An Aesthetic Pedagogy: Mary Wollstonecraft's Picturesque Style

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dc.contributor.advisor Dr. John Morillo, Committee Member en_US
dc.contributor.advisor Dr. Sharon Setzer, Committee Member en_US
dc.contributor.advisor Dr. Sharon Joffe, Committee Chair en_US
dc.contributor.author Allen, Meredith Lindsay en_US
dc.date.accessioned 2010-04-02T18:04:36Z
dc.date.available 2010-04-02T18:04:36Z
dc.date.issued 2007-05-17 en_US
dc.identifier.other etd-05112007-114431 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/1500
dc.description.abstract This paper considers how Mary Wollstonecraft revises a popular aesthetic of the late eighteenth century: the picturesque. Wollstonecraft effectively offers readers pedagogical lessons and inquiries by way aesthetic delineations. It is well-established that she forcefully deconstructs and transgresses aesthetic boundaries in her writing. Wollstonecraft's persuasive language often questions socio-economic powers and cultural practices which frequently marginalized individuals in eighteenth-century England. While many scholars look at the politics of Wollstonecraft's discourse, one area that must be examined more fully is how she utilizes aesthetic terminology to enlighten readers about human understanding. Wollstonecraft's aesthetics challenge set social codes by offering instructional alternatives to the cultural tastes and concomitant ideologies of her day. Using the picturesque, Wollstonecraft advances an empirical study on the symbiotic relationship between exteriority and interiority. She stages a hermeneutic analysis of how external paradigms and internal persuasions mutually condition and often determine the state of an individual's material and psychological well-being. The world at large and the inner self are for Wollstonecraft like texts to be scrutinized and discussed in exegetic writing. She thus engineers her aesthetic discourse to foreground reflections on how individual agency, environment, and circumstantial (dis)advantages impact the development and progress of human subjects. An analysis of Wollstonecraft's use of picturesque tropes in her children's book, Original Stories, and her epistolary travelogue, Letters Written during a Short Residence in Sweden, Norway, and Denmark, illustrates how she composes aesthetic prose for instructive measure. In both texts, Wollstonecraft adapts her picturesque descriptions to present an educative sequence of images and stories that cogently define how exterior and interior domains come to be cultivated. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject education en_US
dc.subject English Romanticism en_US
dc.subject Mary Wollstonecraft en_US
dc.subject British women writers en_US
dc.subject aesthetics en_US
dc.title An Aesthetic Pedagogy: Mary Wollstonecraft's Picturesque Style en_US
dc.degree.name MA en_US
dc.degree.level thesis en_US
dc.degree.discipline English en_US


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