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Essay / Research Paper Abstract
In four pages this paper discusses how Sidney employs the theories of Aristotle and Plato in his poetic defense and also within the context of imitation. Four sources are cited in the bibliography.
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4 pages (~225 words per page)
File: TG15_TGpoesie.rtf
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Unformatted sample text from the term paper:
esteem from the harsh criticism levied over the centuries by philosophers dating back to the ancient Greeks. This explains why the work is often referred to as A Defence
of Poesie for Sidney is utilizing the Greek concept of apology as stating his case so to speak in a literary defense of prose. Sidneys thesis is that out
of poetry comes virtue because it inspires individuals to act in a virtuous way. He observed, "No learning is so good as that which teacheth and moveth to virtue,
and that none can both teach and move thereto so much as poesy" (Sidney 81). Sidney incorporated the theories of Aristotle and Plato into his dialogue because he recognized
that the prevailing attitudes that existed were strongly "strongly influenced by neo-Platonism" (Kinney 51). However, interestingly, Sidney does not launch an all-out attack on the philosophers that have harshly
condemned the genre. Instead, he acknowledged that they had a point. For example, even though Platos contempt for poetry was glaringly apparent in The Republic, he did admit
that it could have a place in his ideal society if the poetry was "morally instructive" (Kinney 51). This was Sidneys major argument in favor of poetry; that it
was an educational tool that could be used in the instruction of moral values. Sidney discussed how Aristotle was responsible for the notion that a poem represented "a
concrete image" and was not a merely an undeveloped or "shadow of an Idea" (Kinney 76). This allowed the author to plead his case in favor of poetrys effectiveness
as an educator. He could then argue that through this imagery, "The poet teaches virtue more effectively than either the historian or the philosopher" (Raitiere 37). Sidney observed,
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