English Literature

Literature, Language, and the Rise of the Intellectual by Robin Valenza

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By Robin Valenza

The divide among the sciences and the arts, which frequently appear to communicate fullyyt various languages, has its roots within the approach highbrow disciplines built within the lengthy eighteenth century. As a number of fields of analysis turned outlined and to some extent professionalized, their methods of speaking advanced into an more and more expert vocabulary. Chemists, physicists, philosophers, and poets argued approximately even if their discourses may still turn into progressively more specialized, or whether or not they should still goal to stay intelligible to the layperson. during this interdisciplinary 2009 examine, Robin Valenza exhibits how Isaac Newton, Samuel Johnson, David Hume, Adam Smith, Samuel Taylor Coleridge and William Wordsworth invented new highbrow languages. by way of delivering a much-needed account of the increase of the fashionable disciplines, Robin Valenza indicates why the sciences and arts diverged so strongly, and argues that literature has a different position in navigating among the languages of alternative parts of inspiration.

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Additional resources for Literature, Language, and the Rise of the Intellectual Disciplines in Britain, 1680-1820

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This third, disciplinary partition is now seen most clearly in the modern university system, in which university departments bear the indelible mark of disciplinary specialization enforced by intra- and inter-institutional boundaries. Such concentration on an individual discipline or object of study did not reach its modern proportions in England until much later in the nineteenth century, but the recognition that an individual field of study increasingly consumed more of one person’s mental time and energy emerges much earlier.

However, such accounts usually concentrate on a specific discipline or set of related disciplines, and much, though not all, of this writing has been done in the service of an at least mildly polemical argument for or against a particular discipline or approach to the discipline. Arguments that outline the current state of a field commonly appear at the beginning of academic books. If one wants to know the state of the art in a given field or subfield, one can now – as one could in the eighteenth century – read the introductory chapter to almost any scholarly book in that field.

For a time in western Europe , as the Roman Empire spread, the Latin language had provided a partial solution to the problem of Babel. Even after the fall of the Roman Empire, among the educated, Latin continued to function as an international lingua franca, even though, with few exceptions, from the sixth century onwards Latin was a foreign language to all of its users. That is, no one learned it from the cradle; it was taught by tutors and in schools. This gave the language certain advantages: because Latin was learned from ancient texts and common textbooks, and because its uses belonged primarily to particular vocational and communicative contexts, it was relatively a conservative language such that during the period after the fall of the Roman Empire when the vernaculars of western Europe became increasingly distinct from one another, developing into the modern Romance languages, Latin resisted many of the changes that affected these languages.

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