Montaigne’s wide and critical reading contributed enormously to his writing. that we know more about Montaigne’s reading than any other Renaissance author. This chapter begins by discussing the books Montaigne read and the comments he made on his reading. It argues that we should take seriously his advice to read in order to become wise, by discovering one’s own views, rather than to become learned, by summarizing the views of others. It describes Montaigne’s method of writing in reaction to his (...) reading by building fragments, such as axioms, proverbs, narratives and comparisons into logical sequences, using seven basic types of logical connection and the ways in which Montaigne uses quotations taken from history and poetry in the Essays, concluding with a discussion of the use of quotations in “Of vanity”. (shrink)
In this introduction to a Common Knowledge special issue on the Warburg Institute, the authors argue that the Institute remains today — as it has been, in different forms, for almost a century — one of Europe's central institutions for the study of cultural history. At once a rich and uniquely organized library, a center for doctoral and postdoctoral research, and a teaching faculty, the Institute was first envisioned by Aby Warburg, a pioneering historian of art and culture from a (...) wealthy Jewish family in Hamburg. Warburg rejected the traditional view that the classical tradition was a simple, purely rational Greek creation, inherited by modern Europe. He argued that it was as much Mesopotamian as Greek in origin, as at home in the Islamic as in the European world, and as often irrational as rational in its content — and on the basis of this rich vision he devised brilliant new interpretations of medieval and Renaissance symbols and ideas. Warburg's chosen associate Fritz Saxl put his creation on a firm institutional base, first in Hamburg and then, after a narrow escape from the Nazi regime, in London. For all the changes the Institute has undergone over the decades since then, it continues to ask the questions that Warburg was the first to raise and to build on the methods that he created. (shrink)
This essay reflects on the different uses that its author has made of the Warburg Institute Library, first as a student, resident in the Library for two years, then as a visitor on day-long research trips from Warwick, and most recently as director of the Institute. After describing how the Library shelves can be accessed now electronically and discussing the arrangements of the opening sections of the fourth floor (history) and the second floor (comparative literature, poetics, and rhetoric), the essay (...) concludes with comments on the future of the Library. (shrink)
This book's importance is derived from three sources: careful conceptualization of teacher induction from historical, methodological, and international perspectives; systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction.