Shakespeare and Complexity Theory

Hansen, Claire

doi:10.4324/9781351967433

Cited by 6 publications

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“…14 This approach recognises 'the complexity inherent within the subject; it does not retrospectively introduce it'. 15 An aquatic ecocritical reading of Lavinia is thus not only 'blue' but inherently complexivist.…”

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confidence: 99%

Reviving Lavinia

Hansen

2019

Critical Survey

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This article revives the agency of Lavinia in Titus Andronicus through a blended ecocritical and complexivist approach. A ‘blue’ ecocritical lens identifies Lavinia’s alignment with aquatic imagery, and tracks the development of this imagery across four main phases in the play: human tears, a river, a flood, and a freeze. These phases broadly map onto different modes of ecological relations as the play explores alternative patterns of human–environmental interactions. Lavinia is reinterpreted as an active and independent complex ecosystem, and one capable of communicating through the same aquatic imagery which is utilised in the narrative to attempt to contain and commodify her. Titus’s aquatic discourse finds parallels in our own climate crises, in ongoing problematic associations between women and nature, and in our need to generate new models of agency and ecological relations.

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confidence: 99%

Reviving Lavinia

Hansen

2019

Critical Survey

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Shakespeare and Place-Based Learning

Hansen

2023

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Shakespeare and Place-Based Learning explores the potential of place for enriching Shakespeare pedagogy. Positioning place as a complex, multiperspectival phenomenon with stories and voices of its own, this Element considers place a partner in the learning process. The opening section traces the development of place-based education, culminating in a conceptual framework for use in Shakespeare pedagogy. Shakespeare and Place-Based Learning then examines how regional Australian students understand place in the Shakespeare classroom and presents a new definition of place designed for literary studies. This Element also investigates the challenges and potential of outdoor Shakespeare education through a case study of outdoor theatre workshops. Shakespeare and Place-Based Learning culminates with a pedagogical model and practical activities. This model aims to develop a learner's sense of place in two ways: through deepening their authentic engagement with and knowledge of Shakespeare's texts, and by expanding critical awareness of their environmental responsibilities.

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Shakespeare and Nonhuman Intelligence

Warren-Crow

2024

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The Infinite Monkey Theorem is an idea frequently encountered in mass market science books, discourse on Intelligent Design, and debates on the merits of writing produced by chatbots. According to the Theorem, an infinite number of typing monkeys will eventually generate the works of Shakespeare. Shakespeare and Nonhuman Intelligence is a metaphysical analysis of the Bard's function in the Theorem in various contexts over the past century. Beginning with early-twentieth century astrophysics and ending with twenty-first century AI, it traces the emergence of Shakespeare as the embattled figure of writing in the age of machine learning, bioinformatics, and other alleged crimes against the human organism. In an argument that pays close attention to computer programs that instantiate the Theorem, including one by biologist Richard Dawkins, and to references in publications on Intelligent Design, it argues that Shakespeare performs as an interface between the human and our Others: animal, god, machine.

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Shakespeare and Complexity Theory

Cited by 6 publications

References 0 publications

Reviving Lavinia

Reviving Lavinia

Shakespeare and Place-Based Learning

Shakespeare and Nonhuman Intelligence

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