Milton consistently reflected a concern for reassembling Truth in a wide-ranging body of works in different genres and on stunningly diverse topics. Similarly, the twelve contributors to this collection represent efforts to engage in the search for Truth in the works of Milton, to re-analyze, reinterpret, and recontextualize his literary, political, religious, and social views and values, and to reassess the influence of his writings.

The latest volume in the Chaucer Bibliographies series, meticulously assembled by Kenneth Bleeth, is the most comprehensive record of scholarship on Chaucer's Squire's Tale, Franklin's Tale, and Physician's Tale.

How does a woman become a whore? What are the discursive dynamics making a woman a whore? And, more importantly, what are the discursive mechanics of unmaking? In Women and Shakespeare’s Cuckoldry Plays: Shifting Narratives of Marital Betrayal, Cristina León Alfar pursues these questions to tease out familiar cultural stories about female sexuality that recur in the form of a slander narrative throughout William Shakespeare’s work. She argues that the plays stage a structure of accusation and defense that unravels the authority of husbands to make and unmake wives. While men’s accusations are built on a foundation of political, religious, legal, and domestic discourses about men’s superiority to, and rule over, women, whose weaker natures render them perpetually suspect, women’s bonds with other women animate defenses of virtue and obedience, fidelity and love, work loose the fabric of patrilineal power that undergirds masculine privileges in marriage, and signify a discursive shift that constitutes the site of agency within a system of oppression that ought to prohibit such agency. That women’s agency in the early modern period must be tied to the formations of power that officially demand their subjection need not undermine their acts. In what Alfar calls Shakespeare’s cuckoldry plays, women’s rhetoric of defense is both subject to the discourse of sexual honor and finds a ground on which to “shift it” as women take control of and replace sexual slander with their own narratives of marital betrayal.

Includes sixteen essays that represent how challenging, stimulating, and far-ranging are the efforts to read Milton critically and deeply. This collection deals with the issue of evil, world of Milton's masque and the many worlds of his epic Paradise Lost.

This book examines the links between the unprecedented visual inventiveness of the Romantic period in Britain and eighteenth-century theories of the sublime. Edmund Burke’s Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful (1757), in particular, is shown to have directly or indirectly challenged visual artists to explore not just new themes, but also new compositional strategies and visual media such as panoramas and book illustrations, by arguing that the sublime was beyond the reach of painting. More significantly, it began to call into question mimetic representational models, causing artists to reflect about the presentation of the unpresentable and drawing attention to the process of artistic production itself, rather than the finished artwork.

Sir Philip Sidney’s Arcadia has held a significant place in literary imagination since its inception over 430 years ago. Our four-volume set presents five re-imaginings of the text, as well as two short supplements that attempt to bridge the gap between Sidney’s original and revised versions of the work.

Inside "Paradise Lost" opens up new readings and ways of reading Milton's epic poem by mapping out the intricacies of its narrative and symbolic designs and by revealing and exploring the deeply allusive texture of its verse. David Quint’s comprehensive study demonstrates how systematic patterns of allusion and keywords give structure and coherence both to individual books of Paradise Lost and to the overarching relationship among its books and episodes. Looking at poems within the poem, Quint provides new interpretations as he takes readers through the major subjects of Paradise Lost—its relationship to epic tradition and the Bible, its cosmology and politics, and its dramas of human choice. Quint shows how Milton radically revises the epic tradition and the Genesis story itself by arguing that it is better to create than destroy, by telling the reader to make love, not war, and by appearing to ratify Adam’s decision to fall and die with his wife. The Milton of this Paradise Lost is a Christian humanist who believes in the power and freedom of human moral agency. As this indispensable guide and reference takes us inside the poetry of Milton’s masterpiece, Paradise Lost reveals itself in new formal configurations and unsuspected levels of meaning and design.

When novels, plays and poems refer to food, they are often doing much more than we might think. Recent critical thinking suggests that depictions of food in literary works can help to explain the complex relationship between the body, subjectivity and social structures. A History of Food in Literature provides a clear and comprehensive overview of significant episodes of food and its consumption in major canonical literary works from the medieval period to the twenty-first century. This volume contextualises these works with reference to pertinent historical and cultural materials such as cookery books, diaries and guides to good health, in order to engage with the critical debate on food and literature and how ideas of food have developed over the centuries. Organised chronologically and examining certain key writers from every period, including Chaucer, Shakespeare, Austen and Dickens, this book's enlightening critical analysis makes it relevant for anyone interested in the study of food and literature.

Firmly grounded in literary studies but drawing on religious studies, translation studies, drama, and visual art, Milton among Spaniards is the first book-length exploration of the afterlife of John Milton in Spanish culture, illuminating underexamined Anglo-Hispanic cultural relations. This study calls attention to a series of powerful engagements by Spaniards with Milton’s works and legend, following a general chronology from the eighteenth to the early twenty-first century, tracing the overall story of Milton’s presence from indices of prohibited works during the Inquisition, through the many Spanish translations of Paradise Lost, to the author’s depiction on stage in the nineteenth-century play Milton, and finally to the representation of Paradise Lost by Spanish visual artists.

This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research on education and learning in adulthood, this Handbook addresses the inner tensions between adult education, adult learning, lifelong education, and lifelong learning, by using current research and theorizations from disciplinary backgrounds, including philosophy, psychology, biology and neuroscience, anthropology, sociology, history, political science, and economics. It provides an explicit discussion of the differences and tensions between adult and lifelong education and learning, and locates these in different policy and historical contexts, theories and practices. It explores a variety of discipline-based theoretical perspectives, and highlights how these have influenced, and been influenced by, research in the education and learning of adults. The Handbook also explores the inevitable frictions and dilemmas these present, and carefully examines the role of the international dimension in researching education and learning in formal, non-formal and informal contexts, beyond traditional schooling. This state-of-the-art, comprehensive Handbook is the first of its kind to explore adult education, lifelong education and lifelong learning fully as distinct activities on an international scale. It will be an indispensable reference resource for students of education at undergraduate and postgraduate levels, and for academic researchers, professionals and policy-makers concerned with adult and community education, further and vocational education, or work-based training and human resource development.