‘To demen by interrogaciouns’: Accessing the Christian context of the Canterbury Tales with enquiry-based learning

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dc.contributor.author Dalrymple, Roger
dc.date.accessioned 2012-05-03T10:59:31Z
dc.date.available 2012-05-03T10:59:31Z
dc.date.issued 2012-05-03
dc.identifier.uri http://hdl.handle.net/123456789/244
dc.description.abstract There would appear to be a need for fresh pedagogic initiatives to assist students in accessing Christian context while continuing to enjoy freedom of interpretation and individual response. Can ecclesiastical and sacramental dimensions only be restored to Chaucer’s work by the delivery of extensive didactic inputs in traditional lecture form? If so, at what point should these be delivered? To present extensive context to students in advance of their reading the primary texts risks compounding a sense of the alterity of medieval literature and supplies a further barrier to immediate engagement with Chaucer (alongside the linguistic challenges of reading Middle English).1 Equally, to present religious context retrospectively once students have read the primary texts or even concomitantly with their study of the texts can imply that the process of uncovering Christian allusion is a rather mechanistic process, hardly an organic part of the initial reading experience. What would seem to be required is a supplementary teaching method whereby undergraduate study of Chaucer may include active engagement with Christian context from the outset. en_US
dc.subject Canterbury Tales en_US
dc.subject Chaucer en_US
dc.subject Enquiry based learning en_US
dc.subject Learning styles en_US
dc.subject Context understanding en_US
dc.subject Education en_US
dc.subject Medieval literature en_US
dc.subject Christian allusion en_US
dc.title ‘To demen by interrogaciouns’: Accessing the Christian context of the Canterbury Tales with enquiry-based learning en_US
dc.type Book chapter en_US

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