Dissertations / Theses: 'Writings of Matthew Arnold'

1

Bell, William Ronald. "Aesthetes, English professors, and socialists : the British reception of Matthew Arnold (1888-1948)." Thesis, University of Edinburgh, 1989. http://hdl.handle.net/1842/19252.

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Caufield, James Walter. "Arnoldian renouncements ethical exemplarity and modern thought /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1692843241&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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3

Piquet, Martine. "La pensée ethnologique de Matthew Arnold : teneur, sources, influence." Paris 13, 1987. http://www.theses.fr/1987PA131012.

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Etude de l'utilisation par matthew arnold de certains concepts ethnologiques dans sa critique sociale, litteraire et religieuse. Sa conviction, contre l'idee generalement repandue a son epoque, que le genie anglais n'etait pas exclusivement germanique mais comprenait des elements celtiques, normands et memes semitiques. Une telle mixite raciale n'etait pas consideree pr matthew arnold comme une source de degenerescence mais au contraire comme un moyen d'ameliorer la nation anglaise et de lui eviter le declin qui la menacait. En developpant les qualites positives heritees des ancetres saxons, celtes et normands et en etablissant l'equilibre voulu entre ces caracteristiques ethniques, on pouvait tendre a la perfection culturelle et, par la-meme, au renforcement de la pre-eminence politique de la grandebretagne dans le monde. Contrairement a la doctrine indo-europeaniste, arnold insistait sur le fosse separant la pensee orientale de la pense occidentale et mettait un accent particulier sur le role essentiel joue par les hebreux anciens dans la formation de la moralite europeenne, et singulierement anglaise. Sources principales de la pensee ethnologique de matthew arnold chez des auteurs francais, allemands et anglais tels que renan, les freres thierry, michelet, sainte-beuve, heine, goethe, son pere, thomas arnold, ou carlyle; son influence dans certains domaines essentiels tels que la reforme du systeme scolaire britannique du debut du vingtieme siecle ou sur l'image de la litterature et du genie celtiques; son retentissement, a travers les constantes controverses qui l'opposaient a ses compatriotes dans la presse periodique britannique du dix-neuvieme siecle. Une utilisation souvent erronee des concepts ethnologiques, mais une approche originale, toujours raisonnable et empreinte d'un esprit de conciliation remarquable a une epoque ou se developpaient les ideologies et doctrines racistes
Study of the use by matthew arnold of ethnological concepts in his social, literary and religious criticism. His conviction against the most commonly held idea of his day that the english genius was not exclusively germanic but included celtic, norman as well as semitic elements. A racial mixity not considered as a source of degeneration but as a means of improving the english nation and avoiding the decline threatening britain: by developing the positive qualities inherited from their saxon, celtic and norman forebears - seriousness; poetical sense; intelligence -, and by establishing the adequate balance between these ethnic characteristics, working towards cultural perfection and thus the reinforcement of britain's political pre-eminence in the world. In opposition with the indo-european doctrine, matthew arnold's insistence on the gulf separating eastern and western thoughts, and on ancient hebrews' essential role in shaping european and very specifically, english - morality. Matthew arnold's indebtedness for his ethnological conceptions to french, german and english authors such as renan, the thierry brothers, michelet, sainte-beuve, heine, goethe, his father, thomas arnold or carlyle. The influence of matthew arnold's ethnological thought in certain essential fields such as the educational reforms in britain at the beginning of the twentieth century, or on the image of celtic literature and the celtic genius; its importance in his own day through the constant controversy opposing him to his fellow-countrymen in the periodical press. An often inaccurate or erroneous use of ethnological concepts but an original, always reasonable, and conciliatory approach, quite in contrast with the racialist ideologies and doctrines in full development at the same period

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4

Keshavjee, Nashira. "Matthew Arnold's five long poems : a dialectical reading." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56918.

