Cognition, Mindreading, and Shakespeare's Characters brings cognitive science to Shakespeare, applying contemporary theories of mindreading to Shakespeare’s construction of character. Building on the work of the philosopher Alvin Goldman and cognitive literary critics such as Bruce McConachie and Lisa Zunshine, Nicholas Helms uses the language of mindreading to analyze inference and imagination throughout Shakespeare’s plays, dwelling at length on misread minds in King Lear, Much Ado About Nothing, Othello, and Romeo and Juliet. Shakespeare manipulates the mechanics of misreading to cultivate an early modern audience of adept mindreaders, an audience that continues to contemplate the moral ramifications of Shakespeare’s characters even after leaving the playhouse. Using this cognitive literary approach, Helms reveals how misreading fuels Shakespeare’s enduring popular appeal and investigates the ways in which Shakespeare’s characters can both corroborate and challenge contemporary cognitive theories of the human mind.

It has been over two decades since the publication of the last major edited collection focused on psychoanalysis and early modern culture. In Shakespeare studies, the New Historicism and cognitive psychology have hindered a dynamic conversation engaging depth-oriented models of the mind from taking place. The essays in New Psychoanalytic Readings of Shakespeare: Cool Reason and Seething Brains seek to redress this situation, by engaging a broad spectrum of psychoanalytic theory and criticism, from Freud to the present, to read individual plays closely. These essays show how psychoanalytic theory helps us to rethink the plays’ history of performance; their treatment of gender, sexuality, and race; their view of history and trauma; and the ways in which they anticipate contemporary psychodynamic treatment. Far from simply calling for a conventional "return to Freud," the essays collected here initiate an exciting conversation between Shakespeare studies and psychoanalysis in the hopes of radically transforming both disciplines. It is time to listen, once again, to seething brains.

Greek tragedy parades, tests, stimulates, and upends human cognition. Characters plot deception, try to fathom elusive gods, and fail to recognise loved ones. Spectators observe the characters' cognitive limitations and contemplate their own, grapple with moral quandaries and emotional breakdown, overlay mythical past and topical present, and all the while imagine that a man with a mask is Helen of Troy. With broad coverage of both plays and cognitive capabilities, Minds on Stage pursues a dual aim: to expand our understanding of Greek tragedy and to use Greek tragedy as a focal point for exploring cognitive thinking about literature. After an introduction that considers questions of methodology, the volume is divided into three parts. Part One examines the dynamics of mind-reading by characters and audience, with articles on Aeschylus, Sophocles, and Euripides. The chapters in Part Two study aspects of the characters' cognitive sense-making, from individual styles of attributing causes and different manners of remembering, to the use of objects as tools for thinking. Finally, Part Three turns to the cognitive dimension of spectating. The articles treat the spectators' generic expectations and different modes of engagement with the fictional worlds of the plays, the joint nature of their attention to the drama, the nexus between aesthetic illusion and the ethics of deception, as well as the situated nature of cognition that helps both audiences and characters make sense of morally complex situations.

Restoring the Human Context to Literary and Performance Studies argues that much of contemporary literary theory is still predicated, at least implicitly, on outdated linguistic and psychological models such as post-structuralism, psychoanalysis, and behaviorism, which significantly contradict current dominant scientific views. By contrast, this monograph promotes an alternative paradigm for literary studies, namely Contextualism, and in so doing highlights the similarities and differences among the sometimes-conflicting contemporary cognitive approaches to literature and performance, arguing not in favor of one over the other but for Contextualism as their common ground.

This volume reimagines the first-century reception of the Gospel of Mark within a reconstructed (yet hypothetical) performance event. In particular, it considers the disciples' character and characterization through the lens of performance criticism. Questions concerning the characterization of the disciples have been relatively one-sided in New Testament scholarship, in favor of their negative characterization. This project demonstrates why such assumptions need not be necessary when we (re-)consider the oral/aural milieu in which the Gospel of Mark was first composed and received by its earliest audiences.

While our physical surroundings fashion our identities, we, in turn, fashion the natural elements in which or with which we live. This complex interaction between the human and the non-human already resonated in Shakespeare's plays and poems. As details of the early modern supra- and infra-celestial landscape feature in his works, this dictionary brings to the fore Shakespeare's responsiveness to and acute perception of his 'environment' and it covers the most significant uses of words related to this concept. In doing so, it also examines the epistemological changes that were taking place at the turn of the 17th century in a society which increasingly tried to master nature and its elements. For this reason, the intersections between the natural and the supernatural receive special emphasis. All in all, this dictionary offers a wide variety of resources that takes stock of the 'green criticism' that recently emerged in Shakespeare studies and provides a clear and complete overview of the idea, imagery and language of environment in the canon.

Redefining Disability features all disabled authors and creators. By combining traditional academic works with personal reflections, graphic art, and poetry, the volume centers disability by drawing from the experiences and expertise of disabled individuals.

This book examines how early modern and recently emerging theories of consciousness and cognitive science help us to re-imagine our engagements with Shakespeare in text and performance. Papers investigate the connections between states of mind, emotion, and sensation that constitute consciousness and the conditions of reception in our past and present encounters with Shakespeare’s works. Acknowledging previous work on inwardness, self, self-consciousness, embodied self, emotions, character, and the mind-body problem, contributors consider consciousness from multiple new perspectives—as a phenomenological process, a materially determined product, a neurologically mediated reaction, or an internally synthesized identity—approaching Shakespeare’s plays and associated cultural practices in surprising and innovative ways.

Paul Cefalu argues that Shakespearean characters raise timely questions about the relationship between cognition and consciousness and often defy our assumptions about “normal” cognition. The book will appeal to scholars and students interested in both the virtues and limitations of cognitive literary criticism.

This expansive four-volume work gives students detailed explanations of Shakespeare's plays and poems and also covers his age, life, theater, texts, and language. Numerous excerpts from primary source historical documents contextualize his works, while reviews of productions chronicle his performance history and reception. Shakespeare's works often served to convey simple truths, but they are also complex, multilayered masterpieces. Shakespeare drew on varied sources to create his plays, and while the plays are sometimes set in worlds before the Elizabethan age, they nonetheless parallel and comment on situations in his own era. Written with the needs of students in mind, this four-volume set demystifies Shakespeare for today's readers and provides the necessary perspective and analysis students need to better appreciate the genius of his work. This indispensable ready reference examines Shakespeare's plots, language, and themes; his use of sources and exploration of issues important to his age; the interpretation of his works through productions from the Renaissance to the present; and the critical reaction to key questions concerning his writings. The book provides coverage of each key play and poems in discrete sections, with each section presenting summaries; discussions of themes, characters, language, and imagery; and clear explications of key passages. Readers will be able to inspect historical documents related to the topics explored in the work being discussed and view excerpts from Shakespeare's sources as well as reviews of major productions. The work also provides a comprehensive list of print and electronic resources suitable for student research.