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Learning to Read Big Books: Dante, Spenser, Milton

Department of English and Modern Foreign Languages, University of Tennessee Martin, Martin, TN 38238, USA
Religions 2019, 10(4), 291; https://doi.org/10.3390/rel10040291
Received: 6 March 2019 / Revised: 15 April 2019 / Accepted: 18 April 2019 / Published: 25 April 2019
(This article belongs to the Special Issue Teaching Dante)
The interpretive challenges posed by dense and lengthy poems such as Dante’s Inferno, Spenser’s Faerie Queene, and Milton’s Paradise Lost can prove daunting for the average undergraduate reader whose experience of texts has been circumscribed by pedagogical mandates focused on reading for information. While information-retrieval based reading certainly has its place, the experience of reading these longer, more allegorical and symbolic poems can create in the attentive reader a far more valuable kind of learning, understood by Dante and his heirs, all working from Homeric and Virgilian models, as understanding. Each of these long poems pay very close attention to acts of interpretation, foregrounding the experiences of their characters to illustrate the proper way to move from sense, past speculation, to true understanding. Those who heed these lessons, and embrace the experience offered by the poet, find that the daunting task has been outlined as the necessary step to true knowledge rather than mere information. View Full-Text
Keywords: Dante; Milton; Spenser Dante; Milton; Spenser
MDPI and ACS Style

Hill, C.A. Learning to Read Big Books: Dante, Spenser, Milton. Religions 2019, 10, 291.

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