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Matthew Arnold's five long poems were published between 1852 and 1867. In these poems (Empedocles on Etna, Tristram and Iseult, Sohrab and Rustum, Balder Dead and Merope) Arnold tries to analyze a number of themes, like nature, moral values, poetics, and the place of authority in society. His analysis is dialectical, and one notices great distress and an inability to resolve these issues. This thesis examines Arnold's confusion, as well as his eventual calm acceptance of life in all its contradictions. It concludes subsequently that Arnold has a genuine desire to find personal dialectical syntheses where possible.

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Racine, Jean-François. "The text of Matthew in the writings of Basil of Caesarea /." Leiden : Brill, 2004. http://catalogue.bnf.fr/ark:/12148/cb41147912s.

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Boughton, Gillian Elisabeth. "The juvenilia of Mrs Humphry Ward (1851-1920) : a diplomatic edition of six previously unpublished narratives derived from original manuscript sources." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1123/.

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Eckstein, Lars. "Saturday on Dover Beach : Ian McEwan, Matthew Arnold, and post-9/11 melancholia." Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2012/5922/.

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This essay revisits Ian McEwan’s extremely successful novel Saturday, and interrogates its exemplary assessment of the British cultural climate after 9/11. The particular focus is on McEwan’s extensive recourse to the writings of Matthew Arnold, whose melancholy outlook on culture and anarchy McEwan basically translates into the 21st century without much ideological fraction. This relapse into Victorian liberal humanism as consolation for a Western world besieged by the contingencies of terrorism is extremely problematic. Not only does it wilfully ignore the transcultural realities of modern Britain, it also promotes an ahistorical and apolitical mode of critical inquiry which may be called reductive at best in view of the global challenges that the novel addresses.

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8

De, Santis Anthony Nicholas. "The Poetics of Loss: A Theological Reading of Selected Works of Matthew Arnold." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1589580145458582.

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Dudeque, Norton E. "Music theory and analysis in the writings of Arnold Schoenberg (1874-1951)." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394424.

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Gilstrap, Shannon N. ""A Revolution by Due Course of Law": Matthew Arnold, G.W.F. Hegel, and the State's Revolutionary Role." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/theses/1.

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This dissertation examines Matthew Arnold's belief in the role the State must play in actualizing the ideals of the French Revolution in Victorian England by exploring parallels between Arnold's development and implementation of this belief and similar elements present in G.W.F. Hegel's philosophy. Beginning with Arnold's early engagement with the Bhagavad-Gita, moving into the preface to his 1853 volume of poems, and finally ending with his more mature religious, political, and social works, this dissertation traces the sources and development of Arnold's criticism of what he perceives as a widely held and dangerous antipathy towards State interference in the civil sphere in Victorian England. Believing this trajectory wrongheaded, Arnold asserts his belief in the connection between a strong State power and the emergence of true subjective freedom within a polity. By placing Arnold's texts and ideas alongside selections from Hegel's work, including On the Episode of the Mahabharata Known as the Bhagavad-Gita by Wilhelm von Humboldt, the preface to The Philosophy of Right, and some of Hegel's early theological writings, one realizes that Arnold's belief in both subjective freedom and a strong State power demonstrates a sustained and parallel engagement with Hegel's own commitment to both the ideals of the French Revolution and the role that a strong State power plays in actualizing those ideals.

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Kline, Daniel S. "Educated speech Victorian philology and the literary languages of Matthew Arnold and Arthur Hugh Clough /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1166799317.

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Grover, Mary Margaret. "Fleshing out the Victorian public sphere of letters /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Burke, Raymond. "Matthew Arnold and the Celt : the treatment of some conceptions of the Celtic in Arnold's poetry and prose." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294133.

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Frank, Annemarie. "German affinities and the idea of culture in the works of Thomas Carlyle, Matthew Arnold and George Eliot." Thesis, University of London, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.706530.

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Hammers, Colleen Romick. "Victorian Wanderers : redefining the poet's place the poetry of Matthew Arnold, Arthur Hugh Clough, and James Thomson (B.V.) /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861796820684.

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Gregson, John Robert. "In omnia paratus : a study of the influence of the classics on two Balliol poets of the nineteenth century." n.p, 2000. http://library7.open.ac.uk/abstracts/page.php?thesisid=14.

