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Halpin, David – London Review of Education, 2016
Nostalgia rightly elicits suspicion, even derision, for to give oneself up to longing for something from the past runs the risk of compromising one's capacity to act effectively in the present. But this does not make nostalgia, "by definition," either sentimentally reactionary or wistfully unreflective. On the contrary, in the education…
Descriptors: Reflection, Transformative Learning, Educational Policy, Traditionalism
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Halpin, David – London Review of Education, 2011
Contrariness of the kind manifest in the literary output and general disposition of the nineteenth century English essayist and journalist, William Hazlitt, has much to teach contemporary intellectuals working in the academy about how better to be critical, offering important lessons on the necessity for self-consistency and independence of…
Descriptors: Criticism, Essays, Writing for Publication, Literary Styles
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Halpin, David – London Review of Education, 2004
William Hazlitt (1778-1830), one of the most important critics of the English Romantic Period, held and published highly developed views about the nature of the creative imagination, the function of criticism and what it means to be truly learned. Although he never advanced an explicit theory of education, least of all one about the purposes of…
Descriptors: Imagination, Criticism, Intellectual History, Profiles