Abstract

The essay argues that there is an institutional role—and obligation—to teach students to appreciate poetry. In contrast to vertical and intensive models of analysis that treat individual poems or authors as the primary unit of pedagogical value, aesthetic appreciation requires a lateral, extensive, and comparative mode of encounter.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 203-234
Launched on MUSE
2017-03-30
Open Access
No
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