Resumo de The Advancement Of Learning

One of the first important philosophical work to be published in English, The Proficience and Advancement of Learning (1605) was a result of Francis Bacon's dissatisfaction and unhappiness over the existing state of affairs of European intellectual life that he felt had deteriorated due to undue and excessive importance and reverence give to the past as well as indulgence in cultural frivolities and vanities. he firmly believed that the way out of this stagnation of the intellectual life of Europe lies in the efforts of the learned and knowledgeable people who should use their insights and new thinking in exciting and involving the citizens with their eyes wide open to the world in front of them.

In the advancement of learning, Bacon is concerned with scientific learning: the current state of knowledge, obstacles to its progress, and his own plans for reorganisation of schools and universities. Bacon's definition of "literary history" as "a just story of learning, containing the antiquities and originals of knowledges, their sects, their inventions, their traditions, their diverse administrations and managings, their flourishings, their oppositions, decays, depressions, oblivions, removes, with the causes and occasions of them, and all other events concerning learning, throughout the ages of the world" (Advancement bk. 2, ch. 1, par. 2), is a definition congenial to the growing interest in the institutional histories of academic disciplines and to the attempt to move beyond narrow aesthetic definitions of the "literary.

He also omits and discards "literary philosophy" as a discipline parallel to literary history, and decides not to call for a science concerned with imagination, coordinate with the extant sciences of the reason and the will.Bacon imagined that poetry and imagination in his time required no additional cultivation or study.the Baconian premise that "the images of men's wits and knowledge remain in books, exempted from the wrong of time, and capable of perpetual renovation. Neither are they fitly to be called images, because they generate still, and cast their seeds in the minds of others, provoking and causing infinite actions and opinions in succeeding ages" (Advancement bk. 1, ch. 8, par. 6) may help revive and revitalize the lapsed Baconian tradition in literary criticism and theory.

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