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2013 D.H Lawrence International Conference 4-6 April, Nanterre

Education and Culture(s)

Mis en ligne par : Cornelius Crowley . Mise à jour: 31 October 2012.

This conference will take place at the University of Paris-Ouest-Nanterre La Défense. It is organised by the Lawrence Studies Research Group of this university with the participation of the “Texts and Cultures” Research Centre of Artois University.

CALL FOR PAPERS

Education is an evil abstraction
“Departure,” Last Poems

Lawrence was not an educationalist and certainly not an administrator in charge of the expansion of a complex system of schooling, structured in terms of a series of complementary demarcations: liberal education and vocational training, local needs and imperial duties, pure knowledge and applied science; a system which thus bore evidence of the divorce between the sciences and the humanities which would later be at the heart of the C.P Snow/F.R. Leavis debate on the "two cultures".
Not therefore an educationalist, but certainly a writer for whom the dialectics of education and culture are complex and paradoxical, as they already were intimated to be by Blake and Wordsworth, Dickens and Hardy. Not an administrator, but a writer who was a former pupil of his time and of his (provincial) place, a writer brought up and spurred into being a creative writer in an England that was socially and materially remade by industry and empire, and also by the extension of the public access to schooling in the decades after the passing of the 1870 Elementary Education Act (Forster’s Act).

Beyond the biographical data this topic brings to mind since Lawrence studied to be a teacher and was a teacher for a while, we may suggest various lines of reflection on the themes of education, culture or cultures:
- Lawrence’s educational theories in “Education of the People” and his other essays and works. Women’s education. Lawrence and Jean-Jacques Rousseau/Lawrence and the English Romantics/ Lawrence and Nietzsche on education.
- Teacher and mentor figures in his fiction.
- Pedagogical authority and the limits of the teachable. The role of experience.
- Lawrence and the sciences
- Lawrence’s conception of the Bildungsroman.
- The relation between philosophy and art.
- Genre and didacticism.
- Lawrence as the author of a schoolbook ( “Movements in European History”).
- High and low culture as reflected in his writings: (cf the well-known TS Eliot/Leavis controversy about Lawrence). Cultured and non-cultured characters.
- Learning (or not) from cultural differences.

This list is of course not exhaustive.

Proposals for papers should be sent to Cornelius Crowley AND Ginette Roy
before the end of November 2012:
crowley@u-paris10.fr
roy@u-paris10.fr

Please send a short abstract.

Organizing committee: Cornelius Crowley, Juliette Feyel, Stephen Rowley, Carol Veit, Ginette Roy

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