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05775 gm a2200589 a 4500 |
| 001 - CONTROL NUMBER |
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6020006 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20190313180434.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
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vd cvaizu |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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061221s2006 vau720 g vleng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1598032437 (dvd) |
| 040 ## - CATALOGING SOURCE |
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| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Nichols, Ashton |
| Dates associated with a name |
1953- |
| 110 ## - MAIN ENTRY--CORPORATE NAME |
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| Corporate name or jurisdiction name as entry element |
Dickinson College |
| 245 10 - TITLE STATEMENT |
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| Title |
Emerson, Thoreau, and the Transcendentalist Movement / |
| Statement of responsibility, etc. |
Ashton Nichols ; The Teaching Company. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Chantilly, VA : |
| Name of publisher, distributor, etc. |
The Teaching Company, |
| Date of publication, distribution, etc. |
2006. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
4 DVDs (720 min.) : |
| Other physical details |
sd. col. ; |
| Dimensions |
4 3/4 in. + |
| Accompanying material |
1 Course Guidebook (iv, 161 p. : ill. ; 19 cm) |
| 440 #0 - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
The Great Courses |
| 440 #0 - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Literature and Language |
| 440 #0 - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
English Literature |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Includes 24 x 30 min. lectures.<br/>Also Includes Course Guidebook. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
The Course Guidebook includes a glossary and bibliographical references. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"How, for example, did the colonial idea of the classroom as a place devoted to "breaking the will" and "subduing the spirit" of students, change to that of a vibrant, even pleasurable experience - including innovations such as kindergarten and recess - with children encouraged to participate actively in their own education? What forces eventually enabled our nation to see slavery as morally abhorrent and unequivocally wrong , when we had once passed a law permitting the capture and return of escaped slaves who managed to make their way to the "free" North? How did the struggle for women's rights - not just for the right to vote but also to have control over their own aspirations and destinies - gain the momentum to unleash changes still felt today? Why did the once-unassailable power wielded from the pulpit begin to weaken in the 1800s? Why did certain theologies become more liberal and increasing numbers of people choose less dogmatic expressions of faith - or even no faith at all? What are the roots of our love for nature, of the near-spiritual experience so many of us now find in the ripple of a stream in the morning sun or the thunderous roar of ocean waves? Finally, and perhaps most important of all, what is the source of our distinctly American way of experiencing ourselves - confident in our value as individuals, certain of our ability to discover personal truths in the natural world, self-reliant in the face of uncertainty and change? Answers to questions like these are found in and around Boston and the town of Concord, Massachusetts, which became, little more than five decades after the American Revolution, the epicenter of a profoundly influential movement that would reshape many beliefs and make possible the America we know today. That movement is Transcendentalism. Drawing on an array of influences from Europe and the non-Western world, it also offered uniquely American perspectives of thought: an emphasis on the divine in nature, on the value of the individual and intuition, and on belief in a spirituality that might "transcend" one's own sensory experience to provide a more useful guide for daily living than is possible from empirical and logical reasoning." (Publisher's Website) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS: <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Disc 1<br/> |
| Title |
Lecture 1. Emerson, Thoreau, and Transcendentalism<br/> |
| -- |
Lecture 2. The Roots of American Transcendentalism<br/> |
| -- |
Lecture 3. Emerson and the Idea of America<br/> |
| -- |
Lecture 4. Emerson and Transcendentalism<br/> |
| -- |
Lecture 5. Emerson’s Influence<br/> |
| -- |
Lecture 6. Thoreau - An American Original<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Disc 2<br/> |
| Title |
Lecture 7. Thoreau at Walden and Beyond<br/> |
| -- |
Lecture 8. Thoreau’s Politics<br/> |
| -- |
Lecture 9. William Ellery Channing and Unitarianism<br/> |
| -- |
Lecture 10. Theodore Parker - Social Reform in the Pulpit<br/> |
| -- |
Lecture 11. Amos Bronson Alcott<br/> |
| -- |
Lecture 12. Louisa May Alcott<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Disc 3<br/> |
| Title |
Lecture 13. Margaret Fuller and Rights for Women<br/> |
| -- |
Lecture 14. Transcendental women<br/> |
| -- |
Lecture 15. Moncure Conway - Southern Transcendentalism<br/> |
| -- |
Lecture 16. Transcendental Eccentrics<br/> |
| -- |
Lecture 17. Transcendental Utopias - Living Experiments<br/> |
| -- |
Lecture 18. Transcendental and Education<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Disc 4<br/> |
| Title |
Lecture 19. Thoreau, Abolition, and John Brown<br/> |
| -- |
Lecture 20. Frederick Douglass<br/> |
