The Cantos and Pedagogy

Michael Kindellan, Joshua Kotin

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

The argument of Kindellan and Kotin’s essay, ‘The Cantos and Pedagogy’, is that, contrary to the prevailing critical view, The Cantos is not a pedagogical poem. More specifically, they argue that the poem rejects the idea that a methodological approach to knowledge is desirable. The Cantos is obsessed with who we are, not what we can learn. Put otherwise, the horizon of Pound’s concern in The Cantos is ontological, not epistemological. Charles Altieri, Alan Golding, Marjorie Perloff, and Steven G. Yao and Michael Coyle challenge this claim. The range of their replies demonstrates the breadth of the problem at hand. They all construe The Cantos as embodying an alternative pedagogy rather than, as Kindellan and Kotin argue, an alternative to pedagogy.

Original languageEnglish (US)
Pages (from-to)345-363
Number of pages19
JournalModernist Cultures
Volume12
Issue number3
DOIs
StatePublished - 2017

All Science Journal Classification (ASJC) codes

  • Cultural Studies
  • History
  • Visual Arts and Performing Arts
  • Sociology and Political Science
  • Music
  • Literature and Literary Theory

Keywords

  • Ezra Pound
  • The Cantos
  • education
  • ideogrammic method
  • pedagogy
  • poetics

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