Introduction| January 01 2013 Introduction Kirilka Stavreva; Kirilka Stavreva guest editor Search for other works by this author on: This Site Google Christopher Kleinhenz Christopher Kleinhenz Search for other works by this author on: This Site Google Pedagogy (2013) 13 (1): 43–47. https://doi.org/10.1215/15314200-1814161 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kirilka Stavreva, Christopher Kleinhenz; Introduction. Pedagogy 1 January 2013; 13 (1): 43–47. doi: https://doi.org/10.1215/15314200-1814161 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal You do not currently have access to this content.

The essay describes a pedagogical approach to the rich poetic ground of the Commedia through a sustained artistic effort on the part of the students. In daily class preparation, students craft small-book “reflectories” that combine analytical interpretation with artwork and Danteinspired poetry, whether the students’ own or authored by others. Joining a tradition of “conversations with Dante” that began, in English literature, with Chaucer, students develop creative abilities and attitudes through reflection upon and disciplined participation in the creative process. Course assignments and discussion methods foreground the mutually reinforcing integration of creativity and analytical precision.