| -- |
Lecture 21. Emily Dickinson<br/> |
| -- |
Lecture 22. Walt Whitman<br/> |
| -- |
Lecture 23. Transcendentalism’s 19th Century Legacy<br/> |
| -- |
Lecture 24. The Legacy in the 20th Century and Beyond<br/> |
| 520 2# - SUMMARY, ETC. |
|---|
| Summary, etc. |
"How, for example, did the colonial idea of the classroom as a place devoted to "breaking the will" and "subduing the spirit" of students, change to that of a vibrant, even pleasurable experience - including innovations such as kindergarten and recess - with children encouraged to participate actively in their own education? What forces eventually enabled our nation to see slavery as morally abhorrent and unequivocally wrong , when we had once passed a law permitting the capture and return of escaped slaves who managed to make their way to the "free" North? How did the struggle for women's rights - not just for the right to vote but also to have control over their own aspirations and destinies - gain the momentum to unleash changes still felt today? Why did the once-unassailable power wielded from the pulpit begin to weaken in the 1800s? Why did certain theologies become more liberal and increasing numbers of people choose less dogmatic expressions of faith - or even no faith at all? What are the roots of our love for nature, of the near-spiritual experience so many of us now find in the ripple of a stream in the morning sun or the thunderous roar of ocean waves? Finally, and perhaps most important of all, what is the source of our distinctly American way of experiencing ourselves - confident in our value as individuals, certain of our ability to discover personal truths in the natural world, self-reliant in the face of uncertainty and change? Answers to questions like these are found in and around Boston and the town of Concord, Massachusetts, which became, little more than five decades after the American Revolution, the epicenter of a profoundly influential movement that would reshape many beliefs and make possible the America we know today. That movement is Transcendentalism. Drawing on an array of influences from Europe and the non-Western world, it also offered uniquely American perspectives of thought: an emphasis on the divine in nature, on the value of the individual and intuition, and on belief in a spirituality that might "transcend" one's own sensory experience to provide a more useful guide for daily living than is possible from empirical and logical reasoning." (Publisher's Website) |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
DVD CONTENTS:<br/><br/>Disc 1<br/>Lecture 1. Emerson, Thoreau, and Transcendentalism<br/>Lecture 2. The Roots of American Transcendentalism<br/>Lecture 3. Emerson and the Idea of America<br/>Lecture 4. Emerson and Transcendentalism<br/>Lecture 5. Emerson’s Influence<br/>Lecture 6. Thoreau - An American Original<br/><br/>Disc 2<br/>Lecture 7. Thoreau at Walden and Beyond<br/>Lecture 8. Thoreau’s Politics<br/>Lecture 9. William Ellery Channing and Unitarianism<br/>Lecture 10. Theodore Parker - Social Reform in the Pulpit<br/>Lecture 11. Amos Bronson Alcott<br/>Lecture 12. Louisa May Alcott<br/><br/>Disc 3<br/>Lecture 13. Margaret Fuller and Rights for Women<br/>Lecture 14. Transcendental women<br/>Lecture 15. Moncure Conway - Southern Transcendentalism<br/>Lecture 16. Transcendental Eccentrics<br/>Lecture 17. Transcendental Utopias - Living Experiments<br/>Lecture 18. Transcendental and Education<br/><br/>Disc 4<br/>Lecture 19. Thoreau, Abolition, and John Brown<br/>Lecture 20. Frederick Douglass<br/>Lecture 21. Emily Dickinson<br/>Lecture 22. Walt Whitman<br/>Lecture 23. Transcendentalism’s 19th Century Legacy<br/>Lecture 24. The Legacy in the 20th Century and Beyond |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
COURSE GUIDEBOOK CONTENTS:<br/><br/>Professor Biography<br/>Course Scope<br/><br/>Lecture 1: Emerson, Thoreau, and Transcendentalism<br/>Lecture 2: The Roots of American Transcendentalism<br/>Lecture 3: Emerson and the Idea of America<br/>Lecture 4: Emerson and Transcendentalism<br/>Lecture 5: Emerson’s Influence<br/>Lecture 6: Thoreau - An American Original<br/>Lecture 7: Thoreau at Walden and Beyond<br/>Lecture 8: Thoreau’s Politics<br/>Lecture 9: William Ellery Channing and Unitarianism<br/>Lecture 10: Theodore Parker - Social Reform in the Pulpit<br/>Lecture 11: Amos Bronson Alcott<br/>Lecture 12: Louisa May Alcott<br/>Lecture 13: Margaret Fuller and Rights for Women<br/>Lecture 14: Transcendental women<br/>Lecture 15: Moncure Conway - Southern Transcendentalism<br/>Lecture 16: Transcendental Eccentrics<br/>Lecture 17: Transcendental Utopias - Living Experiments<br/>Lecture 18: transcendental and Education<br/>Lecture 19: Thoreau, Abolition, and John Brown<br/>Lecture 20: Frederick Douglass<br/>Lecture 21: Emily Dickinson<br/>Lecture 22: Walt Whitman<br/>Lecture 23: Transcendentalism’s 19th-Century Legacy<br/>Lecture 24: The Legacy in the 20th Century and Beyond<br/><br/>Timeline<br/>Glossary<br/>Biographical Notes<br/>Bibliography |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Transcendentalism |
| Geographic subdivision |
New England. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Transcendentalists. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English Literature. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language. |
| 710 ## - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
The Teaching Company |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.thegreatcourses.com/courses/emerson-thoreau-and-the-transcendentalist-movement.html">https://www.thegreatcourses.com/courses/emerson-thoreau-and-the-transcendentalist-movement.html</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Matériaux mélangés |
