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Here Mary Thomas Crane considers the brain as a site where body and culture meet to form the subject and its expression in language. Taking Shakespeare as her case study, she boldly demonstrates the explanatory power of cognitive theory--a theory which argues that language is produced by a reciprocal interaction of body and environment, brain and culture, and which refocuses attention on the role of the author in the making of meaning. Crane reveals in Shakespeare's texts a web of structures and categories through which meaning is created. The approach yields fresh insights into a wide range of his plays, including The Comedy of Errors, As You Like It, Twelfth Night, Hamlet, Measure for Measure, and The Tempest. ? Crane's cognitive reading traces the complex interactions of cultural and cognitive determinants of meaning as they play themselves out in Shakespeare's texts. She shows how each play centers on a word or words conveying multiple meanings (such as "act," "pinch," "pregnant," "villain and clown"), and how each cluster has been shaped by early modern ideological formations. The book also chronicles the playwright's developing response to the material conditions of subject formation in early modern England. Crane reveals that Shakespeare in his comedies first explored the social spaces within which the subject is formed, such as the home, class hierarchy, and romantic courtship. His later plays reveal a greater preoccupation with how the self is formed within the body, as the embodied mind seeks to make sense of and negotiate its physical and social environment.
Graphic novel adaptation of Prince Hamlet's struggle to deliver justice on his own terms.
Using case studies of Hamlet, Romeo and Juliet and Titus Andronicus, this book examines what constitutes a 'Shakespearean text'.
"This book offers a short, spirited defense of rhetoric and the liberal arts as catalysts for precision, invention, and empathy in today's world. The author, a professor of Shakespeare studies at a liberal arts college and a parent of school-age children, argues that high-stakes testing and a culture of assessment have altered how and what students are taught, as courses across the arts, humanities, and sciences increasingly are set aside to make room for joyless, mechanical reading and math instruction. Students have been robbed of a complete education, their imaginations stunted by this myopic focus on bare literacy and numeracy. Education is about thinking, Newstok argues, rather than the mastery of a set of rigidly defined skills, and the seemingly rigid pedagogy of the English Renaissance produced some of the most compelling and influential examples of liberated thinking. Each of the fourteen chapters explores an essential element of Shakespeare's world and work, aligns it with the ideas of other thinkers and writers in modern times, and suggests opportunities for further reading. Chapters on craft, technology, attention, freedom, and related topics combine past and present ideas about education to build a case for the value of the past, the pleasure of thinking, and the limitations of modern educational practices and prejudices"--
This collection considers issues that have emerged in Early Modern Studies in the past fifteen years relating to understandings of mind and body in Shakespeare’s world. Informed by The Body in Parts, the essays in this book respond also to the notion of an early modern ‘body-mind’ in which Shakespeare and his contemporaries are understood in terms of bodily parts and cognitive processes. What might the impact of such understandings be on our picture of Shakespeare’s theatre or on our histories of the early modern period, broadly speaking? This book provides a wide range of approaches to this challenge, covering histories of cognition, studies of early modern stage practices, textual studies, and historical phenomenology, as well as new cultural histories by some of the key proponents of this approach at the present time. Because of the breadth of material covered, full weight is given to issues that are hotly debated at the present time within Shakespeare Studies: presentist scholarship is presented alongside more historically-focused studies, for example, and phenomenological studies of material culture are included along with close readings of texts. What the contributors have in common is a refusal to read the work of Shakespeare and his contemporaries either psychologically or materially; instead, these essays address a willingness to study early modern phenomena (like the Elizabethan stage) as manifesting an early modern belief in the embodiment of cognition.
Outlines an engaging way to instill an understanding and appreciation of Shakespeare's classic works in children, outlining a family-friendly method that incorporates the history of Shakespearean theater and society.
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.
Physicians, readers and scholars have long been fascinated by Shakespeare's medical language and the presence of healers, wise women and surgeons in his work. This dictionary includes entries about ailments, medical concepts, cures and, taking into account recent critical work on the early modern body, bodily functions, parts, and pathologies in Shakespeare. Shakespeare's Medical Language will provide a comprehensive guide for those needing to understand specific references in the plays, in particular, archaic diagnoses or therapies ('choleric', 'tub-fast') and words that have changed their meanings ('phlegmatic', 'urinal'); those who want to learn more about early modern medical concepts ('elements', 'humors'); and those who might have questions about the embodied experience of living in Shakespeare's England. Entries reveal what terms and concepts might mean in the context of Shakespeare's plays, and the significance that a particular disease, body part or function has in individual plays and the Shakespearean corpus at large.
In Why Lyrics Last, the internationally acclaimed critic Brian Boyd turns an evolutionary lens on the subject of lyric verse. He finds that lyric making, though it presents no advantages for the species in terms of survival and reproduction, is “universal across cultures because it fits constraints of the human mind.” An evolutionary perspective— especially when coupled with insights from aesthetics and literary history—has much to tell us about both verse and the lyrical impulse. Boyd places the writing of lyrical verse within the human disposition “to play with pattern,” and in an extended example he uncovers the many patterns to be found within Shakespeare’s Sonnets. Shakespeare’s bid for readership is unlike that of any sonneteer before him: he deliberately avoids all narrative, choosing to maximize the openness of the lyric and demonstrating the power that verse can have when liberated of story. In eschewing narrative, Shakespeare plays freely with patterns of other kinds: words, images, sounds, structures; emotions and moods; argument and analogy; and natural rhythms, in daily, seasonal, and life cycles. In the originality of his stratagems, and in their sheer number and variety, both within and between sonnets, Shakespeare outdoes all competitors. A reading of the Sonnets informed by evolution is primed to attend to these complexities and better able to appreciate Shakespeare’s remarkable gambit for immortal fame.
Cutting-edge theories of cognition inform readings of Shakespearean girls to show the dynamism of adolescent female brainwork.