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The Classical Trivium: The Place of Thomas Nashe in the Learning of His Time
Contributor(s): McLuhan, Marshall (Author), Gordon, W. Terrence (Editor)
ISBN: 1584230673     ISBN-13: 9781584230670
Publisher: Gingko Press
OUR PRICE:   $35.96  
Product Type: Hardcover - Other Formats
Published: February 2006
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Temporarily out of stock - Will ship within 2 to 5 weeks
Annotation: In this previously unpublished work, a young Marshall McLuhan, as cultural historian, illuminates the complexities of the classical trivium, provides the first ever close reading of the enigmatic Elizabethan writer Thomas Nashe, and implicitly challenges the reader to accept a new blueprint for literary education. Ideas that would ground McLuhan's media analysis of the 1960s and 70s are here in embryo, as he sets out in scrupulous detail the role of grammar (interpretation), dialectic, and rhetoric in classical learning. Under McLuhan's scholarly microscope, the internal dynamics of the trivium and its purpose are revealed. As is its indispensable role in giving full due to the rich prose of Thomas Nashe. In ranging over literature from Cicero to the sixteenth century, McLuhan discovers the source and significance of multiple traditions in Nashe's writings. Here, more than half a century after it was written, is a fresh, insightful, and richly coherent framework for studying Nashe and an unequivocal call for a program of education based on the ambitious and lofty ideal of reintegrating the classical trivium.
Additional Information
BISAC Categories:
- Literary Criticism | English, Irish, Scottish, Welsh
- Literary Criticism | Books & Reading
- Language Arts & Disciplines | Grammar & Punctuation
Dewey: 828.309
LCCN: 2005027994
Physical Information: 1.08" H x 6.38" W x 10.76" (1.83 lbs) 276 pages
Themes:
- Cultural Region - British Isles
 
Descriptions, Reviews, Etc.
Publisher Description:
Before Marshall McLuhan became the media & communications philosopher of the modern age, he wrote a doctoral dissertation that provided scholars with a thorough examination of the 16th century's age of rhetoric.

In this previously unpublished work, a young McLuhan, as cultural historian, illuminates the complexities of the classical trivium, provides the first ever close reading of the enigmatic Elizabethan writer Thomas Nashe, and implicitly challenges the reader to accept a new blueprint for literary education. Ideas that would ground McLuhan's media analysis of the 1960s and 70s are here in embryo, as he sets out in scrupulous detail the role of grammar (interpretation), dialectic, and rhetoric in classical learning.

Under McLuhan's scholarly microscope, the internal dynamics of the trivium and its purpose are revealed. As is its indispensable role in giving full due to the rich prose of Thomas Nashe. In ranging over literature from Cicero to the sixteenth century, McLuhan discovers the source and significance of multiple traditions in Nashe's writings. Here, more than half a century after it was written, is a fresh, insightful, and richly coherent framework for studying Nashe and an unequivocal call for a program of education based on the ambitious and lofty ideal of reintegrating the classical trivium.