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Ruskins Educational Ideals (review)

Ruskins Educational Ideals (review) Reviews 847 Sara Atwood. Ruskin’s Educational Ideals. Farnham, England, and Burling- ton, VT: Ashgate, 2011. 190 pp. ISBN 978-1409408376, $99.95. In Ruskin’s Educational Ideals, Sara Atwood has taken on the valuable task of presenting the educational philosophy of John Ruskin to a modern read- ership. Besides his fame as arguably the greatest English prose stylist of the nineteenth century, Ruskin’s reputation rests on the impact of his aesthet- ic, architectural, and social criticism. Yet Ruskin saw himself as a teacher. His books, essays, letters, and lectures repeatedly attest to the importance he placed on all kinds of education, and the careful thought he gave to fi ll- ing his many pedagogical roles. He taught in the classroom at Oxford, at the Working Man’s College, and at the Winnington school for girls. He also tu- tored many artists through voluminous correspondence, wrote thoughtfully didactic essays on a multitude of topics (including theories of learning), and established various teaching institutions. Yet despite a career in education that was “both ambitious and dynamic,” Ruskin rarely gets the kind of attention as “an educationalist” that other Victorian academic reformers such as Mat- thew Arnold, Frederick Maurice, or Barbara Bodichon receive (2). Atwood’s stated http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Biography University of Hawai'I Press

Ruskins Educational Ideals (review)

Biography , Volume 34 (4) – May 2, 2012

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Publisher
University of Hawai'I Press
Copyright
Copyright © Biographical Research Center
ISSN
0162-4962
eISSN
1529-1456

Abstract

Reviews 847 Sara Atwood. Ruskin’s Educational Ideals. Farnham, England, and Burling- ton, VT: Ashgate, 2011. 190 pp. ISBN 978-1409408376, $99.95. In Ruskin’s Educational Ideals, Sara Atwood has taken on the valuable task of presenting the educational philosophy of John Ruskin to a modern read- ership. Besides his fame as arguably the greatest English prose stylist of the nineteenth century, Ruskin’s reputation rests on the impact of his aesthet- ic, architectural, and social criticism. Yet Ruskin saw himself as a teacher. His books, essays, letters, and lectures repeatedly attest to the importance he placed on all kinds of education, and the careful thought he gave to fi ll- ing his many pedagogical roles. He taught in the classroom at Oxford, at the Working Man’s College, and at the Winnington school for girls. He also tu- tored many artists through voluminous correspondence, wrote thoughtfully didactic essays on a multitude of topics (including theories of learning), and established various teaching institutions. Yet despite a career in education that was “both ambitious and dynamic,” Ruskin rarely gets the kind of attention as “an educationalist” that other Victorian academic reformers such as Mat- thew Arnold, Frederick Maurice, or Barbara Bodichon receive (2). Atwood’s stated

Journal

BiographyUniversity of Hawai'I Press

Published: May 2, 2012

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