Archive for April 2004
I’m not happy with my previous entry in my livejournal, with my ENGL 825 paper. It may be a good paper by objective standards; it may even be a good (well, tolerable) paper by the standards of the graduate course. I can’t find it a good paper, though, though whether this is because my judgement is correct or because my judgement’s clouded by proximity I can’t conclude.
What I want to do–in my graduate courses here, in my future careers–is to write clearly and lucidly, freely and without any sense that it isn’t flowing, that it doesn’t work. I want to write the way that I do for this blog, or for my 2300AD materials, or my alternate histories at AHTG.net. I want to engage with the subject matter that I write about, assimilate and transform it.
I want to add a lot of value to the raw materials that I transforming by describing. I hate it when I don’t do that.
On a separate note, welcome to my first visitors from the Czech Republic and Qatar!
In Thomas More’s 1516 book Utopia, Raphael Hythloday–a educated Portuguese sailor and explorer, and the character used by More to describe the society of his ideal philosophical state–proved in the course of his description of Utopian society concerned with the question of how a state could most effectively secure the loyalty of its subjects, and in so doing, establish a coherent and well-governed nation. Throughout Utopia, Hythloday consistently refers to the Utopians’ systems of mass education–many, varied, and effective–as key to this effort. Hythloday’s commentaries in Utopia represent a theme common to many of the leading statesmen of early 16th century England, who believed not only that there existed a direct correlation between the education of individuals and the nature of their society but that this correlation could be exploited by conscious state policies. The statesmen of Tudor England were greatly concerned by the question of how to justify the existence of the Tudor monarchy, in reference both to its highly contested emergence on the battlefields of the War of the Roses and to its highly centralizing nature. Following Henry VIII’s launching of the Protestant Reformation in England, these statesmen became still more concerned with justifying the Tudor monarchy’s existence, particularly insofar as this existence required the separation of the monarchy and its territorial domains from Christendom. Throughout the remainder of the early 16th century, Tudor statesmen sought to buttress the internal stability of their realm by sponsoring the development of an educated class socialized in the separatist and national ideologies of the Tudor monarchy so as to legitimate the monarchy in the face of political and religious dissidence.
My paper for English 825, on the use of education to buttress the Tudor monarchy’s claims to independence, is as Francophones would say, foutu.
I’ve cut it back to focus on More, his theories, the implications of the printing press and mass education on these theories’ applications, and the way in which Cromwell and Bacon père I hope it will work.
Have I mentioned that it’s a day late after extension? Oh, and that I’m also moving today. This will be fun. Hee.
I so need this upcoming trip. I’m quite looking forward to it, J.