Wikipedia arbitration committee/Pedophilia userbox wheel war

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      <text bytes="17224" sha1="q6ahvs8vzsbio85nrw8udh839fmtrm0" xml:space="preserve">rian macfarlane from ballina

==Background==
Editing of pages at Wikipedia related to [[w:Pedophilia|pedophilia]] has been a controversial issue for several years. This learning project attempts to adopt a &quot;case study&quot; approach to exploring this controversy. The issues explored here provide a good case study for self-governance of a wiki project. How do wiki collaborators maximize participation in a wiki community while avoiding forms of participation that disrupt the mission of the project?

==Arbitration Committee Case==
One of the Arbitration Committee's findings in the [[w:Wikipedia:Requests for arbitration/Pedophilia userbox wheel war|Pedophilia userbox wheel war]] was: &quot;users should refrain from creating user pages likely to bring the project into disrepute. The pedophile userbox (and the like) falls into this category. Note that this should not be construed to bar reasonable criticism of the project&quot;. ([[w:Wikipedia:Requests for arbitration/Pedophilia userbox wheel war/Proposed decision|source]])

Related ArbCom ruling/procedure [http://en.wikipedia.org/w/index.php?title=Wikipedia:Requests_for_arbitration&amp;oldid=112683468#Clarification_regarding_a_self-identified_pedophile March 2007].
----

== Am I doing something wrong ==

'''This thread was [http://en.wikiversity.org/w/index.php?title=Wikiversity%3AColloquium&amp;diff=196550&amp;oldid=196495 originally posted at the Colloquium]. It was moved here afterwards by McCormack.'''

I am afraid to be blocked here, considering JWSchmdit's comments on my talk page. He didn't threat to block me, but he seems to think that I am abusing this project. I would like to know your opinion on this. I want to be sure that I will not be blocked, and I want to know whether you also think that the arbitration committee of the Wikipedia in English has implicit jurisdiction here. Please respond on my talk page. I have been unfairly blocked on Wikipedia, and no one can do anything, because the ArbCom is censoring the conversations. That's why I started posting about this here. If you recognize the authority of the ArbCom over Wikiversity, then I will be blocked here as well. I think the ArbCom is a dictatorship, and it would be terrible for Wikiversity if they had authority over it. [[User:A.z.|a.z.]] 18:23, 23 December 2007 (UTC)

:In general, Wikimedia Foundation wikis do not welcome anyone on a crusade to advocate illegal activities. Anyone who has been reprimanded for advocacy of an illegal activity at one project cannot reasonably expect to be able to step over to a sister project and &quot;get away with&quot; the same behavior that got them in trouble at the other wiki project. There are some types of wiki editing that are not welcome at any Wikimedia wiki project, so the point is, if an un-welcome pattern of wiki editing has first been encountered at Wikipedia, it is reasonable to think about the likelihood of it also not being welcome at other Wikimedia projects. Some of my comments on your talk page were intended to make sure that we keep these fundamental issues in mind. &quot;he seems to think that I am abusing this project&quot; &lt;-- that's not what I'm thinking....better to say that I have been thinking about ways to explore the history of the Wikipedia Arbitration Committee without letting the exercise turn into anything non-constructive or disruptive. --[[User:JWSchmidt|JWSchmidt]] 18:55, 23 December 2007 (UTC)

::I am not one in a crusade to advocate illegal activities. I am just a regular editor who was unfairly blocked. I hope that, if you ever think that I am being disruptive and intend to block me, the community will be able to say whether they agree with the block or not, and my talk page will not be protected if they use it to debate my block. [[User:A.z.|a.z.]] 19:17, 23 December 2007 (UTC)

:::I have nothing against non-active pedophiles who just happen to be born that way. What i despise are edits like [http://en.wikipedia.org/w/index.php?title=Adult-child_sex&amp;oldid=162792660 these]. I can understand why the arbcom would block people like these and won't respond to any questions. Sorry A.Z., but you are going too far in my opinion.--[[User:Daanschr|Daanschr]] 21:37, 23 December 2007 (UTC)

::::I want to discuss and I could change my mind about that edit. I looked up in Google for adult-child sex, and that story about that writer was the third result I found. I never had the intention of being the sole writer of the entire article on adult-child sex. I wanted to ''read'' the article about adult-child sex, I looked for it, it wasn't there, so I suggested its creation and then created it as a stub. It could have been anything, it could have been &quot;adult-child sex is sex between adults and children&quot;, but that would probably be speedily deleted. I understand this is a contentious topic. Perhaps I should have been more careful and I should have made an effort not to allow for the interpretation that I wanted to write a pro-pedophile article. Perhaps you should inquire me about that edit, and assume good faith, rather than arriving at conclusions before asking for explanations. Did what I just say made things clear to you? Do you still think that edit is unacceptable? [[User:A.z.|a.z.]] 22:11, 23 December 2007 (UTC)

:::::According to the person who blocked you, you were blocked for a pattern of editing, so I do not think it makes sense to try to examine any one edit in great detail. The reason you were blocked is not to be found in any one edit. --[[User:JWSchmidt|JWSchmidt]] 23:12, 23 December 2007 (UTC)

::::::If the reason I was blocked was a collection of edits, then I think we should examine each of those edits. [[User:A.z.|a.z.]] 00:04, 24 December 2007 (UTC)

:In answer to your question, Arbcom does not rule or have jurisdiction here.  Arbcom was created with a specific charter for Wikipedia before Wikiversity was established.   Wikiversity is a WMF approved project and resides on its servers.  I have no doubt that should Wikiversity prove incapable of governing itself effectively, the WMF will take what it views as appropriate action.  AFAIK Wikiversity is in good repute with the WMF.  I have not seen any rebukes implying that we are not doing well in the mind of the Board or its employees.  [[User:Mirwin|Mirwin]] 04:45, 24 December 2007 (UTC)

:While it's difficult to follow all of [[User:A.z.|a.z.]]'s lengthy posts on this, I have a view derived from Wikiversity's general '''mission and goals'''. If it is WV's general mission and goals not to be a tertiary site only, but to include especially '''primary and secondary levels of education''', then it follows that WV has a child-orientation that is greater-than-or-equal to that of Wikipedia (probably greater). The argument then splits two ways. (1) WV's child-protection policies should be proportionate to its child-orientation, so it's child-protection policies should be greater-than-or-equal to those of Wikipedia (certainly not less). (2) From a marketing perspective, WV has to garner recommendation from educational institutions and authorities, and the merest whisper that forms of tolerance were practiced at WV which were at odds with child protection would work to destroy WV's reputation in these circles very fast. The outcome of this argument is that if [[User:A.z.|a.z.]] wishes to find another WikiMedia project, then ''Wikiversity is the very worst one he could have found'' unless he wishes to change his interests and politics to support our mission. We are, in part, a school, or at least an educational resource for schools, which means that there are a very few real-world topics that do not belong here. [[User:McCormack|McCormack]] 05:39, 24 December 2007 (UTC)

