Um drama da crítica: Oscar Wilde, Walter Pater e Matthew Arnold, lidos por Fernando Pessoa

Tese de doutoramento, Estudos da Literatura e da Cultura (Teoria da Literatura), Universidade de Lisboa, Faculdade de Letras, 2014

Noucentisme i anglof??lia : Matthew Arnold en l???obra pedag??gica de Joan Palau Vera (1905-1919)

Resumen basado en el de la publicaci??n

The works of Matthew Arnold.

"This edition consists of seven hundred and seventy-five copies."

Matthew Arnold and American culture.

Originally published 1957.

Matthew Arnold's notebooks;

"Passages that struck him in his daily reading... The quotations are in English, French, German, Italian, Latin, and Greek."--Pref.

Matthew Arnold.

Mode of access: Internet.

Letters of Matthew Arnold 1848-1888 /

Mode of access: Internet.

Matthew Arnold,

Mode of access: Internet.

The thoughts of the Emperor M. Aurelius Antoninus, Tr. by George Long ... with an essay by Matthew Arnold.

Mode of access: Internet.

Matthew Arnold's notebooks;

"Passages that struck him in his daily reading ... The quotations are in English, French, German, Italian, Latin, and Greek."--Pref.

Matthew Arnold,

Mode of access: Internet.

Milton's Comus, Lycidas, and other poems, and Matthew Arnold's Address on Milton;

Mode of access: Internet.

Matthew Arnold,

Mode of access: Internet.

Thomas and Matthew Arnold and their influence on English education,

On cover: The great educators

Producing readings : freedom versus normativity?

The subject known as English has been framed in terms of a number of models which can be broadly defined through the literature as cultural heritage (associated with Matthew Arnold and F.R. Leavis), personal growth (associated with John Dixon and James Britton) and cultural studies (associated with Raymond Williams and Roland Barthes). Traditionally these models have been assumed to reflect different theories of English, each one being hailed as a radical break with the previous model. Taking the reading lesson as an example, the paper attempts to trouble the idea that the models of English are radically different, first by identifying an unhelpful dialectic that historically informs discussions of literature teaching and English and second, by exploring a circularity that characterises arguments used to justify the radical nature of cultural studies English.