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Kim, Tae-Chul. "Re-reading 'the function of criticism' as a critical discourse of modernity : Matthew Arnold, T.S. Eliot and F.R. Leavis." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273175.

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Barber, Belinda. "The role of Greek tragedy and attitudes towards it, in the works of George Eliot, Matthew Arnold, Swinburne, and Thomas Hardy." Thesis, University of Sheffield, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319913.

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Roberts, Gabriel C. B. "Historical argument in the writings of the English deists." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:f4f32628-8e30-49b4-b2ab-449dc0b94b64.

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This study examines the role of history in the writings of the English deists, a group of heterodox religious controversialists who were active from the last quarter of the seventeenth century until the middle of the eighteenth century. Its main sources are the published works of the deists and their opponents, but it also draws, where possible, on manuscript sources. Not all of the deists were English (one was Irish and another was of Welsh extraction), but the term ‘English Deists’ has been used on the grounds that the majority of deists were English and that they published overwhelmingly in England and in English. It shows that the deists not only disagreed with their orthodox opponents about the content of sacred history, but also about the relationship between religious truth and historical evidence. Chapter 1 explains the entwining of theology and history in early Christianity, how the connection between them was understood by early modern Christians, and how developments in orthodox learning set the stage for the appearance of deism in the latter decades of the seventeenth century. Each of the following three chapters is devoted to a different line of argument which the deists employed against orthodox belief. Chapter 2 examines the argument that certain propositions were meaningless, and therefore neither true nor false irrespective of any historical evidence which could be marshalled in their support, as it was used by John Toland and Anthony Collins. Chapter 3 traces the argument that the actions ascribed to God in sacred history might be unworthy of his goodness, beginning with Samuel Clarke’s first set of Boyle Lectures and then progressing through the writings of Thomas Chubb, Matthew Tindal, Thomas Morgan, and William Warburton. Chapter 4 charts the decline of the category of certain knowledge in the latter half of the seventeenth century, the rise of probability theory, and the effect of these developments on the deists’ views about the reliability of historical evidence. Chapter 5 is a case-study, which reads Anthony Collins’s Discourse of the Grounds and Reasons of the Christian Religion (1724) in light of the findings of the earlier chapters. Finally, a coda provides a conspectus of the state of the debate in the middle decades of the eighteenth century, focusing on the work of four writers: Peter Annet, David Hume, Conyers Middleton, and Edward Gibbon.

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Teal, Scott Allen. "Specters of poverty and sources of hope in the novels of Amitav Ghosh and Rohinton Mistry." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:ab0fd761-9143-4192-82bf-43336c48f070.

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This thesis attempts to reformulate the concept of hope represented in, and inflected by, the Indian English novel. This comparative literary study focuses primarily on Amitav Ghosh and Rohinton Mistry, whose novels offer myriad examples and resultant effects of a reflexive hope. I argue in light of their work to refigure hope in its varied and multiple articulations: positive and negative, for-life and for-death, dependency, waiting, nostalgia, narcissism. All of these, I suggest, manifest in a nominal-messianic hope that formulates a powerful critique of global capital most advantageously constellated in these Indian English novels. I arrive at this from the early writings of Jawaharlal Nehru and his unshakable belief in socialist progress that informs the productive tension within hope that inform the readings of Ghosh’s and Mistry’s novels. Concomitant to this thesis on hope is the recalibration of definitions of poverty to the principles of capabilities that allow for the simultaneous discussion of how the state can shape social opportunities for its citizens. This, I argue, is necessary for the flourishing of more nuanced understanding of hope. Moving away from purely quantitative measurements of poverty to more qualitative capabilities pushes the novel to the foreground of these arguments. Just as Nehru explores his own formulations of hope and hopefulness through the poetry of Matthew Arnold, the Indian English novel, here, is best able to enunciate a reflexive hope that is central to the notion of capabilities. This is why poverty studies in India needs the Indian English novel.

