Titlebook: On the Familiar Essay; Challenging Academic G. Douglas Atkins Book 2009 G. Douglas Atkins 2009 Close reading.education.participation.time

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Toward a Familiar Literary Criticism,menting on it in such essays as “The Metaphysical Poets” and “Lancelot Andrewes.” The position he both describes and embodies, and that I embrace too, is anti- Romantic: the writer’s job, poet, fiction writer, or essayist, is not to reflect (as Wordsworth does) but to reveal what he or she sees. Opi

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Of Swords, Ploughshares, and Pens: The Return of/to Civility, Against Winning, and the Art of Peaceodied idea, it thrives on feeling, emotion, and passion at least as much as ideas and must always be tempered by prospects of comity; it remains forever subject to nothing less than civility. Civilization is notoriously hard to come by, even if taken for granted by those who pretend to it, and even

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Essaying to Be: Higher Education, the Vocation of Teaching, and the Making of Persons,igh on to a hundred years. The so-called liberal arts in steady decline near now to irrelevance, we find precious little awareness of ., even in theological studies. When, as I mentioned earlier, I announced to students in my introduction to graduate studies course that we would engage with “advance

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G. Douglas Atkinsom the mid-1940s until the 1970s. The two states provided welfare at the national level and the institution of the welfare state was seen as a sign of progress that brought about and arose from a mixture of positive economic, political and social conditions. Yet interestingly, neither state subsumed

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G. Douglas Atkinsry, Krupp, Rowntree and Zeiss, the chapter shows the historical similarity of welfare benefits across companies and between countries. All of these companies focussed on housing, health, education and pensions while intending to instil a spirit of community among their workers; in addition, they pro

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Essaying to Be: Higher Education, the Vocation of Teaching, and the Making of Persons,d” rather than “professional” issues attendant upon literary studies, they rose up in disbelief, spite, and anger. I did little to earn their respect in describing my own understanding of teaching as a vocation.