This chapter details the efforts of the kindergarten educator, Elizabeth Harrison, to introduce Dante’s Divine Comedy to children in the midwestern United States during the late nineteenth century.

Como homenaje a Fernando González Ollé se realizó esta presentación de notas y correcciones a la edición de FMM en Biblioteca Nueva, 1997, como un modo de ampliar el diálogo y abrirlo al conjunto de participantes en el homenaje, fueran autores o lectores.

El primer objetivo de esta edición es la reconstrucción crítica del texto, llevando hasta sus últimas consecuencias las hipótesis lingüísticas, porque un texto es, primero, la lengua en que fue escrito. Para esta reconstrucción crítica podremos recurrir a la ayuda del ordenador, pero lo que contará fundamentalmente serán los datos obtenidos…[Read more]

The object of this research is divided among phenomena observed in al-Andalús, in North Africa, with the peculiarity that data from America and its languages can help to clarify certain points and, finally, in Palestine. There is therefore a historical journey and a synchronous investigation. This has given rise to reflections that relate…[Read more]

Juan Carlos buscó decididamente un modelo común mediterráneo que permitiera explicar que muchas de las características de los llamados tradicionalmente “arte visigodo” o “arte mozárabe” eran independientes de la instauración de la dinastía Omeya en al-Andalús y, de manera mucho más profunda, cómo esa importancia e influencia que se concede al art…[Read more]

Omar Paton was one of the last Castilian Muslims to complete the hajj, or pilgrimage to Mecca. He undertook the journey from his home city of Ávila (Castile), departing in 1491. Upon his return from the East, Paton depicted the experiences and emotions he lived during his long and dangerous pious expedition in his Memoir of the Journey to and…[Read more]

Omar Paton was one of the last Castilian Muslims to complete the hajj, or pilgrimage to Mecca. He undertook the journey from his home city of Ávila (Castile), departing in 1491. Upon his return from the East, Paton depicted the experiences and emotions he lived during his long and dangerous pious expedition in his Memoir of the Journey to and…[Read more]

To encourage classroom dialectic I often turn to the “quitting” structure of “The Canterbury Tales,” within which pilgrims offer requitals of previous tales that range from exuberant acclamations to
raucous attacks. Within these extremes lie productive forms of correction that emerge as subtle critiques, opposing arguments, and timely (or…[Read more]

To encourage classroom dialectic I often turn to the “quitting” structure of “The Canterbury Tales,” within which pilgrims offer requitals of previous tales that range from exuberant acclamations to
raucous attacks. Within these extremes lie productive forms of correction that emerge as subtle critiques, opposing arguments, and timely (or…[Read more]

To encourage classroom dialectic I often turn to the “quitting” structure of “The Canterbury Tales,” within which pilgrims offer requitals of previous tales that range from exuberant acclamations to
raucous attacks. Within these extremes lie productive forms of correction that emerge as subtle critiques, opposing arguments, and timely (or…[Read more]