Jane Grogan – författare

Though the subject of classical reception in early modern Europe is a familiar one, modern scholarship has tended to assume the dominance of Greece and Rome in engagements with the classical world during that period. The essays in this volume aim to challenge this prevailing view by arguing for the significance and familiarity of the ancient near east to early modern Europe, establishing the diversity and expansiveness of the classical world known to authors like Shakespeare and Montaigne in what we now call the 'global Renaissance'. However, global Renaissance studies has tended to look away from classical reception, exacerbating the blind spot around the significance of the ancient near east for early modern Europe. Yet this wider classical world supported new modes of humanist thought and unprecedented cross-cultural encounters, as well as informing new forms of writing, such as travel writing and antiquarian treatises; in many cases, and befitting its Herodotean origins, the ancient near east raises questions of travel, empire, religious diversity, cultural relativism, and the history of European culture itself in ways that prompted detailed, engaging, and functional responses by early modern readers and writers. Bringing together a range of approaches from across the fields of classical studies, history, and comparative literature, this volume seeks both to emphasize the transnational, interdisciplinary, and interrogative nature of classical reception, and to make a compelling case for the continued relevance of the texts, concepts, and materials of the ancient near east, specifically, to early modern culture and scholarship.

This is the first collection of essays devoted to Edmund Spenser’s Mutabilitie Cantos (1609), and it celebrates the 400th anniversary of the first publication of that intriguing, posthumously-published fragment of his unfinished epic, The Faerie Queene (1590-96). It brings together leading and emerging Spenser scholars from the US, UK, Ireland and India to asses and assert the significance of the Mutabilitie Cantos to Spenser’s work ad thought. All eleven essays are origional and specially commissioning for this substantial volume with contributions from James Nohrnberg, Gordon Teskey and Judith Anderson. Although broadly historical, in keeping the principles with The Manchester Spenser series, the collections encompasses an impressive variety of approaches and interests, ranging from historical allegory and material, political, philosophical and literary contexts of the Mutabilitie Cantos, as well as their commanding place in early modern English and Irish literature and history. The collection also includes a full bibliography of scholarly criticism of the Mutabilitie Cantos.This collection will be of interest to undergraduate and postgraduate students, to scholars of Spenser and scholars of renaissance studies

Exemplary Spenser analyses the didactic poetics of The Faerie Queene, renewing attention to its avowed attempt to "fashion a gentleman or noble person in vertuous and gentle discipline" and examining how Spenser mobilises his pedagogic concerns through the reading experience of the poem. Grogan's investigation shows how Spenser transacts the public life of the nation heuristically, prompting a reflective reading experience that compels engagement with other readers, other texts and other political communities. Negotiating between competing pedagogical traditions, she shows how Spenser's epic challenges the more conservative prevailing impulses of humanist pedagogy to espouse a radical didacticism capable of inventing a more active and responsible reader. To this end, Grogan examines a wide variety of Spenser's techniques and sources, including Philip Sidney's Defence of Poesy and the powerful visually-couched epistemological paradigms of early modern culture, ekphrasis among them. Importantly, Grogan examines how Spenser's didactic poetics was crucially shaped by readings of the Greek historian Xenophon's Cyropaedia, a text and influence previously overlooked by critics. Grogan concludes by reading the last book of The Faerie Queene, the Legend of Courtesy, as an attempt to reconcile his own didactic sources and poetics with the more recent tastes of his contemporaries for a courtesy theory less concerned with "vertuous and gentle discipline". Returning to the early modern reading experience, Grogan shows the sophisticated intertextual dexterity that goes into reading Spenser, where Spenserian pedagogy lies not simply in the textual body of the poem, but also in the act of reading it.

Exemplary Spenser analyses the didactic poetics of The Faerie Queene, renewing attention to its avowed attempt to "fashion a gentleman or noble person in vertuous and gentle discipline" and examining how Spenser mobilises his pedagogic concerns through the reading experience of the poem. Grogan's investigation shows how Spenser transacts the public life of the nation heuristically, prompting a reflective reading experience that compels engagement with other readers, other texts and other political communities. Negotiating between competing pedagogical traditions, she shows how Spenser's epic challenges the more conservative prevailing impulses of humanist pedagogy to espouse a radical didacticism capable of inventing a more active and responsible reader. To this end, Grogan examines a wide variety of Spenser's techniques and sources, including Philip Sidney's Defence of Poesy and the powerful visually-couched epistemological paradigms of early modern culture, ekphrasis among them. Importantly, Grogan examines how Spenser's didactic poetics was crucially shaped by readings of the Greek historian Xenophon's Cyropaedia, a text and influence previously overlooked by critics. Grogan concludes by reading the last book of The Faerie Queene, the Legend of Courtesy, as an attempt to reconcile his own didactic sources and poetics with the more recent tastes of his contemporaries for a courtesy theory less concerned with "vertuous and gentle discipline". Returning to the early modern reading experience, Grogan shows the sophisticated intertextual dexterity that goes into reading Spenser, where Spenserian pedagogy lies not simply in the textual body of the poem, but also in the act of reading it.