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A PEDAGOGICAL APPROACH TO TEACHING GEOFFREY CHAUCER’S THE PRIORESS’ TALE IN SECONDARY SCHOOLS USING SOCRATIC SEMINARS AND PHILOSOPHICAL HERMENEUTICS

Tuttle, Philip Paul
http://rave.ohiolink.edu/etdc/view?acc_num=odu1525273148766594

Abstract Details

2018, M.A. (Master of Arts in English), Ohio Dominican University, English.
Geoffrey Chaucer’s The Canterbury Tales contains some of the literary world’s most interesting characters. Among the myriad of pilgrims who undertake a religious journey and share their stories along the way is his fascinating Prioress. She is the subject of study at both the secondary and post-secondary levels of education, and yet the nature of the study is quite varied and inconsistent and there is often a disconnect between the two. In this paper, I provide an organized pedagogical approach to the teaching of Chaucer’s Prioress at the high school level that will capitalize on and utilize a collection of best practices and literary theory. I begin by analyzing some of the more creative and effective instructional methods seen in high schools in the United States and around the world, arriving at the use of the Socratic Seminar as the best suited approach for the study of the Prioress at the high school level. Next, I explore literary criticism of Chaucer throughout the years in an effort to orient the reader to several methodologies, principally those practiced by D. W. Robertson, E. Talbot Donaldson, and Lee Patterson. In the next part of my paper, I suggest that students also create their own critical turn on the Prioress by utilizing a fusion between Roberson’s Historicist and Donaldson’s New Criticism theories. This fusion of theories is best represented in the study of Philosophical Hermeneutics, a theory first outlined by German philosopher Hans-Georg Gadamer, and it best serves the study of the Prioress. Finally, I outline the pedagogical approach of using the Socratic Seminar and Philosophical Hermeneutics in the high school classroom. It is my goal to illustrate how the use of these two methods will help to provide an in-depth, rich educational experience for the students who study Chaucer and his Prioress in high school.
Jeremy Glazier, M.F.A. (Advisor)
Martin Brick, Ph.D. (Committee Member)
47 p.
Educational Theory; Literature; Medieval Literature; Philosophy; Teaching
Literature, Philosophy, Pedagogy, Chaucer, Historicism, New Criticism, Socratic Seminar, Hermeneutics, Donaldson, Robertson, Prioress, Patterson

Recommended Citations

Citations

  • Tuttle, P. P. (2018). A PEDAGOGICAL APPROACH TO TEACHING GEOFFREY CHAUCER’S THE PRIORESS’ TALE IN SECONDARY SCHOOLS USING SOCRATIC SEMINARS AND PHILOSOPHICAL HERMENEUTICS [Master's thesis, Ohio Dominican University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=odu1525273148766594

    APA Style (7th edition)

  • Tuttle, Philip. A PEDAGOGICAL APPROACH TO TEACHING GEOFFREY CHAUCER’S THE PRIORESS’ TALE IN SECONDARY SCHOOLS USING SOCRATIC SEMINARS AND PHILOSOPHICAL HERMENEUTICS. 2018. Ohio Dominican University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=odu1525273148766594.

    MLA Style (8th edition)

  • Tuttle, Philip. "A PEDAGOGICAL APPROACH TO TEACHING GEOFFREY CHAUCER’S THE PRIORESS’ TALE IN SECONDARY SCHOOLS USING SOCRATIC SEMINARS AND PHILOSOPHICAL HERMENEUTICS." Master's thesis, Ohio Dominican University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=odu1525273148766594

    Chicago Manual of Style (17th edition)

odu1525273148766594
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© 2018, some rights reserved.Creative Commons License A PEDAGOGICAL APPROACH TO TEACHING GEOFFREY CHAUCER’S THE PRIORESS’ TALE IN SECONDARY SCHOOLS USING SOCRATIC SEMINARS AND PHILOSOPHICAL HERMENEUTICS by Philip Paul Tuttle is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Ohio Dominican University and OhioLINK.