::I agree with some of your reasoning.  However, it makes no sense to me to practice censorship of scholarly discussion or pursuits as inappropriate for the young.  We have no controls at this time over what content is served to who on which computer other than IP or account blocking.  Parents and guardians must exercise final responsibility for oversight of their minor dependents.  We cannot censor chemistry discussion because some teenager may inappropriately not follow published safety procedures.  We cannot censor physics because some preschooler may decide to test gravity inappropriately at a local window or cliff.  We cannot censor philosophy or history because some child may decide that force may not be morally or legally applied to them by their parents or local governments.  This process of censorship, once started, has no end.  Wikiversity would be reduced to an ineffective shell as various interested parties objected to various areas of human knowledge for various cultural, localized, or personal belief reasons. We can however take appropriate action if discussions seem to be headed in inappropriate directions.  We can label mature discussion zones as such and advise minors to seek the judgement of their guardians regarding appropriateness of participation at that study/learning zone.  We can place safety tips in mature discussion areas that point to recommended internet safety practices including notification of parents, local custodians, and/or local authorities if an inappropriate approach is suspected.  This can then be sorted out by neutral 3rd parties.  In short, I agree child protection should be a concern but I disagree that there are any real world topics that do not belong at Wikiversity.  Most real world protections revolve around zonal control or restricted access to the materials.  There is a large difference between learning about a subject and using that information in inappropriate ways.  We also might advise parents or guardians that IP addresses or accounts may be blocked if they so request should they discover their minors using computers inappropriately.  We might also formulate a policy of no sexual advertising at Wikiversity.  Personally I find the idea of advertising personal sexual preference at Wikipedia a bit distasteful and inappropriate for an Encyclopedia site we expect some children will be using.  I do not see that such advertising advances our learning goals here at Wikiversity so perhaps it should be pre-emptively banned by community consensus.   Thank you for your insight McCormack.   It has me thinking about ways to improve our Wikiversity.  [[User:Mirwin|Mirwin]] 06:07, 24 December 2007 (UTC)

::: Thanks for your post, Mirwin. I agree that an extensive censorship of the kind you describe (deleting anything remotely harmful to children) would be excessive. There is a point at which parental responsibility and the child's own need to develop a sense of responsibility have to kick in. Generally the WikiMedia projects have a history of favouring free speech over protective censorship on most moral issues, and this culture is not one which we should lose. On the other hand, there are extremes. Sexual abuse of children is one of those extremes. Any tolerance of views in this respect would be very harmful to the Wikiversity project precisely because it is the most child-orientated of the Wikimedia projects. [[User:McCormack|McCormack]] 06:30, 24 December 2007 (UTC)

::::Wikiversity is a much smaller organization than Wikipedia. Wikipedia has to deal with any kind of extremity in abundance. Which leads to inevitable conflicts. Wikiversity has an advantage on Wikipedia and that is that multiple articles can be made on the same subject. The fact that people are forced to communicate with eachother on the talk page of a single topic on Wikipedia increases the number of conflicts.
::::The case of the blocking of A.Z. is an example of something which is unavoidable on Wikiversity. A.Z. could theoretically create courses dedicated to examining wether children like to have sex with adults. Something which could be insulting to various users of Wikiversity. The blocking of A.Z. on Wikipedia is a strange one. A.Z. is partly blocked. He is allowed to edit on subjects, but is closely watched by censors who will remove any edit which could be dedicated to justify the ways of pedophiles. The nature of language is of prime concern here. Certain deeds doesn't need to be described in order to be advocated in words. Words can be used indirectly to lead to certain conclusions. I would be interested to examine the philosophical and psychological problems of this case. It would be impossible to prevend censorship. Censorship already happens in regard of vandalism on Wikiversity, for instance.--[[User:Daanschr|Daanschr]] 09:55, 24 December 2007 (UTC)
:::::Wikversity is 3 to 5 years behind Wikiedia in development.  If successful it will be a much larger project than Wikipedia.  Consider a shelf full of encyclopedia texts against a library.  Consider a library again an educational campus.  Deleting vandalism is not &quot;censorship&quot;.  Enforcing locally that a controverisal subject be approached in an ethical and scholarly manner is not &quot;censership&quot;.  Choosing to discuss a matter most people view as mature material inappropriate for children in a more private area easily avoided by children is not [[w:censorship]] .... actually perhaps it is in the broadest sense.  If so, it is one most or all societies practice while rearing their young and training them in local culture.  [[User:Mirwin|Mirwin]] 19:29, 24 December 2007 (UTC)
::::::I agree with that.--[[User:Daanschr|Daanschr]] 21:28, 24 December 2007 (UTC)

=== Wikiversity is for making learning and teaching content ===

For the information of anyone who is upset by the issues raised here, on 23rd Dec. [[User:SB_Johnny|SB_Johnny]] issued a warning on the talk page of [[User:A.z.|a.z.]] to desist from certain kinds of edit. Some custodians are also considering moving this thread out of the colloquium. We hope that this will end the matter. [[User:McCormack|McCormack]] 16:12, 24 December 2007 (UTC)

:That wasn't really a warning. It was just he threatening me and calling me a troll. Someone else besides me should probably warn him that this isn't constructive behavior. I didn't see anyone else upset besides SB Johnny, and see no reason why the matter should &quot;end&quot; by moving the thread to this rather unexpected location. [[User:A.z.|a.z.]] 20:00, 24 December 2007 (UTC)

::I suspect that most Wikiversity participants are adults, but we strive to make this a website that will become useful to children. It would disrupt our mission if Wikiversity became a place for pedophiles to congregate and discuss their sexuality. On the other hand, Wikiversity also strives to be a place that welcomes scholarly study of topics that are normally explored in college-level educational institutions, even if they are not welcome in an elementary school. In the &quot;real world&quot; the education of children and adults is generally physically split into distinct institutions. So how can Wikiversity provide learning resources for all ages without adult topics causing disruption? I think it is possible to quietly put topics for a mature audience on pages where they can be studied in a reflective and scholarly way. If I am wrong, if such topics spill over into our most visible pages and cause disruption, then our only option will be to totally ban such disruptive topics. --[[User:JWSchmidt|JWSchmidt]] 19:25, 25 December 2007 (UTC)

:::I think the relocation of this highly inflammatorily themed discussion (arbcom is evil and must be deposed, anyone should be able to discuss pedophilia or label themselves as such even if children are around) from the public Colloquium (which we use as a first introductory point of newcomers to the community) was highly appropriate.  While I can sympathize that user a.z., and his recruited sympathizers, are frustrated with his personal ban; and that a few other Wikipedians are concerned about the secrecy surrounding some of the actions of their Arbcom;  I do not find it reasonable or appropriate that they feel they must disrupt the normal functioning of Wikiversity to address their problems on Wikipedia.  They have been advised and assisted by several people with getting a more neutral, and in my view useful, study of the issues involved started locally yet insist on inflammatory rhetoric and pointers to one of the most controversial subjects available to virtual internet communities.  Sometimes the best way to address large problems is to first solve little ones surrounding the main issue and then readdress remaining issues in the context of the new environment.  [[User:Mirwin|Mirwin]] 00:24, 26 December 2007 (UTC)

==related resources==
*[[w:Wikipedia:Mediation Cabal/Cases/2007-10-04 Pro-pedophile activism|Pro-pedophile activism Mediation case]] related to [[w:Pro-pedophile activism]].
*[http://en.wikipedia.org/w/index.php?title=User_talk:Jimbo_Wales&amp;oldid=130538721#Massive_pedophile_crackdown  Massive pedophile crackdown] - discussion in April and May 2007.
*[http://lists.wikimedia.org/pipermail/wikien-l/2007-December/087968.html update] - Dec. 2007
*[http://en.wikipedia.org/w/index.php?title=Wikipedia:Requests_for_arbitration&amp;oldid=112683468#Clarification_regarding_a_self-identified_pedophile Note on Wikipedia about how Pedophile-related cases should be handled] - March, 2007

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==Background==
Editing of pages at Wikipedia related to [[w:Pedophilia|pedophilia]] has been a controversial issue for several years. This learning project attempts to adopt a &quot;case study&quot; approach to exploring this controversy. The issues explored here provide a good case study for self-governance of a wiki project. How do wiki collaborators maximize participation in a wiki community while avoiding forms of participation that disrupt the mission of the project?

