Building the Canon through the Classics. Imitation and Variation in Renaissance Italy (1350-1580) provides a comprehensive reappraisal of the construction of a literary canon in Renaissance Italy by exploring the multiple reuses of classical authorities. The volume reshapes current debate on the notion of canon by intertwining two perspectives: analyzing when and in what form a canon emerged, and determining the ways in which an ancient literary canon interacts with the urge to bestow a similar authority on some later and contemporaneous authors. Each chapter makes an original contribution to its selected topic, but the collective strength of the volume relies on its simultaneous appeal to readers in Italian Studies, intellectual history, comparative studies and classical reception studies.

Building the Canon through the Classics. Imitation and Variation in Renaissance Italy (1350-1580) explores the multiple facets of the formation of the literary canon in Renaissance Italy through the analysis of its complex relationship with the Classics.

As Nehemiah rebuilt the walls of Jerusalem, Gashmu and the enemies of Israel mocked him: "It is reported among the heathen, and Gashmu saith it, that thou and the Jews think to rebel..." (Neh. 6:6). Too many Christians building communities today take the taunts of every modern-day Gashmu seriously. Community is a buzzword, and it turns out there's a lot of bad advice about how to build one. In Gashmu Saith It, Douglas Wilson includes forty years of experience for Christians wanting to build robust communities without retreat or compromise on the foundation of the Gospel. This book is full of wisdom: Get calluses. Be loyal. Fight sin. Build walls on the outside and a church in the middle.

This volume focuses on the (de)canonization processes in children’s literature, considering the construction and cultural-historical changes of canons in different children’s literatures. Chapters by international experts in the field explore a wide range of different children’s literatures from Great Britain, Germany, Scandinavia, the Low Countries, Eastern and Central Europe, as well as from Non-European countries such as Australia, Israel, and the United States. Situating the inquiry within larger literary and cultural studies conversations about canonicity, the contributors assess representative authors and works that have encountered changing fates in the course of canon history. Particular emphasis is given to sociological canon theories, which have so far been under-represented in canon research in children’s literature. The volume therefore relates historical changes in the canon of children’s literature not only to historical changes in concepts of childhood but to more encompassing political, social, economic, cultural, and ideological shifts. This volume’s comparative approach takes cognizance of the fact that, if canon formation is an important cultural factor in nation-building processes, a comparative study is essential to assessing transnational processes in canon formation. This book thus renders evident the structural similarities between patterns and strategies of canon formation emerging in different children’s literatures.

This book examines the application of drawing in the design process of classical architecture, exploring how the tools and techniques of drawing developed for architecture subsequently shaped theories of vision and representations of the universe in science and philosophy. Building on recent scholarship that examines and reconstructs the design process of classical architecture, John R. Senseney focuses on technical drawing in the building trade as a model for the expression of visual order, showing that the techniques of ancient Greek drawing actively determined concepts about the world. He argues that the uniquely Greek innovations of graphic construction determined principles that shaped the massing, special qualities and refinements of buildings and the manner in which order itself was envisioned.

A history of ancient literary culture told through the quantitative facts of canon, geography, and scale.

Filled with practical ideas and self-evaluation tools, Father Hunger both encourages and challenges men to "embrace the high calling of fatherhood," becoming the dads that their families and our culture so desperately need them to be.

Newspapers are filled with stories about poorly educated children, ineffective teachers, and cash-strapped school districts. In this greatly expanded treatment of a topic he first dealt with in Rediscovering the Lost Tools of Learning, Douglas Wilson proposes an alternative to government-operated school by advocating a return to classical Christian education with its discipline, hard work, and learning geared to child development stages. As an educator, Wilson is well-equipped to diagnose the cause of America's deteriorating school system and to propose remedies for those committed to their children's best interests in education. He maintains that education is essentially religious because it deals with the basic questions about life that require spiritual answers-reading and writing are simply the tools. Offering a review of classical education and the history of this movement, Wilson also reflects on his own involvement in the process of creating educational institutions that embrace that style of learning. He details elements needed in a useful curriculum, including a list of literary classics. Readers will see that classical education offers the best opportunity for academic achievement, character growth, and spiritual education, and that such quality cannot be duplicated in a religiously-neutral environment.

From public intellectual and professor Robert Boyers, “a powerfully persuasive, insightful, and provocative prose that mixes erudition and first-hand reportage” (Joyce Carol Oates) addressing recent developments in American culture and arguing for the tolerance of difference that is at the heart of the liberal tradition. Written from the perspective of a liberal intellectual who has spent a lifetime as a writer, editor, and college professor, The Tyranny of Virtue is a “courageous, unsparing, and nuanced to a rare degree” (Mary Gaitskill) insider’s look at shifts in American culture—most especially in the American academy—that so many people find alarming. Part memoir and part polemic, Boyers’s collection of essays laments the erosion of standard liberal values, and covers such subjects as tolerance, identity, privilege, appropriation, diversity, and ableism that have turned academic life into a minefield. Why, Robert Boyers asks, are a great many liberals, people who should know better, invested in the drawing up of enemies lists and driven by the conviction that on critical issues no dispute may be tolerated? In stories, anecdotes, and character profiles, a public intellectual and longtime professor takes on those in his own progressive cohort who labor in the grip of a poisonous and illiberal fundamentalism. The end result is a finely tuned work of cultural intervention from the front lines.

The required classics in grades 7-12 are often too complex and removed from adolescent experience. This informative text uses thematic groupings built around recent young adult literature (YAL) as bridges to the classics. This second edition, which the authors have revised and greatly expanded, emphasizes the goal of helping teenagers become lifetime readers, as well as critical and confident readers. By pairing the required classics and young adult literature around common themes, the authors illustrate specific theme connections and include extensive lists of annotated YAL titles at the end of each classic title. The new edition features more than 1,000 titles, hundreds published in the last five years. Thirty-three recent YAL titles are included as theme connectors among the twelve most frequently taught classics.