ABSTRACT

This article investigates the teaching of rhetoric as a discrete discipline within the curriculum of Tudor-era English grammar schools (such as the King’s New Grammar School in Stratford-Upon-Avon, where William Shakespeare is believed to have been educated). It examines more recent attempts to advocate for the value of rhetoric as a unifying principle guiding and informing how and why we educate; it also identifies links between these recent attempts and a Tudor-era understanding of imitatio (one aspect of rhetoric) arguing that these links can inform pedagogical practice and the interpretation of curriculum for today’s English teachers, particularly for the teaching of Shakespeare. Finally, the article argues that a comparison between a Tudor-era understanding of rhetoric and a 21st-century understanding carries significant implications for how we understand and teach for creativity.

摘要

本文将修辞教学作为都铎时代英语文法学校（如埃文河畔斯特拉特福的国王新文法学校，据信威廉·莎士比亚曾在那里接受教育）的课程中的一门独立学科进行调查。它审视了最近倡导修辞价值作为指导和告知我们教育方式和原因的统一原则的尝试；它还确定了这些最近的尝试与都铎时代对模仿的理解之间的联系（修辞的一个方面）认为这些联系可以为当今的英语教师，特别是莎士比亚的教学提供教学实践和课程解释的信息。最后，文章认为，都铎时代对修辞的理解与 21 世纪的理解之间的比较对我们如何理解和教授创造力具有重要意义。