==Arbitration Committee Case==
One of the Arbitration Committee's findings in the [[w:Wikipedia:Requests for arbitration/Pedophilia userbox wheel war|Pedophilia userbox wheel war]] was: &quot;users should refrain from creating user pages likely to bring the project into disrepute. The pedophile userbox (and the like) falls into this category. Note that this should not be construed to bar reasonable criticism of the project&quot;. ([[w:Wikipedia:Requests for arbitration/Pedophilia userbox wheel war/Proposed decision|source]])

Related ArbCom ruling/procedure [http://en.wikipedia.org/w/index.php?title=Wikipedia:Requests_for_arbitration&amp;oldid=112683468#Clarification_regarding_a_self-identified_pedophile March 2007].
----

== Am I doing something wrong ==

'''This thread was [http://en.wikiversity.org/w/index.php?title=Wikiversity%3AColloquium&amp;diff=196550&amp;oldid=196495 originally posted at the Colloquium]. It was moved here afterwards by McCormack.'''

I am afraid to be blocked here, considering JWSchmdit's comments on my talk page. He didn't threat to block me, but he seems to think that I am abusing this project. I would like to know your opinion on this. I want to be sure that I will not be blocked, and I want to know whether you also think that the arbitration committee of the Wikipedia in English has implicit jurisdiction here. Please respond on my talk page. I have been unfairly blocked on Wikipedia, and no one can do anything, because the ArbCom is censoring the conversations. That's why I started posting about this here. If you recognize the authority of the ArbCom over Wikiversity, then I will be blocked here as well. I think the ArbCom is a dictatorship, and it would be terrible for Wikiversity if they had authority over it. [[User:A.z.|a.z.]] 18:23, 23 December 2007 (UTC)

:In general, Wikimedia Foundation wikis do not welcome anyone on a crusade to advocate illegal activities. Anyone who has been reprimanded for advocacy of an illegal activity at one project cannot reasonably expect to be able to step over to a sister project and &quot;get away with&quot; the same behavior that got them in trouble at the other wiki project. There are some types of wiki editing that are not welcome at any Wikimedia wiki project, so the point is, if an un-welcome pattern of wiki editing has first been encountered at Wikipedia, it is reasonable to think about the likelihood of it also not being welcome at other Wikimedia projects. Some of my comments on your talk page were intended to make sure that we keep these fundamental issues in mind. &quot;he seems to think that I am abusing this project&quot; &lt;-- that's not what I'm thinking....better to say that I have been thinking about ways to explore the history of the Wikipedia Arbitration Committee without letting the exercise turn into anything non-constructive or disruptive. --[[User:JWSchmidt|JWSchmidt]] 18:55, 23 December 2007 (UTC)

::I am not one in a crusade to advocate illegal activities. I am just a regular editor who was unfairly blocked. I hope that, if you ever think that I am being disruptive and intend to block me, the community will be able to say whether they agree with the block or not, and my talk page will not be protected if they use it to debate my block. [[User:A.z.|a.z.]] 19:17, 23 December 2007 (UTC)

:::I have nothing against non-active pedophiles who just happen to be born that way. What i despise are edits like [http://en.wikipedia.org/w/index.php?title=Adult-child_sex&amp;oldid=162792660 these]. I can understand why the arbcom would block people like these and won't respond to any questions. Sorry A.Z., but you are going too far in my opinion.--[[User:Daanschr|Daanschr]] 21:37, 23 December 2007 (UTC)

::::I want to discuss and I could change my mind about that edit. I looked up in Google for adult-child sex, and that story about that writer was the third result I found. I never had the intention of being the sole writer of the entire article on adult-child sex. I wanted to ''read'' the article about adult-child sex, I looked for it, it wasn't there, so I suggested its creation and then created it as a stub. It could have been anything, it could have been &quot;adult-child sex is sex between adults and children&quot;, but that would probably be speedily deleted. I understand this is a contentious topic. Perhaps I should have been more careful and I should have made an effort not to allow for the interpretation that I wanted to write a pro-pedophile article. Perhaps you should inquire me about that edit, and assume good faith, rather than arriving at conclusions before asking for explanations. Did what I just say made things clear to you? Do you still think that edit is unacceptable? [[User:A.z.|a.z.]] 22:11, 23 December 2007 (UTC)

:::::According to the person who blocked you, you were blocked for a pattern of editing, so I do not think it makes sense to try to examine any one edit in great detail. The reason you were blocked is not to be found in any one edit. --[[User:JWSchmidt|JWSchmidt]] 23:12, 23 December 2007 (UTC)

::::::If the reason I was blocked was a collection of edits, then I think we should examine each of those edits. [[User:A.z.|a.z.]] 00:04, 24 December 2007 (UTC)

:In answer to your question, Arbcom does not rule or have jurisdiction here.  Arbcom was created with a specific charter for Wikipedia before Wikiversity was established.   Wikiversity is a WMF approved project and resides on its servers.  I have no doubt that should Wikiversity prove incapable of governing itself effectively, the WMF will take what it views as appropriate action.  AFAIK Wikiversity is in good repute with the WMF.  I have not seen any rebukes implying that we are not doing well in the mind of the Board or its employees.  [[User:Mirwin|Mirwin]] 04:45, 24 December 2007 (UTC)

:While it's difficult to follow all of [[User:A.z.|a.z.]]'s lengthy posts on this, I have a view derived from Wikiversity's general '''mission and goals'''. If it is WV's general mission and goals not to be a tertiary site only, but to include especially '''primary and secondary levels of education''', then it follows that WV has a child-orientation that is greater-than-or-equal to that of Wikipedia (probably greater). The argument then splits two ways. (1) WV's child-protection policies should be proportionate to its child-orientation, so it's child-protection policies should be greater-than-or-equal to those of Wikipedia (certainly not less). (2) From a marketing perspective, WV has to garner recommendation from educational institutions and authorities, and the merest whisper that forms of tolerance were practiced at WV which were at odds with child protection would work to destroy WV's reputation in these circles very fast. The outcome of this argument is that if [[User:A.z.|a.z.]] wishes to find another WikiMedia project, then ''Wikiversity is the very worst one he could have found'' unless he wishes to change his interests and politics to support our mission. We are, in part, a school, or at least an educational resource for schools, which means that there are a very few real-world topics that do not belong here. [[User:McCormack|McCormack]] 05:39, 24 December 2007 (UTC)

