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The religious context of Northrop Frye's criticism is virtually inexhaustible in its reach and implication. Frye and the Word draws together leading scholars in the fields of literary studies and hermeneutics, religious studies, and philosophy to construe and debate the late thought and writings of Northrop Frye in their spiritual dimension. The volume provides the first full account and evaluation of the legacy of Frye's works on the Bible and literature, in relation to Frye's work as a whole and to current trends in literary criticism and religious studies. Frye's trilogy, The Great Code, Words with Power, and The Double Vision, both showed him to be a radical Blakean visionary and carried him forward into an urgent engagement with the imaginative and spiritual dimension as expressed in language, myth and metaphor, tools of recognition, and revelation. Frye struggled to understand and articulate how the Bible enjoyed for reasons still to be fully appreciated in their literary context an apparently unequalled spiritual and cultural authority, and what this authority could tell us about our primary concerns as human beings and our still unrealized potential for fulfillment. This collection, then, is about Frye's own engagement with words and the Word, with secular and sacred scripture about a unifying principle that lies often unrecognized, if everywhere manifest, in the spiritual and imaginative dimensions of language.
LITERARY CRITICISM / European / General.
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Frye, Northrop
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Frye, Herman Northrop
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Fulai, Nuosiluopu
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Farāy, Nūrtrūp
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Frai, Nort'rop
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فراى، نورتروپ
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פריי, נורתרופ
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Religion
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Criticism and interpretation
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Hamilton
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This book is about makers and makerspaces in education. It furnishes and analyzes case studies from sixty teachers working in twenty different school districts in Ontario, Canada. Each author provides research and analyzes data about the process of establishing makerspaces and implementing maker pedagogies with students in grades K-8. The first chapter sets the stage for the book, describing the theoretical framework and methodology used and offering information on the schools in which the research occurred. Subsequent chapters focus on specific topics and individual case studies, including assessment, pedagogic techniques, equity, inclusivity, and methods of making. The book will prove valuable to both researchers and practitioners, any educator interested in this developing topic, including school leaders, school district leaders, educational researchers, and teacher educators. It will also be useful for initial teacher education programs.
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