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21

Reno, Seth T. "Amorous Aesthetics: The Concept of Love in British Romantic Poetry and Poetics." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306247314.

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Fee, Margery. "Canadian Literature and English Studies in the Canadian University." Essays on Canadian Writing, 1993. http://hdl.handle.net/2429/11661.

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English Studies began in Canada in 1884 at Dalhousie University; Canadian literature was first taught at the post-secondary level in 1907 at the Ontario Agricultural College in Guelph. Arnoldian humanism dominated the outlook of early professors of English in Canada. Their feeling that Canadian literature was not among "the best" explains why so few courses appeared in Canadian universities, despite nationalist pressure from students. About 5-10% of courses then were devoted to Canadian literature in the English curriculum and this (except in Quebec) remains the case today.

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23

Polcrack, Doranne G. "Poets judging poets T.S. Eliot and the canonical poet-critics of the seventeenth, eighteenth and nineteenth centuries measure John Milton /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1995. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.A.)--Kutztown University of Pennsylvania, 1995.
Source: Masters Abstracts International, Volume: 45-06, page: 2823. Typescript. Abstract precedes thesis as preliminary leaves [1-2]. Includes bibliographical references (leaves 180-190).

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Tate, Rosemary. "The aesthetics of sugar : concepts of sweetness in the nineteenth century." Thesis, University of Oxford, 2010. https://ora.ox.ac.uk/objects/uuid:960ac765-d21b-43d3-a26b-0188b4792186.

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My thesis examines the concept of sweetness as an aesthetic category in nineteenth-century British culture. My contention is that a link exists between the idea of sweetness as it appears in literary works and sugar as an everyday commodity with a complex history attached. Sugar had changed from being considered as a luxury in 1750 to a mass-market staple by the 1850s, a major cultural transition which altered the concept of sweetness as a taste. In the thesis I map the consequences of this shift as they are manifest in a range of texts from the period, alongside parallel changes in the aesthetic category of sweetness. I also assess the relationship between the material history of sweetness and the separate but related concept of aesthetic sweetness. In focussing on the relationship between sugar and sweetness in the Victorian period this thesis examines an area of nineteenth-century life that has previously never been subject to detailed study. Although several critics have explored the connection between sugar and concepts of sweetness as they relate to abolitionist debates in the eighteenth and nineteenth centuries, my focus differs in that I assert that other material histories of sugar played as significant a role in developing discourses of sweetness. Throughout this study, which spans the period 1780-1870, I draw on a range of sources across a variety of genres, including abolitionist pamphlets, medical textbooks, the novels of Charlotte Brontë and Wilkie Collins, the cultural criticism of Matthew Arnold and Walter Pater, and the poetry of Christina Rossetti and Algernon Charles Swinburne. I conclude that literary cultures in the nineteenth century increasingly use discourses of sugar to relate to the mass market and explore the commercialisation of literature, at a time when a growing commodity culture was seen as a threat to literary integrity.

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Drayton, Alexandra L. "'Paper gypsies' : representations of the gypsy figure in British literature, c.1780-1870." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/3110.

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Representations of the Gypsies and their lifestyle were widespread in British culture in the late-eighteenth and nineteenth centuries. This thesis analyzes the varying literary and artistic responses to the Gypsy figure in the period circa 1780-1870. Addressing not only well-known works by William Wordsworth, Jane Austen, Walter Scott, John Clare, Robert Browning, Matthew Arnold and George Eliot, but also lesser-known or neglected works by Gilbert White, Hannah More, George Crabbe and Samuel Rogers, unpublished archival material from Princess Victoria's journals, and a range of articles from the periodical press, this thesis examines how the figure of the Gypsy was used to explore differing conceptions of the landscape, identity and freedom, as well as the authoritative discourses of law, religion and science. The influence of William Cowper's Gypsy episode in Book One of The Task is shown to be profound, and its effect on ensuing literary representations of the Gypsy is an example of my interpretation of Wim Willem's term ‘paper Gypsies': the idea that literary Gypsies are often textual (re)constructions of other writers' work, creating a shared literary, cultural and artistic heritage. A focus on the picturesque and the Gypsies' role within that genre is a strong theme throughout this thesis. The ambiguity of picturesque Gypsy representations challenges the authority of the leisured viewer, provoking complex responses that either seek to contain the Gypsy's disruptive potential or demonstrate the figure's refusal to be controlled. An examination of texts alongside contemporary paintings and sketches of Gypsies by Princess Victoria, George Morland, Thomas Gainsborough, J. M. W. Turner, John Constable and John Everett Millais, elucidates the significance of the Gypsies as ambiguous ciphers in both literature and art.