::I agree with some of your reasoning.  However, it makes no sense to me to practice censorship of scholarly discussion or pursuits as inappropriate for the young.  We have no controls at this time over what content is served to who on which computer other than IP or account blocking.  Parents and guardians must exercise final responsibility for oversight of their minor dependents.  We cannot censor chemistry discussion because some teenager may inappropriately not follow published safety procedures.  We cannot censor physics because some preschooler may decide to test gravity inappropriately at a local window or cliff.  We cannot censor philosophy or history because some child may decide that force may not be morally or legally applied to them by their parents or local governments.  This process of censorship, once started, has no end.  Wikiversity would be reduced to an ineffective shell as various interested parties objected to various areas of human knowledge for various cultural, localized, or personal belief reasons. We can however take appropriate action if discussions seem to be headed in inappropriate directions.  We can label mature discussion zones as such and advise minors to seek the judgement of their guardians regarding appropriateness of participation at that study/learning zone.  We can place safety tips in mature discussion areas that point to recommended internet safety practices including notification of parents, local custodians, and/or local authorities if an inappropriate approach is suspected.  This can then be sorted out by neutral 3rd parties.  In short, I agree child protection should be a concern but I disagree that there are any real world topics that do not belong at Wikiversity.  Most real world protections revolve around zonal control or restricted access to the materials.  There is a large difference between learning about a subject and using that information in inappropriate ways.  We also might advise parents or guardians that IP addresses or accounts may be blocked if they so request should they discover their minors using computers inappropriately.  We might also formulate a policy of no sexual advertising at Wikiversity.  Personally I find the idea of advertising personal sexual preference at Wikipedia a bit distasteful and inappropriate for an Encyclopedia site we expect some children will be using.  I do not see that such advertising advances our learning goals here at Wikiversity so perhaps it should be pre-emptively banned by community consensus.   Thank you for your insight McCormack.   It has me thinking about ways to improve our Wikiversity.  [[User:Mirwin|Mirwin]] 06:07, 24 December 2007 (UTC)

::: Thanks for your post, Mirwin. I agree that an extensive censorship of the kind you describe (deleting anything remotely harmful to children) would be excessive. There is a point at which parental responsibility and the child's own need to develop a sense of responsibility have to kick in. Generally the WikiMedia projects have a history of favouring free speech over protective censorship on most moral issues, and this culture is not one which we should lose. On the other hand, there are extremes. Sexual abuse of children is one of those extremes. Any tolerance of views in this respect would be very harmful to the Wikiversity project precisely because it is the most child-orientated of the Wikimedia projects. [[User:McCormack|McCormack]] 06:30, 24 December 2007 (UTC)

::::Wikiversity is a much smaller organization than Wikipedia. Wikipedia has to deal with any kind of extremity in abundance. Which leads to inevitable conflicts. Wikiversity has an advantage on Wikipedia and that is that multiple articles can be made on the same subject. The fact that people are forced to communicate with eachother on the talk page of a single topic on Wikipedia increases the number of conflicts.
::::The case of the blocking of A.Z. is an example of something which is unavoidable on Wikiversity. A.Z. could theoretically create courses dedicated to examining wether children like to have sex with adults. Something which could be insulting to various users of Wikiversity. The blocking of A.Z. on Wikipedia is a strange one. A.Z. is partly blocked. He is allowed to edit on subjects, but is closely watched by censors who will remove any edit which could be dedicated to justify the ways of pedophiles. The nature of language is of prime concern here. Certain deeds doesn't need to be described in order to be advocated in words. Words can be used indirectly to lead to certain conclusions. I would be interested to examine the philosophical and psychological problems of this case. It would be impossible to prevend censorship. Censorship already happens in regard of vandalism on Wikiversity, for instance.--[[User:Daanschr|Daanschr]] 09:55, 24 December 2007 (UTC)
:::::Wikversity is 3 to 5 years behind Wikiedia in development.  If successful it will be a much larger project than Wikipedia.  Consider a shelf full of encyclopedia texts against a library.  Consider a library again an educational campus.  Deleting vandalism is not &quot;censorship&quot;.  Enforcing locally that a controverisal subject be approached in an ethical and scholarly manner is not &quot;censership&quot;.  Choosing to discuss a matter most people view as mature material inappropriate for children in a more private area easily avoided by children is not [[w:censorship]] .... actually perhaps it is in the broadest sense.  If so, it is one most or all societies practice while rearing their young and training them in local culture.  [[User:Mirwin|Mirwin]] 19:29, 24 December 2007 (UTC)
::::::I agree with that.--[[User:Daanschr|Daanschr]] 21:28, 24 December 2007 (UTC)

=== Wikiversity is for making learning and teaching content ===

For the information of anyone who is upset by the issues raised here, on 23rd Dec. [[User:SB_Johnny|SB_Johnny]] issued a warning on the talk page of [[User:A.z.|a.z.]] to desist from certain kinds of edit. Some custodians are also considering moving this thread out of the colloquium. We hope that this will end the matter. [[User:McCormack|McCormack]] 16:12, 24 December 2007 (UTC)

:That wasn't really a warning. It was just he threatening me and calling me a troll. Someone else besides me should probably warn him that this isn't constructive behavior. I didn't see anyone else upset besides SB Johnny, and see no reason why the matter should &quot;end&quot; by moving the thread to this rather unexpected location. [[User:A.z.|a.z.]] 20:00, 24 December 2007 (UTC)

::I suspect that most Wikiversity participants are adults, but we strive to make this a website that will become useful to children. It would disrupt our mission if Wikiversity became a place for pedophiles to congregate and discuss their sexuality. On the other hand, Wikiversity also strives to be a place that welcomes scholarly study of topics that are normally explored in college-level educational institutions, even if they are not welcome in an elementary school. In the &quot;real world&quot; the education of children and adults is generally physically split into distinct institutions. So how can Wikiversity provide learning resources for all ages without adult topics causing disruption? I think it is possible to quietly put topics for a mature audience on pages where they can be studied in a reflective and scholarly way. If I am wrong, if such topics spill over into our most visible pages and cause disruption, then our only option will be to totally ban such disruptive topics. --[[User:JWSchmidt|JWSchmidt]] 19:25, 25 December 2007 (UTC)

:::I think the relocation of this highly inflammatorily themed discussion (arbcom is evil and must be deposed, anyone should be able to discuss pedophilia or label themselves as such even if children are around) from the public Colloquium (which we use as a first introductory point of newcomers to the community) was highly appropriate.  While I can sympathize that user a.z., and his recruited sympathizers, are frustrated with his personal ban; and that a few other Wikipedians are concerned about the secrecy surrounding some of the actions of their Arbcom;  I do not find it reasonable or appropriate that they feel they must disrupt the normal functioning of Wikiversity to address their problems on Wikipedia.  They have been advised and assisted by several people with getting a more neutral, and in my view useful, study of the issues involved started locally yet insist on inflammatory rhetoric and pointers to one of the most controversial subjects available to virtual internet communities.  Sometimes the best way to address large problems is to first solve little ones surrounding the main issue and then readdress remaining issues in the context of the new environment.  [[User:Mirwin|Mirwin]] 00:24, 26 December 2007 (UTC)

==related resources==
*[[w:Wikipedia:Mediation Cabal/Cases/2007-10-04 Pro-pedophile activism|Pro-pedophile activism Mediation case]] related to [[w:Pro-pedophile activism]].
*[http://en.wikipedia.org/w/index.php?title=User_talk:Jimbo_Wales&amp;oldid=130538721#Massive_pedophile_crackdown  Massive pedophile crackdown] - discussion in April and May 2007.
*[http://lists.wikimedia.org/pipermail/wikien-l/2007-December/087968.html update] - Dec. 2007
*[http://en.wikipedia.org/w/index.php?title=Wikipedia:Requests_for_arbitration&amp;oldid=112683468#Clarification_regarding_a_self-identified_pedophile Note on Wikipedia about how Pedophile-related cases should be handled] - March, 2007

