Education, Criticism and the Creative Imagination: the legacy of William Hazlitt
William Hazlitt (1778–1830), one of the most important critics of the English Romantic Period, held and published highly developed views about the nature of the creative imagination, the function of criticism and what it means to be truly learned [1]. Although he never advanced an explicit theory o...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2004-02-01
|
| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.1080/1474846042000177456 |
| _version_ | 1797896640333348864 |
|---|---|
| author | David Halpin |
| author_facet | David Halpin |
| author_sort | David Halpin |
| collection | DOAJ |
| description | William Hazlitt (1778–1830), one of the most important critics of the English Romantic Period, held and published highly developed views about the nature of the creative imagination, the function of criticism and what it means to be truly learned [1]. Although he never advanced
an explicit theory of education, least of all one about the purposes of schooling, his principles of thought and action and his thesis about style and structure in writing are highly relevant to contemporary discussions of what counts as genuine learning and teaching and the intellectual vocation
of members of the educational academy. |
| first_indexed | 2024-04-10T07:46:03Z |
| format | Article |
| id | doaj.art-e7d228d4e4b249d783ea4749eab9e4f2 |
| institution | Directory Open Access Journal |
| issn | 1474-8460 1474-8479 |
| language | English |
| last_indexed | 2024-04-10T07:46:03Z |
| publishDate | 2004-02-01 |
| publisher | UCL Press |
| record_format | Article |
| series | London Review of Education |
| spelling | doaj.art-e7d228d4e4b249d783ea4749eab9e4f22023-02-23T10:42:34ZengUCL PressLondon Review of Education1474-84601474-84792004-02-012173110.1080/1474846042000177456Education, Criticism and the Creative Imagination: the legacy of William HazlittDavid HalpinWilliam Hazlitt (1778–1830), one of the most important critics of the English Romantic Period, held and published highly developed views about the nature of the creative imagination, the function of criticism and what it means to be truly learned [1]. Although he never advanced an explicit theory of education, least of all one about the purposes of schooling, his principles of thought and action and his thesis about style and structure in writing are highly relevant to contemporary discussions of what counts as genuine learning and teaching and the intellectual vocation of members of the educational academy.https://uclpress.scienceopen.com/hosted-document?doi=10.1080/1474846042000177456 |
| spellingShingle | David Halpin Education, Criticism and the Creative Imagination: the legacy of William Hazlitt London Review of Education |
| title | Education, Criticism and the Creative Imagination: the legacy of William Hazlitt |
| title_full | Education, Criticism and the Creative Imagination: the legacy of William Hazlitt |
| title_fullStr | Education, Criticism and the Creative Imagination: the legacy of William Hazlitt |
| title_full_unstemmed | Education, Criticism and the Creative Imagination: the legacy of William Hazlitt |
| title_short | Education, Criticism and the Creative Imagination: the legacy of William Hazlitt |
| title_sort | education criticism and the creative imagination the legacy of william hazlitt |
| url | https://uclpress.scienceopen.com/hosted-document?doi=10.1080/1474846042000177456 |
| work_keys_str_mv | AT davidhalpin educationcriticismandthecreativeimaginationthelegacyofwilliamhazlitt |