Poetic Authority

John Skelton and Poetic Authority is the first book-length study of Skelton for almost twenty years, and the first to trace the roots of his poetic theory to his practice as a writer and translator. It demonstrates that much of what has been found challenging in his work may be attributed to his attempt to reconcile existing views of the poet's role in society with discoveries about the writing process itself. The result is a highly idiosyncratic poetics that locates the poet's authority decisively within his own person, yet at the same time predicates his 'liberty to speak' upon the existence of an engaged, imaginative audience. Skelton is frequently treated as a maverick, but this book places his theory and practice firmly in the context of later sixteenth as well as fifteenth-century traditions. Focusing on his relations with both past and present readers, it reassess his place in the English literary canon.

When Plato set his dialogs, written texts were disseminated primarily by performance and recitation. He wrote them, however, when literacy was expanding. Jill Frank argues that there are unique insights to be gained from appreciating Plato’s dialogs as written texts to be read and reread. At the center of these insights are two distinct ways of learning to read in the dialogs. One approach that appears in the Statesman, Sophist, and Protagoras, treats learning to read as a top-down affair, in which authoritative teachers lead students to true beliefs. Another, recommended by Socrates, encourages trial and error and the formation of beliefs based on students’ own fallible experiences. In all of these dialogs, learning to read is likened to coming to know or understand something. Given Plato’s repeated presentation of the analogy between reading and coming to know, what can these two approaches tell us about his dialogs’ representations of philosophy and politics? With Poetic Justice, Jill Frank overturns the conventional view that the Republic endorses a hierarchical ascent to knowledge and the authoritarian politics associated with that philosophy. When learning to read is understood as the passive absorption of a teacher’s beliefs, this reflects the account of Platonic philosophy as authoritative knowledge wielded by philosopher kings who ruled the ideal city. When we learn to read by way of the method Socrates introduces in the Republic, Frank argues, we are offered an education in ethical and political self-governance, one that prompts citizens to challenge all claims to authority, including those of philosophy.

Introduction -- Authorship -- Friendship -- Love -- Marriage -- Coda

Pushing the boundaries of critical reading and the role of objects in literature How does literary objecthood contend with the challenge of writing objects that emerge at an extreme limit of material presence? Jacob McGuinn delves into the ways literature writes this indeterminate presence in the context of pre- and post-’68 Paris, a vital moment in the history of criticism. The works of poet Paul Celan, philosopher Theodor Adorno, and writer Maurice Blanchot highlight how the complexities of reading such a dematerialized object are part of the indeterminacy of material itself. Indeterminate objects—glass, snow, walls, screens—are subjects Celan describes as existing in “meridian” space, while for Adorno and Blanchot, criticism not only responds to this indeterminacy but also takes it as its condition. Reading at the Limits of Poetic Form: Dematerialization in Adorno, Blanchot, and Celan shows how these readings simultaneously limit the object of criticism and outline alternative ways of thinking that lie between the models of critical formalism and historicism, ultimately revealing the possible materiality of literature in unrealized history, incomplete politics, and nondetermining thinking.

John Dolan takes a new approach to the evolution of the modern English lyric, emphasising the way in which several generations of poets, reacting to post-Reformation readers' dislike for invented poetic narratives, competed for the right to commemorate important public occasions and slowly expanded the range of acceptable occasion. This book demonstrates that many fundamental features of a typical modern lyric actually evolved as responses to the limitations of occasional poetry.

Byron’s and Shelley’s experimentation with the possibilities and pitfalls of poetic heroism unites their work. The Poet-Hero in the Work of Byron and Shelley traces the evolution of the poet-hero in the work of both poets, revealing that the struggle to find words adequate to the poet’s imaginative vision and historical circumstance is their central poetic achievement. Madeleine Callaghan explores the different types of poetic heroism that evolve in Byron’s and Shelley’s poetry and drama. Both poets experiment with, challenge and embrace a variety of poetic forms and genres, and this book discusses such generic exploration in the light of their developing versions of the poet-hero. The heroism of the poet, as an idea, an ideal and an illusion, undergoes many different incarnations and definitions as both poets shape distinctive and changing conceptions of the hero throughout their careers.

In Between Biblical Criticism and Poetic Rewriting, Samuel Tongue offers an account of the aesthetic and critical tensions inherent in the development of the Higher Criticism of the Bible. Different ‘types’ of Bible are created through the intellectual and literary pressures of Enlightenment and Romanticism and, as Tongue suggests, it is this legacy that continues to orientate the approaches deemed legitimate in biblical scholarship. Using a number of ancient and contemporary critical and poetic rewritings of Jacob’s struggle with the ‘angel’ (Gen 32:22-32), Tongue makes use of postmodern theories of textual production to argue that it is the ‘paragesis’, a parasitical form of writing between disciplines, that best foregrounds the complex performativity of biblical interpretation.