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      <text bytes="41762" sha1="ld3qmkl0x1i5lhomge0p6lj6314474v" xml:space="preserve">Thank you for making this happen: [[User:OhanaUnited/Sister Projects Interview]] - I am sure your readers will profit from the better info from all here. Below more info about Wikiversity, ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] &lt;small&gt;uses the [[Wikiversity:Chat|Wikiversity:Chat]] ([http://java.freenode.net//index.php?channel=wikiversity-en try])&lt;/small&gt; 18:51, 27 March 2008 (UTC)


==Welcome==
'''Hello OhanaUnited, and [[Wikiversity:Welcome, newcomers|welcome]] to [[Wikiversity:What is Wikiversity?|Wikiversity]]!''' If you need [[Help:Contents|help]], feel free to visit my talk page, or [[Wikiversity:Contact|contact us]] and [[Wikiversity:Questions|ask questions]]. After you leave a comment on a [[Wikiversity:Talk page|talk page]], remember to [[Wikiversity:Signature|sign and date]]; it helps everyone follow the threads of the discussion. The signature icon [[Image:Signature_icon.png]] in the edit window makes it simple. To [[Wikiversity:Introduction|get started]], you may
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Wikiversity:Guided tour|Take a guided tour]] and learn [[Help:Editing|to edit]];
* Explore our [[Portal:Learning Projects|learning projects]];
* [[Wikiversity:Browse|Browse]] our [[Wikiversity:Portals|portals]], [[Wikiversity:Schools|schools]], and [[Wikiversity:Research|research]] activities; 
&lt;/div&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* Read and help develop our community [[Wikiversity:Policies|policies]]；or
* [[Wikiversity:Chat|Chat]] with other Wikiversitans on [irc://irc.freenode.net/wikiversity-en &lt;kbd&gt;#wikiversity-en&lt;/kbd&gt;].
&lt;/div&gt;

&lt;br clear=&quot;both&quot;/&gt;

And don't forget to [[Wikiversity:Introduction explore|explore]] Wikiversity with the links to your left. [[Wikiversity:Be bold|Be bold]], and see you around Wikiversity! ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] &lt;small&gt;uses the [[Wikiversity:Chat|Wikiversity:Chat]] ([http://java.freenode.net//index.php?channel=wikiversity-en try])&lt;/small&gt; 18:51, 27 March 2008 (UTC)

== Environmental experts needed :) ==

Hi OhanaUnited,

There have been a number of environmental projects started here and there... a few I can think of offhand:

*[[Project proposal:global warming]] -- I'm not sure where that stands now... it was one of the first proposals back in 2006 I think
*[[Bloom Clock]] -- Essentially a phenology project... among other things the data collections will hopefully be handy for later projects tracking changes in bloom time as local and global temperature trends change
*[[Radio Discussion/Living on Earth]] -- Something a couple of us were experimenting with this past winter, using a radio show as our &quot;lecture&quot; and collecting materials for further learning.

I'm not by any means an expert in environmental science, but as a horticulurist and farmer I'm well-versed in managing my local ecology... let me know if you start something! --[[User:SB_Johnny|{{font|color=green|'''SB_Johnny'''}}]] | &lt;sup&gt;[[User_talk:SB_Johnny|{{font|color=green|talk}}]]&lt;/sup&gt; 15:06, 28 March 2008 (UTC)
:See also [[:Category:Ecology]], ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] &lt;small&gt;uses the [[Wikiversity:Chat|Wikiversity:Chat]] ([http://java.freenode.net//index.php?channel=wikiversity-en try])&lt;/small&gt; 11:18, 29 March 2008 (UTC)

== Commons ==

Is there a page on commons somewhere with the questions? I'm sure I could round up a few interested commonists on IRC if you give me a link :). --[[User:SB_Johnny|{{font|color=green|'''SB_Johnny'''}}]] | &lt;sup&gt;[[User_talk:SB_Johnny|{{font|color=green|talk}}]]&lt;/sup&gt; 14:15, 30 March 2008 (UTC)

== Clarifications ==

Hi OhanaUnited, I've asked some questions at [[User talk:OhanaUnited/Sister Projects Interview#Voice(s)]] - I'd appreciate if you could clarify before I contribute to your initiative. Thanks, [[User:Cormaggio|Cormaggio]] &lt;sup&gt;&lt;small&gt;[[User talk:Cormaggio|talk]]&lt;/small&gt;&lt;/sup&gt; 13:54, 1 April 2008 (UTC)

== removing  ==

I removed the signatures after names in order to move forward summarizing the answers... and then I saw that you said to not do that... I reverted... How would be best to summarize the answers? --[[User:Remi|Remi]] 04:05, 21 April 2008 (UTC)
:I voiced a related question in the &quot;Voice(s)&quot; section on the talk page.. [[User:Cormaggio|Cormaggio]] &lt;sup&gt;&lt;small&gt;[[User talk:Cormaggio|talk]]&lt;/small&gt;&lt;/sup&gt; 12:40, 21 April 2008 (UTC)

== Publication date ==

Hi OhanaUnited, would you be able to let us know when [[User:OhanaUnited/Sister_Projects_Interview|your interview]] will be published? Perhaps either on the talk page or on the [[Wikiversity:Colloquium#User:OhanaUnited/Sister Projects Interview - the earliest publication date is April 21|Colloquium]]. Thanks. [[User:Cormaggio|Cormaggio]] &lt;sup&gt;&lt;small&gt;[[User talk:Cormaggio|talk]]&lt;/small&gt;&lt;/sup&gt; 12:39, 21 April 2008 (UTC)

== Font Tag ==

The font tag is now obsolete. Please adjust your signature to something like:
&lt;blockquote&gt;
&lt;pre&gt;
[[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]]
&lt;/pre&gt;
&lt;/blockquote&gt;
Let me know if you have any questions. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 17:37, 29 May 2018 (UTC)

== Reorganised discussion ==

This is to let you know that the discussion at [[Talk:WikiJournal User Group#Code of Conduct]] has been reorganised to ease constructive inputs that help in updating the [[WikiJournal User Group/Code of conduct draft|document]]. If you would like to summarily oppose implementation of any Code of Conduct, feel free to place your opposition at [[Talk:WikiJournal User Group#Discussion: Whether any Code of Conduct needs to be defined and implemented]]. For any other constructive inputs please feel free to do so at [[Talk:WikiJournal User Group#Discussion: Salient updates that need to be made to the existing draft]]. Thanks for your cooperation. &lt;span style=&quot;font-family:Segoe script&quot;&gt;[[w:User:Diptanshu Das|&lt;b style=&quot;color:#f00&quot;&gt;D&lt;/b&gt;&lt;b style=&quot;color:#f60&quot;&gt;ip&lt;/b&gt;&lt;b style=&quot;color:#090&quot;&gt;ta&lt;/b&gt;&lt;b style=&quot;color:#00f&quot;&gt;ns&lt;/b&gt;&lt;b style=&quot;color:#60c&quot;&gt;hu&lt;/b&gt;]] [[User talk:Diptanshu Das|&amp;#128172;]]&lt;/span&gt; 12:20, 16 December 2018 (UTC)

