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Renaissance Scepticism (P02723)

? Credit Points : 20 ? SCQF Level : 11 ? Acronym : LLC-P-P02723

This course will explore how the revival of sceptical thought in the Renaissance affected a range of key literary works. The course will investigate the development of sceptical thinking from the early sixteenth century in terms of some of its core preoccupations: problems of perception and trust, religious divisions, the nature and existence of God, sexual difference, the role of intellectuals within the State, the status of non-European cultures. The ways in which literary texts explore these questions will be examined especially in relation to their adoption of sceptical modes of composition. A range of different literary forms will considered - the essay, lyric poetry, satire, dramatic comedies and tragedies – along with a range of English and European writers, including Thomas More, Machiavelli, Montaigne, Marlowe, John Donne, Shakespeare and Francis Bacon. Students will also explore how contemporary philosophers and critics have engaged with the varieties of Renaissance scepticism and the current debate over its legacy in the work of Derrida, Stanley Cavell and Victoria Kahn.

? Keywords : Renaissance literature Renaissance philosophy scepticism

Entry Requirements

? This course is not available to visting students.

Subject Areas

Home subject area

English Literature, (School of Literatures, Languages and Cultures, Schedule G)

Delivery Information

? Normal year taken : Postgraduate

? Delivery Period : Not being delivered

? Contact Teaching Time : 2 hour(s) per week for 10 weeks

All of the following classes

Type	Day	Start	End	Area
Lecture	Thursday	10:00	12:00	Central

Summary of Intended Learning Outcomes

Students who complete the course successfully will have explored some of the ways in which Renaissance writing responded to the challenges presented by sceptical thought. By reading a range of different literary forms they will understand how different elements within the sceptical tradition could be appropriated and developed. Students will also have examined the continuing debate provoked by this mode of thinking in contemporary critical thought.