The Use of Surveys -- Designing a Questionnaire on Attendance -- chapter Unit 12 School Policy Documents on Attendance -- chapter Unit 13 Practical Ideas for Schools -- chapter Unit 14 Teachers, Teaching and Truancy -- chapter Unit 15 A Five-year Project to Improve Attendance -- chapter Unit 16 A School Improvement Project on Attendance -- chapter Unit 17 OFSTED and Improving School Attendance -- chapter Unit 18 OFSTED -- Guidelines on Attendance and Behaviour -- chapter Unit 19 New Initiatives on Truancy and Attendance -- chapter Unit 20 Truancy and Exclusion -- chapter Unit 21 Attendance and the Use of Records of Achievement -- chapter Unit 22 The Use of Work Placement Schemes -- chapter Unit 23 The Role of the Education Welfare Service -- chapter Unit 24 An Annual Report on Attendance in a Local Education Authority -- chapter Bibliography -- chapter Further Reading.School attendanceGreat BritainHandbooks, manuals, etcSchool management and organizationGreat BritainHandbooks, manuals, etcSchool attendanceSchool management and organization371.2950941Reid Ken.863093MiAaPQMiAaPQMiAaPQBOOK9910777469903321Tackling truancy in schools3837267UNINA