== Maps via Wikidata ==

I remember you were testing maybe plotting a map of editor locations. I've been testing [https://w.wiki/CGk generating a map in Wikidata]. If we include all journal editors on the WikiJournal's page then it's possible to find the geocoordinates of their employer. Eventually it should be automate-able via [[wikidata:Wikidata:Bot_requests#Automated_addition_of_WikiJournal_metadata_to_Wikidata|this bot request]], but would have to be done manually for now. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 06:22, 18 November 2019 (UTC)
:Note, [https://w.wiki/CWP updated version] with better interface for multiple points. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 02:48, 23 November 2019 (UTC)

== Query at review page ==

I just noticed there's a query for you at [[Talk:WikiJournal Preprints/Working with Bipolar Disorder During the COVID-19 Pandemic: Both Crisis and Opportunity|this page]] (the editor forgot to ping, or is unaware of the practice). [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 09:43, 17 May 2020 (UTC)

== Re: A Phonological Analysis of Selected Nigerian Newscasters Rendition ==

I appreciate your consideration of my article for publication. However, you have not provided an email address where I could send the word version or preferably, I would like to be guided on how to get the article uploaded on wiki commons.
Thank you. [[User:Margob28|Margob28]] ([[User talk:Margob28|discuss]] • [[Special:Contributions/Margob28|contribs]]) 07:35, 25 August 2022 (UTC)

== The Validity of [[WikiJournal Preprints/The Effect of Corticosteroids on the Mortality Rate in COVID-19 Patients, v2]] ==

Hello Andrew,

I'm coming to you to ask whether the mentioned paper's topic/objective is suitable for publication in the WikiJournal of Medicine. I was going to extensively work on it this summer, but I wanted to get written confirmation that this paper would be suited for my time in developing it.

I also wanted to see if a Wikijournal of Humanities paper on Meditation would be suitable. I'm not sure if you're familiar with that wikijournal's guidelines, but I figured it was worth asking.

Thank you,
—[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:20, 27 August 2022 (UTC)

== Request ==

Please, I do not know whether you could help upload the article if I send its soft copy as MS word document or pdf to you. Thanks. [[User:Margob28|Margob28]] ([[User talk:Margob28|discuss]] • [[Special:Contributions/Margob28|contribs]]) 03:44, 5 September 2022 (UTC)

== Volunteering to help with WikiJournal of Humanities ==

I kinf of forgot about WikiJournals for a few years, and I am amazed at the progress made. Well, as a real-life professor of sociology, I'd be happy to help with WikiJournal of Humanities which seems to be closed to my field. Do let me know how I can  help, assuming of course you need any assistance. (If you reply here, please ping me back, TIA).  [[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 03:31, 8 November 2022 (UTC)

== In other news ==

I am a strict believer in learning from the bottoms up (as a teacher who tells students to edit Wikipedia, for example, I never ask them to do things I haven't done myself before). And it so happens, I have a publication that I think is within the scope of WikiJournal Medicine, and now that I know it is indexed in SCOPUS, it meets my university's requirements too. As I am not yet on the board or such, I think I have no COI, so I decided to went ahead and submit my work at [[WikiJournal Preprints/Where experts and amateurs meet: the ideological hobby of medical volunteering on Wikipedia]] . Before I finish copyediting it (I think I need to upload images to Wikimedia Commons and reformat references to footnotes) and finish the rest of the submission procedure, can I ask you to confirm that this topic is within the scope of WJMED and our previous conversation does not create any COI for me to submit it (I am fine putting my editorial application fpr WJHUM from yesterday on hold for the duration of the review process, if necessary)? Oh, to confirm, WikiJournals allows and prefers non-anonymous submissions, right? So I don't need to anonymize citations to my own work, etc.? [[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 05:08, 10 November 2022 (UTC)

:{{re|Piotrus}} Each WikiJournal (Medicine, Science, Humanities) has separate editorial boards, similar to how &quot;Nature Medicine&quot; and &quot;Nature Chemistry&quot; are two different journals, have different editor-in-chief and different ISSN/DOI even though they are both owned and published by Springer Nature. Each WikiJournal operates and makes article decisions independently from each other while sharing same pool of resources (hired contractors, H/R, overhead cost). Therefore, whether or not you are on the Humanities board will not cause a COI when submitting to Medicine. I am the managing editor for Science, so our conversations won't cause any COI. I will defer your question on whether your preprint falls into the scope of Medicine to [[User:Rwatson1955]], who is the managing editor for the Medicine journal. And yes, we [[WikiJournal of Medicine/Publishing#Duties_of_authors|ask that &quot;authors should be given by real names in their articles&quot;]] so there is no need to anonymize. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 15:58, 10 November 2022 (UTC)
::I submitted [[WikiJournal Preprints/Where experts and amateurs meet: the ideological hobby of medical volunteering on Wikipedia|my article]] two days ago and filled in a Google Form, which suggested I'd receive confirmation email, but nothing happened and the article still has a notice that it is not submitted for review. Any chance you could check from your end if things are fine or ping someone who can, as maybe I haven't clicked something correctly or such? [[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 14:09, 16 November 2022 (UTC)
:::{{re|Piotrus}} That's my fault. Been busy with work. I'll process the new submissions today and update the status.  [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 15:14, 16 November 2022 (UTC)

== Concerning an article ==

Hello, 
I'm not sure if you are aware that I have written a new article on Wikiversity, entitled: [[WikiJournal Preprints/Orhan Gazi, the first statesman|Orhan Gazi, the first Statesman]], 

I started it in September 2022 and finished it in March of the same year, and I was hoping that finding some peer reviewers wouldn't take much time. However, the article remained as it was for more than a year, and I had to ask two professors I know personally to check my work, which they did and their notes were sent in pdf format and added [[Talk:WikiJournal Preprints/Orhan Gazi, the first statesman|here]]. 

Now the article still needs an editor, before it can be finalized and published, and a fellow Wikipedian, [[User:علاء|Alaa]], suggested your name. I hope that perhaps you could check it.
 
Please let me know what you think, 
best wishes-- [[User:باسم|باسم]] ([[User talk:باسم|discuss]] • [[Special:Contributions/باسم|contribs]]) 20:17, 7 May 2023 (UTC)
== Files Missing Information ==
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing {{tlx|Information}} and/or [[Wikiversity:License tags]], and will be deleted if the missing information is not added. See [[Wikiversity:Uploading files]] for more information.
{{colbegin|3}}
* [[:File:WikiJournal Bioclogging - ES.pdf]]
{{colend}}
[[User:MaintenanceBot|MaintenanceBot]] ([[User talk:MaintenanceBot|discuss]] • [[Special:Contributions/MaintenanceBot|contribs]]) 15:41, 19 December 2023 (UTC)

==Japanese rendering==
Thanks to your help, I could make [[WikiJournal_of_Science/Bioclogging/ja|Japanese translation of bioclogging article]]. I feel that display style of Japanese sentense is wierd, because breakline is restricted to some characters such as &quot;、&quot;. Japanese does not break words with spaces, as normal in western languages, and therefore we break lines anywhere. For example, see [[w:ja:バイオクロッギング|Japanese edition of bioclogging article in Wikipedia]].

