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Shakespeare, William, --- Shakespeare, William, --- Shakespeare, William. --- Hamlet (Shakespeare, William).

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Shakespeare, William --- Hamlet. --- Shakespeare, William, --- Shakespeare, William, --- Hamlet (Shakespeare, William). --- Sonnets (Shakespeare, William).

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There is scarcely an element of Hamlet that has not received attention many times, yet both general reader and sophisticated critic would generally agree that the character of Hamlet and the full meanings of the play remain mysteries. No less a puzzle is the art of Hamlet, for, while the form of the art is elusive, the feeling of essential meaning is strong. Professor Aldus hopes to enlarge our understanding of Hamlet and our appreciation of Shakespeare as a conscious artist of great subtlety by studying the play's dramatic structure in the light of Aristotle's Poetics and its meaning as literary myth in the light of Plato's Phaedrus. This is a study of Hamlet as literary myth, a figurative mode of art in which structure is basic; yet primal myth, myth in the larger, non-literary sense, becomes part of it too, because the substance of Hamlet seems to be of this kind. Professor Aldus's reading of Hamlet is both radically new and decidedly provocative. A great deal of very careful inquiry has gone into the unearthing of connections which at first sight often seem improbable and tenuous, but which, one comes to find, have an illuminating total unity. Future commentators may not accept all that Professor Aldus has to say about, for example, Ophelia's crown of flowers, but they will hardly be able to ignore it.

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Shakespeare's Big Men examines five Shakespearean tragedies--Julius Caesar, Hamlet, Othello, Macbeth, and Coriolanus--through the lens of generative anthropology and the insights of its founder, Eric Gans. Generative anthropology's theory of the origins of human society explains the social function of tragedy: to defer our resentment against the "big men" who dominate society by letting us first identify with the tragic protagonist and his resentment, then allowing us to repudiate the protagonist's resentful rage and achieve theatrical catharsis. Drawing on this hypothesis, Richard van Oort offers inspired readings of Shakespeare's plays and their representations of desire, resentment, guilt, and evil. His analysis revives the universal spirit in Shakespearean criticism, illustrating how the plays can serve as a way to understand the ethical dilemma of resentment and discover within ourselves the nature of the human experience."--

Thematology --- Sociology of literature --- Shakespeare, William --- Men in literature. --- Resentment in literature. --- Desire in literature. --- Guilt in literature. --- Evil in literature. --- Protagonists (Persons) in literature. --- Anthropology in literature. --- Literature and anthropology. --- Evil in literature --- Good in literature --- Anthropology and literature --- Anthropology --- Literature --- Shakespeare, William, --- Sciarrino, Salvatore. --- Boito, Arrigo, --- Verdi, Giuseppe, --- Geach, Ken. --- Coriolanus (Shakespeare, William) --- Hamlet (Shakespeare, William) --- Julius Caesar (Shakespeare, William) --- Macbeth (Shakespeare, William) --- Othello (Shakespeare, William) --- Tragedy of Othello, the Moor of Venice (Shakespeare, William) --- Tragedie of Othello, the Moore of Venice (Shakespeare, William) --- Tragoedy of Othello, the Moore of Venice (Shakespeare, William) --- William Shakespeare's The tragedy of Othello, the Moor of Venice (Shakespeare, William) --- Tragedy of Macbeth (Shakespeare, William) --- Illustrated Macbeth (Shakespeare, William) --- Shakespeare's The tragedie of Macbeth (Shakespeare, William) --- Tragedie of Macbeth (Shakespeare, William) --- Macbeth for young people (Shakespeare, William) --- Works of William Shakespeare (Shakespeare, William) --- Shakespeare's Macbeth (Shakespeare, William) --- William Shakespeare's Macbeth (Shakespeare, William) --- Tragedy of Julius Caesar (Shakespeare, William) --- Shakespeare's The Tragedie of Julius Caesar (Shakespeare, William) --- Tragedie of Julius Caesar (Shakespeare, William) --- Ha-mu-lei-tʻe (Shakespeare, William) --- Tragedy of Hamlet, Prince of Denmarke (Shakespeare, William) --- Three-text Hamlet (Shakespeare, William) --- Tragicall historie of Hamlet Prince of Denmarke (Shakespeare, William) --- Shakspeare's Hamlet, Prince of Denmark (Shakespeare, William) --- First edition of the tragedy of Hamlet (Shakespeare, William) --- Shakespeare's tragedy of Hamlet (Shakespeare, William) --- Shakspere's Hamlet (Shakespeare, William) --- Shakespeare's Hamlet (Shakespeare, William) --- First quarto of Hamlet (Shakespeare, William) --- Hamlet, Prince of Denmark (Shakespeare, William) --- Amleto (Shakespeare, William) --- William Shakespeare's The tragedy of Hamlet, Prince of Denmark (Shakespeare, William) --- Works of William Shakespeare (1865) (Shakespeare, William) --- Tragedy of Coriolanus (Shakespeare, William)

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How would our world look if we took critical hope, empathy, and love as the starting point for our learning and our lives? Shakespeare's Guide to Hope, Life, and Learning presents a conversation between Shakespeare's most popular plays and our modern experience, between teachers and learners, and between the hopeful and the world at large. The book analyses four Shakespeare plays--King Lear, Hamlet, As You Like It, and Henry V--and reveals how they help us to occupy, appreciate, and responsibly interrogate the perspectives of others. Lisa Dickson, Shannon Murray, and Jessica Riddell explore a diversity of genres--tragedy, history, and comedy--with distinct perspectives from their own lived experiences. They carry on lively conversations in the margins of each essay, mirroring the kind of open, on-going and collaborative thinking Shakespeare demands of us. In their quest for critical empathy, they approach each play with the question: "What is the most wonderful thing about teaching this play in our classrooms?" The book is informed by ideas of justice and transformation, articulated by such thinkers as Paulo Freire, Parker J. Palmer, Ira Shor, John D. Caputo, and bell hooks. In exploring the joy of teaching and experiencing Shakespeare, Shakespeare's Guide to Hope, Life, and Learning advocates for a critical hope that arises from classroom experiences and moves into the world at large.

Hope in literature. --- Life in literature. --- Learning and scholarship in literature. --- Espérance dans la littérature. --- Vie dans la littérature. --- Savoir et érudition dans la littérature. --- Shakespeare, William, --- As you like it (Shakespeare, William) --- Hamlet (Shakespeare, William) --- Henry V (Shakespeare, William) --- King Lear (Shakespeare, William)