By Ignacio Padilla
Ignacio Padilla nos entrega un libro de ensayos escrito a lo largo de los últimos 15 años con pasión, erudición y enorme sentido del humor. ¿Cuáles fueron las principales aportaciones de Shakespeare y Cervantes? ¿Qué pasaría si nos atreviéramos a comparar los alcances de cada uno? ¿Cómo construirían a sus personajes, por ejemplo, y cuántas de esas técnicas siguen vigentes en nuestros días, influenciando incluso a l. a. cultura well known? Y sobre todo, ¿en qué medida hemos reducido a un cliché nuestro conocimiento de ambas obras, indispensables para comprender cabalmente lo humano? Haciendo hincapié en su devoción hacia Cervantes, Ignacio Padilla nos invita a examinar los angeles obra de este autor español y cuánto perdemos si evitamos el contacto con ella.
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Extra resources for Cervantes y compañía
The obstacle of Shakespeare’s difficulty was assuaged, wrote Newbolt, only ‘by his wonderful power of retelling a story in dramatic form, and his equally wonderful power of characterization, and, we may add, his incomparable mastery of word-music’ (1921: 313). As this quotation from Newbolt illustrates, the value of Shakespeare in education per se was widely agreed on at this time, as were some of the elements that jeopardised his value. Yet the report also engages 19 Shakespeare Valued with values for methods of teaching Shakespeare, which were then, and remain even now, less securely established.
They sought to offer a range of diverse educational pathways, which, they argued, would be equally valued by employers and higher education institutions. This included enhancing the range and status of qualifications that skill students for specific careers – through policy documents such as the 1997 National Traineeships scheme, the 2002 14–19: Extending Opportunities, Raising Standards Green 31 Shakespeare Valued Paper, and the 2005 14–19: Skills and Education White Paper (both DfES). All of these, however, built on existing policy initiatives of the previous Conservative government, such as the 1995 Modern Apprenticeships scheme.
Within this system, parents would be able to choose from schools differentiated by faith or by their emphasis on particular curriculum areas such as languages (specialist schools). Meanwhile, increased competition between the state and independent school sectors – and in some sense a move towards the privatisation of schooling (for certain types of students, for example the academically ‘gifted’) – was indicated through policy such as the Assisted Places Scheme. Established in the 1980 Education Act, and later abolished by the Labour government, the scheme made government funding available for pupils excelling in the state system to attend independent schools (in addition to long-running scholarship schemes offered and administrated by independent schools themselves).