The real push to finish the project came during a sabbatical leave in 1985–86 spent in solitude at my mother's house in the Sussex countryside. The idea for this book came to me many years ago when I collaborated on a paperback edition of The Canterbury Tales that never materialized and left me with useless glosses on a number of the tales but also with introductory essays and notes that eventually, with painful slowness, metamorphosed into the chapters that follow.
As my title indicates, I will argue that Chaucer takes from Dante the structural features of the allegorical quest and epic theater and in so doing creates a narrative text that in some ways foreshadows the literature written two centuries later for the Elizabethan stage. The ways in which Dante speaks in and through The Canterbury Tales are numerous, various, and subtle, and I have necessarily proposed and dealt with only a few that seemed important and suggestive as a means of establishing that Chaucer's poem is indeed in the line of "epic succession" to the Comedy. Dante speaks thus in The Canterbury Tales, also "in translation," though not in a role especially created for him, as Virgil does in the Comedy, one reason being perhaps that although he died a little more than half a century earlier, his is still a palpable presence in the Europe of Chaucer's day.
poet, but in the only way a poetry, whatever its original language, can speak to us: by a sustained act of translation. Dante's Comedy "reads" Virgil by making him speak, not, it is true, precisely in the language and manner of the first-century B.C. Herzman has written ( Acta 9, 1), and his formulation expresses most succinctly the central argument of this book. ĭ2.Rel.5.9-12: Explain how religious identities shape and are shaped by the beliefs people hold, theīehaviors they exhibit, and the ways people experience membership in intersecting communities."My suggestion is that Chaucer read Dante the way Dante read Virgil," Ronald B. C3 Framework for Social Studies State Standardsĭ2.Rel.4.9-12: Describe and analyze examples of how religions are embedded in all aspects ofĬulture and cannot only be isolated to the “private” sphere. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Common Coreĭetermine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments.
HS-PS2.B.1 ( High School Physical Sciences ): Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. Learning Standards Next Generation Science Standards
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Download the entire resource for high school teachers here – Dante’s Inferno Beyond ELA – Looking at the science too! and here you can find all of my products at Teachers Pay Teachers, including many free downloads – KaiserScience TpT resources In this resource we even look at the parts of this book which includes science – Dante includes then modern physics and astronomy in this work. Beyond the story and poetry, we can use maps to explore his journey through the Earth, Hell, Purgatory, and Paradise. Dante’s Inferno Beyond ELA – Looking at the science too!ĭante’s Divine Comedy, especially the Inferno is a wonderful book for high school students to explore.
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