It can be fixed by using css. For example, in this paragraph

バイオクロッギングは、水が浸透する様々な現場で観察される。たとえば、[[w:ja:ため池|ため池]]、浸透トレンチ、[[w:ja:灌漑|灌漑]]水路、[[w:ja:下水処理場|下水処理場]]、人工湿地、廃棄物処分場における遮水ライナー、川床や土壌のような自然環境などである。また、透過反応壁 ([[:w:Permeable reactive barrier|PRB]]) や微生物利用石油増進回収法 ([[:w:Microbial enhanced oil recovery|MEOR]]) などにおいて、[[w:ja:帯水層|帯水層]]における[[w:ja:地下水|地下水]]の流れにも影響を及ぼす。適度な水の浸透速度を保つことが必要とされるような現場では、バイオクロッギングが問題となり、定期的に水を抜くなどの対策が取られることがある。一方で、たとえば、難透水層を作って浸透速度を低下させたり、地盤工学的性質を改善させたりするなど、バイオクロッギングが有効に活用されることもある。

We can set word-break: break-all, and then

&lt;span style=&quot;word-break: break-all&quot;&gt;バイオクロッギングは、水が浸透する様々な現場で観察される。たとえば、[[w:ja:ため池|ため池]]、浸透トレンチ、[[w:ja:灌漑|灌漑]]水路、[[w:ja:下水処理場|下水処理場]]、人工湿地、廃棄物処分場における遮水ライナー、川床や土壌のような自然環境などである。また、透過反応壁 ([[:w:Permeable reactive barrier|PRB]]) や微生物利用石油増進回収法 ([[:w:Microbial enhanced oil recovery|MEOR]]) などにおいて、[[w:ja:帯水層|帯水層]]における[[w:ja:地下水|地下水]]の流れにも影響を及ぼす。適度な水の浸透速度を保つことが必要とされるような現場では、バイオクロッギングが問題となり、定期的に水を抜くなどの対策が取られることがある。一方で、たとえば、難透水層を作って浸透速度を低下させたり、地盤工学的性質を改善させたりするなど、バイオクロッギングが有効に活用されることもある。&lt;/span&gt;

Setting this to all paragraphs may be a solution. I would like to know if there is a smarter way to do the same thing. [[User:Katsutoshi Seki|Katsutoshi Seki]] ([[User talk:Katsutoshi Seki|discuss]] • [[Special:Contributions/Katsutoshi Seki|contribs]]) 08:55, 16 February 2024 (UTC)

:@[[User:Katsutoshi Seki|Katsutoshi Seki]] Thanks for raising this issue. I can read and write in Chinese (and therefore I can read Japanese Kanji) so I understand what you're describing about the software not finding spaces to break up words to the next line. I have [https://en.wikiversity.org/w/index.php?title=WikiJournal_of_Science%2FBioclogging%2Fja&amp;diff=2606145&amp;oldid=2605982 forced] the software to consider appropriate line break locations. I'm confident with the line breaks in Kanji but less so in Katakana and Hiragana. And I don't know how it may look like under different computer screens (or mobile phone). Please review and see if the line breaks are done accurately. Also, can you please provide a Japanese translation for the phrases &quot;For the English translation, please see this link.&quot; and &quot;For the Japanese translation, please see this link.&quot;? [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 22:49, 16 February 2024 (UTC)

:: Unfortunately, giving &lt;nowiki&gt;{{wbr}}&lt;/nowiki&gt; to some places does not help much, because appropriate place for breaking line changes to various width of windows. Therefore, using &lt;nowiki&gt;&lt;span style=&quot;word-break: break-all&quot;&gt;&lt;/nowiki&gt; to all paragraphs, as I showed above, is necessary. I would like to know if there is an appropriate way to change the stylesheet in the page at once. For the translation, &quot;For the English translation, please see '''this link'''.&quot;　to &quot;英語版は'''このリンク'''参照&quot;, and &quot;For the Japanese translation, please see '''this link'''.&quot; to &quot;日本語版は'''このリンク'''参照&quot; [[User:Katsutoshi Seki|Katsutoshi Seki]] ([[User talk:Katsutoshi Seki|discuss]] • [[Special:Contributions/Katsutoshi Seki|contribs]]) 01:39, 17 February 2024 (UTC)
:::Thanks for verifying. I have removed {{tl|wbr}} and added &lt;nowiki&gt;&lt;span style=&quot;word-break: break-all&quot;&gt;&lt;/nowiki&gt;. It doesn't seem very effective to bulleted items. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 04:35, 17 February 2024 (UTC)
:::: I also added css to bulleted items. Now it works find. [[User:Katsutoshi Seki|Katsutoshi Seki]] ([[User talk:Katsutoshi Seki|discuss]] • [[Special:Contributions/Katsutoshi Seki|contribs]]) 04:50, 17 February 2024 (UTC)
:::: I created [[Template:BreakAll]] and applied. ChatGPT was helpful for creating the LUA module. [[User:Katsutoshi Seki|Katsutoshi Seki]] ([[User talk:Katsutoshi Seki|discuss]] • [[Special:Contributions/Katsutoshi Seki|contribs]]) 12:55, 17 February 2024 (UTC)

== Article progress ==

Hi Ohana, it was great to meet you at the conference in November. I finally got around to finishing the revisions for [[WikiJournal Preprints/The Holocaust in Slovakia]]. As we discussed, I didn't expand the scope of the article to include Romani people, and I was unable to implement some of reviewer #2's comments because the information that would clarify is not in the cited source, or any other source that I'm aware of. Sorry for the very long delay on this article and I apologize if this is not the right forum to report progress. [[User:Buidhe|Buidhe]] ([[User talk:Buidhe|discuss]] • [[Special:Contributions/Buidhe|contribs]]) 03:45, 21 February 2024 (UTC)

:Hi @[[User:Buidhe|Buidhe]], our apologies for the very long delay in replying to you. [[User:Fransplace|Fransplace]], the editor-in-chief for WikiJournal of Humanities, will be looking at your submission shortly. Since we already received two reviewers' comments and you have completed your revisions, are you ok with continuing with the submission process? I think we are on the home stretch with very few items remaining. Can you add your comments to the reviews to mark which items you have completed and which ones you cannot implement? This will speed up the review process. It probably will not take long for Fransplaces to render her publication decision once she has gone through the comments and your rebuttals. Many thanks for your patience! [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 23:06, 26 March 2025 (UTC)

== Mail ==

{{ygm}} [[User:Serial Number 54129|Serial Number 54129]] ([[User talk:Serial Number 54129|discuss]] • [[Special:Contributions/Serial Number 54129|contribs]]) 12:04, 26 March 2024 (UTC)
==new submissions/need to be imported==
Hi, I noticed there are two new submissions (from new editors) at https://en.wikipedia.org/wiki/Wikipedia:WikiJournal_article_nominations, thank you  --[[User:Ozzie10aaaa|Ozzie10aaaa]] ([[User talk:Ozzie10aaaa|discuss]] • [[Special:Contributions/Ozzie10aaaa|contribs]]) 11:59, 1 April 2024 (UTC)

:I don't have the required permission to import articles from Wikipedia to Wikiversity. I will need the &quot;transwiki importer&quot; permission, presumably to preserve article history and proper copyright attribution. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 04:40, 15 April 2024 (UTC)

==A message from Guy vandegrift==
Hi. I am so-called &quot;founder&quot; of the WikiJournal of Science (although dozens of people contributed much more than I ever did.) I was wondering if the WikiJournal project needs help.  If so, let me know.----[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 01:25, 13 April 2024 (UTC)

