Thomas Festa – författare

Bringing together eight original essays from leading and emerging Miltonists, this volume explores a second wave of critical thought about Milton’s monist materialism, the view that all existence arises from a single substance or reality. Contributors examine sensory matters of fragrance and sound, the literary politics of walking and of sexual reproduction, the ontology of embodiment as human beings and angels, and the appropriation of Milton’s materialism by both early Mormons in the nineteenth century and fringe figures such as gun enthusiasts in the twentieth. In so doing, they demonstrate the ongoing relevance of Milton’s writings in the history of views of embodiment and materialist thought.

This book shows that education constitutes the central metaphor of John Milton's political as well as his poetic writing. Demonstrating how Milton's theory of education emerged from his own practices as a reader and teacher, this book analyzes for the first time the relationship between Milton's own material habits as a reader and his theory of the power of books. Milton's instincts for pedagogy, and the habits of inculcation everywhere visible in his writings, take on a larger political function in his use of education as a trope for the transmission of intellectual history. The book therefore analyzes Paradise Lost in the complementary contexts of its outright educational claims and more subversive countervailing measures in order to show how Milton dramatizes "the end of learning," which is to say both its objective and its failure. The thesis emphasizes the argumentative resourcefulness of Milton's efforts to liberate readers from the tyrannical bonds of their political innocence, most immediately in the context of the failure of Cromwell's regime to establish lasting republican institutions. More philosophically, the book explores the ways in which Milton's works investigate the humane and intellectual yearning for justice in response to the problem of evil.

This book shows that education constitutes the central metaphor of John Milton's political as well as his poetic writing. Demonstrating how Milton's theory of education emerged from his own practices as a reader and teacher, this book analyzes for the first time the relationship between Milton's own material habits as a reader and his theory of the power of books. Milton's instincts for pedagogy, and the habits of inculcation everywhere visible in his writings, take on a larger political function in his use of education as a trope for the transmission of intellectual history. The book therefore analyzes Paradise Lost in the complementary contexts of its outright educational claims and more subversive countervailing measures in order to show how Milton dramatizes "the end of learning," which is to say both its objective and its failure. The thesis emphasizes the argumentative resourcefulness of Milton's efforts to liberate readers from the tyrannical bonds of their political innocence, most immediately in the context of the failure of Cromwell's regime to establish lasting republican institutions. More philosophically, the book explores the ways in which Milton's works investigate the humane and intellectual yearning for justice in response to the problem of evil.

This book shows that education constitutes the central metaphor of John Milton''s political as well as his poetic writing. Demonstrating how Milton''s theory of education emerged from his own practices as a reader and teacher, this book analyzes for the first time the relationship between Milton''s own material habits as a reader and his theory of the power of books. Milton''s instincts for pedagogy, and the habits of inculcation everywhere visible in his writings, take on a larger political function in his use of education as a trope for the transmission of intellectual history. The book therefore analyzes Paradise Lost in the complementary contexts of its outright educational claims and more subversive countervailing measures in order to show how Milton dramatizes "the end of learning," which is to say both its objective and its failure. The thesis emphasizes the argumentative resourcefulness of Milton''s efforts to liberate readers from the tyrannical bonds of their political innocence, most immediately in the context of the failure of Cromwell''s regime to establish lasting republican institutions. More philosophically, the book explores the ways in which Milton''s works investigate the humane and intellectual yearning for justice in response to the problem of evil.

This book shows that education constitutes the central metaphor of John Milton''s political as well as his poetic writing. Demonstrating how Milton''s theory of education emerged from his own practices as a reader and teacher, this book analyzes for the first time the relationship between Milton''s own material habits as a reader and his theory of the power of books. Milton''s instincts for pedagogy, and the habits of inculcation everywhere visible in his writings, take on a larger political function in his use of education as a trope for the transmission of intellectual history. The book therefore analyzes Paradise Lost in the complementary contexts of its outright educational claims and more subversive countervailing measures in order to show how Milton dramatizes "the end of learning," which is to say both its objective and its failure. The thesis emphasizes the argumentative resourcefulness of Milton''s efforts to liberate readers from the tyrannical bonds of their political innocence, most immediately in the context of the failure of Cromwell''s regime to establish lasting republican institutions. More philosophically, the book explores the ways in which Milton''s works investigate the humane and intellectual yearning for justice in response to the problem of evil.

Following the editors’ introduction to the collection, the essays in Scholarly Milton examine the nature of Milton’s own formidable scholarship and its implications for his prose and poetry–“scholarly Milton” the writer–as well as subsequent scholars’ historical and theoretical framing of Milton studies as an object of scholarly attention–“scholarly Milton” as at first an emergent and later an established academic discipline. The essays are particularly concerned with the topics of the ethical ends of learning, of Milton’s attention to the trivium within the Renaissance humanist educational system, and the development of scholarly commentary on Milton’s writings. Originally selected from the best essays presented at the 2015 Conference on John Milton in Murfreesboro, Tennessee, the essays have been considerably revised and expanded for publication.