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Bulaitis, Zoe Hope. "Articulations of value in the humanities : the contemporary neoliberal university and our Victorian inheritance." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/33626.

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This thesis traces the shift from liberal to neoliberal education from the nineteenth century to the present day, in order to provide a rich and previously underdeveloped narrative of value in higher education in England. Rather than attempting to justify the value of the humanities within the presiding economic frameworks, or writing a defence against market rationalism, this thesis offers an original contribution through an immersion in historical, financial, and critical debates concerning educational policy. Drawing upon close reading and discursive analysis, this thesis constructs a nuanced map of the intersections of value in the humanities. The discussion encompasses an exploration of policymaking practices, scientific discourse, mediated representations, and public cultural life. The structure of the thesis is as follows. The introductory chapter outlines the overarching methodology by defining the contemporary period of this project (2008-14), establishing relevant scholarship, and drawing out the correspondences between the nineteenth century and the present day. Chapter one establishes a history of the Payment by Results approach in policymaking, first established in the Revised Code of Education (1862) and recently re-introduced in the reforms of the Browne Report (2010). Understanding the predominance of such short-term and quantitative policy is essential for detailing how value is articulated. Chapter two reconsiders the two cultures debate. In contrast to the misrepresentative, yet pervasive, perception that the sciences and the humanities are fundamentally in opposition, I propose a more nuanced history of these disciplines. Chapter three addresses fictional representations of the humanities within literature in order to establish a vantage point from which to assess alternative routes for valuation beyond economic narratives. The final chapter scrutinises the rise of the impact criterion within research assessment and places it within a wider context of market-led cultural policy (1980-90s). This thesis argues that reflecting on Victorian legacies of economism and public accountability enables us to reconsider contemporary valuation culture in higher education. This analytical framework is of benefit to future academic studies interested in the marketisation and valuation of culture, alongside literary studies that focus on the relationship between higher education, the individual, and the state.

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Jeffrey, Johnson Kirstin Elizabeth. "Rooted in all its story, more is meant than meets the ear : a study of the relational and revelational nature of George MacDonald's mythopoeic art." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1887.

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Scholars and storytellers alike have deemed George MacDonald a great mythopoeic writer, an exemplar of the art. Examination of this accolade by those who first applied it to him proves it profoundly theological: for them a mythopoeic tale was a relational medium through which transformation might occur, transcending boundaries of time and space. The implications challenge much contemporary critical study of MacDonald, for they demand that his literary life and his theological life cannot be divorced if either is to be adequately assessed. Yet they prove consistent with the critical methodology MacDonald himself models and promotes. Utilizing MacDonald’s relational methodology evinces his intentional facilitating of Mythopoesis. It also reveals how oversights have impeded critical readings both of MacDonald’s writing and of his character. It evokes a redressing of MacDonald’s relationship with his Scottish cultural, theological, and familial environment – of how his writing is a response that rises out of these, rather than, as has so often been asserted, a mere reaction against them. Consequently it becomes evident that key relationships, both literary and personal, have been neglected in MacDonald scholarship – relationships that confirm MacDonald’s convictions and inform his writing, and the examination of which restores his identity as a literature scholar. Of particular relational import in this reassessment is A.J. Scott, a Scottish visionary intentionally chosen by MacDonald to mentor him in a holistic Weltanschauung. Little has been written on Scott, yet not only was he MacDonald’s prime influence in adulthood, but he forged the literary vocation that became MacDonald’s own. Previously unexamined personal and textual engagement with John Ruskin enables entirely new readings of standard MacDonald texts, as does the textual engagement with Matthew Arnold and F.D. Maurice. These close readings, informed by the established context, demonstrate MacDonald’s emergence, practice, and intent as a mythopoeic writer.

