...Shirin A. Khanmohamadi Karina F. Attar and Lynn Shutters (eds). Teaching Medieval and Early Modern Cross-Cultural Encounters . New York : Palgrave Macmillan , 2014 . Pp. 253 . Copyright © 2015 The Trustees of Columbia University 2015 200 BOOK REVIEWS Karina F. Attar...

... of the manuscript. To interpret a text critically is to acknowledge and to examine also how a manuscript or print edition orients textual interpretation. The editorial history of the Vita nova teaches us about the cultural processes and discourses of literary culture and about Italian literary history. Copyright...

... allusive quotations, Dante opposes to the absolute time of Eden the idea of an imperfect time, tied to the pattern of an all-human knowledge, which Dante himself connected to the teaching and character of Brunetto Latini. Copyright © 2021 by the Trustees of Columbia University in the City of New York...

...Gemma Tidman Abstract This article explores the women’s interventions in an overlooked eighteenth-century quarrel about how to reform literary teaching in the boys’ collèges . It begins by introducing this quarrel, here called the querelle des collèges , that involved more than 120 actors, just 3...

.... More importantly, this article aims to recover what Stendhal still has to teach present-day philosophers and critics about judgments of taste. In De l’amour , Stendhal’s freewheeling treatise on (primarily) extramarital love, the author offers the key term for understanding Niccola’s distinct...

... the sort of proprietary, hierarchical gesture that Ross shunned in his teaching, in his writings, and in his seemingly boundless support for anyone who needed it. Even worse, legacy implies that one may have incurred some kind of debt ­toward him, a thought that never failed to infuriate him a­ nd...

..., through our teaching, through our writing, through our actions. We, many of us, most of us participating in this memorial issue for Ross, are fortunate to be teaching and writing. H­ ere we can make a difference. Critical thinking is sorely lacking in public discourse t­hese days; let us hope we can...

... the following: "Next year I am teaching a course called "European Fiction" (XIX and XX c What English writers (novels or short stories) would you suggest? I must have at least two. Am going to lean heavily on the Russians, at least five broad-shouldered Russians, and shall probably choose Kafka, Flaubert...

... the object of any conference since the 2001 colloquium in his honor? Perhaps if scholars who liked, disliked, agreed, and disagreed with him were not invited to cite their published work, but their memories, something new might be said. Riffaterre's style of teaching has certainly left an indelible...

... personally known Michael Riffaterre from the time, in 1953, when he set foot on American soil as a doctoral candidate until his retirement as University Professor in 2004. In those early days, we took some of the same graduate courses and began teaching at the same time, sharing the two sections of the same...

... generously made time to meet with me. In fact, it was that conversation that convinced me to choose Columbia University. I am forever grateful to Professor May for her guidance on my career path. She had a holistic approach to teaching and was committed to every one of her students, always taking a deep...

... in his teaching, communications, and writing. He was both erudite and prolific, and yet I, like many ­others in his classes, could not have ­imagined just how g­ reat he was. I first met Ross when he taught French lite­ r­a­ ture and theory at the University of Sydney in the seventies, a year or so prior...

... to an essay I had sent him about teaching in Shanghai. He wrote: I know very well that feeling of being somewhere, perfectly safe and comfortable, but with the knowledge that the place itself is completely unassimilable. Ross always read what one wrote and shared with him, not only by engaging with the text...

... but had interrupted my gradu­ate studies while pregnant and had been living and teaching in Toronto. I came back to Ann Arbor to reenroll and rethink my dissertation proj­ect, with no part­icu­ ­lar adviser on the horizon. The comparative lite­ r­a­ture program suggested I audit Ross s courses. He...

... with their professional training, to teach the course in methods, to supervise practice- and apprentice-teaching, and to assist in the placement of the students, as well as to teach some academic courses.45 From the manner in which Rice characterizes his sundry duties, and based on what we know of the rigors of teacher...

... gatherings at the poet's home in Paris). Of particular interest to me are the Mardistes' comparisons of Mallarme's monologues or causeries to Socrates's interrogative teachings. These comparisons emphasize the active listening elicited by the maitre, which in turn calls to mind Socrates's objections...

..., no dapper suit, simply a hint of curiosity about what types of written answers he'd receive from our class. (It hadn't yet occurred to me that an exam is the time when teachers stop talking, pass the baton on to their students and wait to see their teachings applied, hoping that some ideas have taken root...

... departments and courses. I ended up taking classes in the departments of English, French, and Russian. We had in the seventies at Columbia University a galaxy of professors, but the ones that captivated me with their teaching and writing were two: Michael Riffaterre and Edward Said. I took all their courses...

... of unconnected casual events: Lorenzo da Ponte, who was teaching Italian at Columbia as early as 1825, had failed as a merchant and grocer in Pennsylvania;1 Aaron Marshall Elliott, before becoming the founder of the Department of Romance Philology at Johns Hopkins, had been a private teacher for eight years...