LEADER 04829nam 22008292 450 001 9910450055603321 005 20151005020621.0 010 $a1-107-11894-8 010 $a1-280-15462-4 010 $a0-511-11824-4 010 $a0-511-01768-5 010 $a0-511-15381-3 010 $a0-511-30356-4 010 $a0-511-48369-4 010 $a0-511-04928-5 035 $a(CKB)1000000000006814 035 $a(EBL)201432 035 $a(OCoLC)70733768 035 $a(SSID)ssj0000236212 035 $a(PQKBManifestationID)11187596 035 $a(PQKBTitleCode)TC0000236212 035 $a(PQKBWorkID)10172363 035 $a(PQKB)10557497 035 $a(UkCbUP)CR9780511483691 035 $a(MiAaPQ)EBC201432 035 $a(Au-PeEL)EBL201432 035 $a(CaPaEBR)ebr10064278 035 $a(CaONFJC)MIL15462 035 $a(EXLCZ)991000000000006814 100 $a20090224d2001|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aRepresenting revolution in Milton and his contemporaries $ereligion, politics, and polemics in radical Puritanism /$fDavid Loewenstein$b[electronic resource] 210 1$aCambridge :$cCambridge University Press,$d2001. 215 $a1 online resource (xiii, 413 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a0-521-03298-9 311 $a0-521-77032-7 320 $aIncludes bibliographical references and index. 327 $gpt. I.$tRadical Puritanism and Polemical Responses.$g1.$tLilburne, Leveller polemic, and the ambiguities of the Revolution.$g2.$tGerrard Winstanley and the crisis of the Revolution.$g3.$tRanter and Fifth Monarchist prophecies: the revolutionary visions of Abiezer Coppe and Anna Trapnel.$g4.$tThe War of the Lamb: the revolutionary discourse of George Fox and early Quakerism.$g5.$tMarvell, the saints, and the Protectorate --$gpt. II.$tMilton: Radical Puritan Politics, Polemics, and Poetry.$g6.$tMilton, Antichristian revolts, and the English Revolution.$g7.$tRadical Puritan politics and Satan's revolution in Paradise Lost.$g8.$tThe kingdom within: radical religion and politics in Paradise Regained. 330 $aDavid Loewenstein's Representing Revolution in Milton and his Contemporaries is a wide-ranging exploration of the interactions of literature, polemics and religious politics in the English Revolution. Loewenstein highlights the powerful spiritual beliefs and religious ideologies in the polemical struggles of Milton, Marvell and their radical Puritan contemporaries during these revolutionary decades. By examining a wide range of canonical and non-canonical writers - John Lilburne, Winstanley the Digger and Milton, amongst others - he reveals how radical Puritans struggled with the contradictions and ambiguities of the English Revolution and its political regimes. His portrait of a faction-riven, violent seventeenth-century revolutionary culture is an original and significant contribution to our understanding of these turbulent decades and their aftermath. 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The Place of the Arts in Teaching History -- 2 Five Scholarly Conversations Related to History, History Education, and the Arts -- 3. Historical Fiction and History Education -- 4. Beyond Adornment: Visual Art as Source and Account in History Classrooms and Public Spaces -- 5. Points of Coverage: Public Commemorative Art and the Teaching of History -- 6. Engaging the Fray: Preparing Teachers and Students for Critical Encounters with the Past -- 7. The Humanizing and Civic Missions of History Education. 330 $a?This book is essential reading for academics, professionals, and others. Diverse and dynamic, coherent and focused, Sears and Clark raise fascinating issues about how art is created and what it can tell us about ourselves and others in the past and present.? ?Ian Davies, Professor, Department of Education, University of York, UK ?Every history teacher will want to read this book, which is without question the most thoughtful and complex treatment of the arts in teaching history. Numerous compelling and in-depth examples show how fiction and the visual arts can develop sophisticated understandings of the nature of historical interpretation. The authors? attention to Indigenous perspectives, marginalized voices, and collective memory further enhances the reach and significance of this indispensable contribution to history education.? ?Keith C. Barton, Professor, Department of Curriculum & Instruction and Coordinator of the Doctoral Program in Curriculum Studies, Indiana University, USA This book closely examines the pedagogical possibilities of integrating the arts into history curriculum at the secondary and post-secondary levels. Students encounter expressions of history every day in the form of fiction, paintings, and commemorative art, as well as other art forms. Research demonstrates it is often these more informal encounters with history that define students? knowledge and understandings rather than the official accounts present in school curricula. This volume will provide educators with tools to bring together these parallel tracks of history education to help enrich students? understandings and as a mechanism for students to present their own emerging historical perspectives. Penney Clark is Professor of Social Studies Education in the Department of Curriculum and Pedagogy at the University of British Columbia, Canada. She is co-editor of Historical Studies in Education. Alan Sears is Professor Emeritus in the Faculty of Education at the University of New Brunswick, Canada. 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