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Crowley, Martha Moore. "Literature and Education: Recalling Matthew Arnold." Thesis, 2012. https://doi.org/10.7916/D8NK3N0S.

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In a democracy, every individual is thought to have the potential to achieve what Matthew Arnold considers the supreme characteristic of intellectual freedom, "the intellectual maturity of man himself; the tendency to observe facts with a critical spirit; to search for their law, not to wander among them at random; to judge by the rule of reason, not by the impulse of prejudice or caprice" (The Complete Prose Works of Matthew Arnold, Vol. 1, p. 21). But Arnold finds a critical opposition between man's instinctive efforts to develop "fully and freely" and the economic forces of the industrial culture of modern democracies, consumed with work and wealth accumulation. He maintains that in the aesthetic experience of literature we behold the being we are capable of. First in his poetry, and later in his critical prose, Arnold confronts the malaise of modernity and the spiritual fragmentation at the heart of contemporary literature. The hope for his project for education is that it can free us to find new critical consciousness and recover the moral authority of aesthetic judgment. In this study I try to explicate Arnold's conviction that collapsing the duality of literature and science expands our knowledge of the world and that cultivating humanity through the experience of ideas in literature affirms the integrity of the individual and reconciles his or her relation to nature and the human community. The aim of this work is twofold. First it recasts Arnold's uncertain legacy among philosophers of education in the perspective of philosophy as a way of life. I hope it also invites further inquiry into his synthesis of intellect and imagination in the aesthetic phenomenon and its capacity to critique conditions of existence.

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Mullin, Douglas J. "The English writings of Matthew Sutcliffe." 1998. http://catalog.hathitrust.org/api/volumes/oclc/41220322.html.

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Thesis (M.A.)--University of Wisconsin--Madison, 1998.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 74-91).

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Novak, Bruce Jeffrey. "Humanism and freedom : Matthew Arnold's call for the founding of a great-souled, educative democracy, and it's bearing on the crises of our times /." 2002. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3070200.

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Dietz, Mark David. "An awkward echo : Matthew Arnold and John Dewey." Thesis, 2008. http://hdl.handle.net/2152/3837.

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My study looks at the influence that Matthew Arnold, 19th century English poet and literary critic, had on John Dewey, American pragmatist and educational philosopher. While the influence of Arnold on Dewey was more pervasive than I had expected, my real purpose in writing this dissertation was to discover a middle ground between the educational philosophies the two men espoused and to construe a fuller approach to a pluralistic educational philosophy. I have looked at four aspects of mind that draw Arnold and Dewey into close correspondence. The first aspect I have called the tentacled mind from Dewey's favored metaphor of the mind as having tentacles that reach out and encounter directly the physical world. This aspect of mind allows me to look at the common use that both Arnold and Dewey made of the term "experience." The second aspect of mind I call the critical mind. I have explored this aspect of mind by looking at a brief history of English literary criticism from Dryden to Stanley Fish. The third aspect of mind is the intentional mind which deals with the rhetorical-hermeneutic relationship of mind to the intentionality of other voices and to its own intentionality. This aspect crosses into reader response theory, but I have found within it results that differ significantly from traditional reader-response theory. The final aspect of mind I have called reflective-response. In both Arnold and Dewey the reflective aspects of the mind differ widely from more contemplative conceptions of the mind in a reflective state; most notably for both Arnold and Dewey the reflective mind is never passive. I believe that when these four aspects of mind are brought together they amount to a truly pluralistic educational philosophy. In the course of my argument I have, as well, identified a need to rehabilitate both the concept of intentionality and that of authority.
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Wallace, Nathaniel Preston. "Culture, reconciliation, and identity in Edmund Burke, Matthew Arnold, and Edward Dowden." 2004. http://etd.nd.edu/ETD-db/theses/available/etd-07092004-165857/.

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Lozada, Jorge Alberto Uribe 1986. "Um drama da crítica: Oscar Wilde, Walter Pater e Matthew Arnold, lidos por Fernando Pessoa." Doctoral thesis, 2014. http://hdl.handle.net/10451/11341.

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Tese de doutoramento, Estudos da Literatura e da Cultura (Teoria da Literatura), Universidade de Lisboa, Faculdade de Letras, 2014
Sendo os primeiros comentaristas pessoanos, José Régio e João Gaspar Simões identificaram como elemento problemático mas fulcral para a leitura de Fernando Pessoa o facto de, na sua obra, coexistirem um elemento crítico e um elemento poético. Régio associou esta particularidade da obra de Pessoa directamente a uma ampla erudição do autor, mas considerou que esta podia ter efeitos negativos face ao que ele considerava serem valores mais puramente criativos. A consideração estava certa a respeito do reconhecimento da constituição compósita da obra, mas o que no caso de Pessoa pode ser distinguível como crítica está associado às suas leituras de Oscar Wilde, Walter Pater e Matthew Arnold. Transversalmente, nas obras desses três autores, as figuras do crítico e do artista foram o centro de uma polémica a respeito da arte após o romantismo. Destas leituras, praticadas durante um período que abarca boa parte da vida do autor, depreenderam-se características e elementos constitutivos do que Pessoa chamou «um drama em gente», e que constitui a parte mais largamente célebre da sua produção escrita.
José Régio and João Gaspar Simões, first readers and commentators of Fernando Pessoa’s work, identified in it the coexistence of a critical and a poetical component as a problematic but fundamental element in order to understand his literary production. In considering this fact as dependent on Pessoa’s vast erudition, Régio judged this characteristic as damaging over other creative values he understood to be essential in any literary work. This reflection was accurate in relation to the composite constitution of Pessoa’s work, but what criticism could mean in Pessoa’s context is deeply related with what he read about that concept in the works of Oscar Wilde, Walter Pater and Matthew Arnold. What being an Artist and a Critic meant is a key-note issue in those authors’ works regarding what art could be after Romanticism. The characteristics and cornerstones of what Pessoa called «um drama em gente», which represents the most famous part of his writing production, actually came from such almost lifelong readings.
Fundação para a Ciência e a Tecnologia (FCT)

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Tenbrink, Jennifer. "Among the shadows the influence of mesmerism on identity in the poetry of Matthew Arnold, Lord Tennyson, and Robert Browning /." 2009. http://digital.library.okstate.edu/etd/Tenbrink_okstate_0664M_10319.pdf.

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Rich, Joseph Wolfgang. "His thumb unto his nose: the removal of G.W.L. Marshall-Hall from the Ormond Chair Of Music." 1986. http://repository.unimelb.edu.au/10187/1507.

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Abstract:

G.W.L. Marshall-Hall began work as first Ormond Professor of Music at Melbourne University in 1891. In July and August 1898 he published a book of poems and gave a public address, which, together, led to demands for his dismissal. The outcry against him came largely from a section of the community which Matthew Arnold, some thirty years earlier in England, had identified as Hebraic. The radical contrast between, on the one hand, the underlying assumptions of this group, particularly its epistemology and axiology and, on the other, the Hellenic, Existentialist axioms that informed Marshall-Hall’s thinking, created a situation which was structurally conducive to the hostile outbreak of collective action that occurred. This structural conductiveness was reinforced by a number of elements of strain - a belief in the debased character of the times; a pervasive Manicheanism; various misunderstandings in regard to Marshall-Hall’s views, deriving from the unsystematic and frequently allegorical manner of their exposition; and contemporary perceptions of his role as a university teacher, and of the tone in which his outbursts were couched (itself the outcome of a blend of conscious beliefs and unconscious motivation). (For complete abstract open document)

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