:Yes, I'll email you with the details. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 03:58, 15 April 2024 (UTC)
::@[[User:Guy vandegrift|Guy vandegrift]] Did you receive the email that I sent last week? [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 18:17, 22 April 2024 (UTC)
:::I will look for it.--[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 22:17, 22 April 2024 (UTC).
::::My guess is that you used the google wikijournal system and it went to a google email I rarely check.  I just sent you an email through Wikiversity.  Meanwhile I will lookup my google email password and probably find your message.[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 22:35, 22 April 2024 (UTC)

== [[WikiJournal_Preprints/Induced_stem_cells]] ==

Hello, I assume that you are involved in the management of Wikijournals and their preprints. Thank you for your contributions. I'm sending this message to alert you that a preprint is currently subject to copyright-related investigations, this may affect the preprint review procedure and I thought someone who knows more about Wikijournals should be contacted. The background information can be seen at [[Wikiversity:Request_custodian_action#Induced_stem_cells_copyright_issues]]. In your opinion, what should be done by the custodians for this preprint? I look forward to hearing from you. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:02, 6 June 2024 (UTC)

:Thanks for bringing this to our attention. What you described is very concerning. We did [[Talk:WikiJournal Preprints/Induced stem cells#Plagiarism check|conduct a plagiarism check]] 3 years ago when the preprint was submitted and it was determined that the similarities were deemed to be common phases in that field. Right now the tool is timing out due to high request volume so I can't do another check now. I'm going to ping @[[User:Evolution and evolvability|Evolution and evolvability]] since he's the handling editor for this submission and he knows more about cells &amp; proteins than me. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 04:15, 6 June 2024 (UTC)

== Question about the WikiJournal license status ==

Hello. At [[Special:Diff/2639304]], [[User:MGA73]] asked about the Wikijournal license status, so I'm forwarding the question here. Do you know anything about this? Should we contact [[User:Evolution and evolvability]]? [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 08:02, 30 July 2024 (UTC)

== Preprint related to Wikidata ==

Hello! I have written an article titled &quot;[[WikiJournal Preprints/Is there a relationship between volcanoes and earthquakes based on Wikidata?|Is there a relationship between volcanoes and earthquakes based on Wikidata?]]&quot;. Could you please include this preprint in the list of [[WikiJournal of Science/Potential upcoming articles|Potential upcoming articles]]? -- [[User:AKA MBG|Andrew Krizhanovsky]] ([[User talk:AKA MBG|discuss]] • [[Special:Contributions/AKA MBG|contribs]]) 14:17, 17 February 2025 (UTC)

:@[[User:AKA MBG|AKA MBG]] Hello, not sure why I didn't get a notification when you leave this message. I have taken a look at your preprint. Unfortunately I don't think we have the expertise in our editorial board to take on the role for potential publication of your submission. As a general and personal comment, I think you need to tighten up the paper by drawing comparison with existing literature around SPARQL and Wikidata, such as [https://link.springer.com/chapter/10.1007/978-3-319-46547-0_10] and [https://link.springer.com/chapter/10.1007/978-3-031-33455-9_40] [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 02:00, 24 March 2025 (UTC)

== Status of WikiJournals ==

Good morning, I have had an article submitted to WikiJournal PrePrints since October 2024. It seems that the chair of the WikiJournal Usergroup (E&amp;E) is entirely inactive, and I'm not sure what your status is as editor-in-chief of the science journal. If these projects are not currently working, then there should be some kind of alert given so people don't submit articles that will never be reviewed. If they are currently working, please let me know what the next steps in the process are for my submitted article. If there is any way I can help with other articles as well, I am happy to do so. [[User:Fritzmann2002|Fritzmann2002]] ([[User talk:Fritzmann2002|discuss]] • [[Special:Contributions/Fritzmann2002|contribs]]) 14:00, 6 March 2025 (UTC)

:@[[User:Fritzmann2002|Fritzmann2002]] Hello, it has been busy for many of us at the board over the past few months focusing on the grant request and sustainability of the user group, and all of us serving in volunteer capacity with a daytime job. I should have a handling editor for your submission ([[WikiJournal Preprints/Hypericum sechmenii]]) within 2 weeks. Thanks. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 01:45, 24 March 2025 (UTC)
::@[[User:OhanaUnited|OhanaUnited]], thanks for your response, and apologies for the brusque nature of my original message. I appreciate the work that you do, and want to reiterate my desire to assist in any way that I can! [[User:Fritzmann2002|Fritzmann2002]] ([[User talk:Fritzmann2002|discuss]] • [[Special:Contributions/Fritzmann2002|contribs]]) 01:45, 25 March 2025 (UTC)

== [[WikiJournal of Psychology, Psychiatry and Behavioral Sciences]] ==

Hi OhanaUnited, I'm planning on working on a paper for the WikiJournal of PPB regarding mental health in Sri Lanka (which does not seem to have a corresponding Wikipedia article, so I think this would be a very good start; especially as an aspiring clinical PhD student). 

I wanted to double check and make sure that this WikiJournal has personnel that can peer-review the article for submission, as there seems to be [[WikiJournal of PPB/Editors|no associate editors]] and the social medias (FB &amp; X accounts) for this specific WikiJournal do not exist [anymore?]. Is this WikiJournal still active and can editors be assigned to my paper once its ready for peer-review? Thank you &amp; thank you to the team for all the work you guys do! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 14:57, 8 May 2025 (UTC)

:Hi, unfortunately I don't have any updates for WikiJournal of PPB on its launch date since the person in charge is on extended absence. I would recommend that you select either WikiJournal of Medicine (since it's mental health) or select another journal with compatible copyright license to publish. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 15:16, 8 May 2025 (UTC)
::I'll work on this paper through the WikiJournal of Medicine then, thanks! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:51, 8 May 2025 (UTC)
:::No problem. Thanks for your ongoing support of the journal. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 13:30, 9 May 2025 (UTC)

== WikiJournal article nominations ==

Hi OhanaUnited. 

More than 5 months ago I have nominated the page [[w:Diffeology|Diffeology]] for submission at the Wikijournal of Science, adding a line at the bottome of the page [[w:Wikipedia:WikiJournal article nominations|Wikipedia:WikiJournal article nominations]]. Unfortunately, nobody has created the corresponding preprint at [[WikiJournal Preprints|Wikijournal Preprints]], hence I cannot proceed yet with the formal submission. 

Since I had already a very positive experience publishing another paper ([[WikiJournal of Science/Poisson manifold|Poisson manifold]]) in the Wikijournal of Science, in the past months I tried, without success, to contact by email the editors who took care of it. I am therefore trying to reach you here.

As I wrote also to them, I noticed that at [[w:Wikipedia:WikiJournal article nominations|Wikipedia:WikiJournal article nominations]] there are links to several other wikipedia pages which have not been converted to a preprint, despite being many months old. I am therefore wondering if that page is still maintained and with which frequency. This issue was also discussed on [[Talk:WikiJournal User Group#Wikipedia:WikiJournal article nominations is dead]].

I understand that you and the rest of the editorial board has a lot to do and therefore it might be just a matter of waiting. As another user pointed out ([[User talk:OhanaUnited#Status of WikiJournals]]), if there is anything I could do in order to speed up the review process, e.g. creating the preprint page myself, please let me know. In that case (i.e. if the author is allowed to import the page directly from wikipedia), I would suggest to clarify it in [[WikiJournal User Group/Editorial guidelines#Importing from Wikipedia]], since these instructions do not specify exactly who is in charge of importing the page.

Thanks a lot in advance! [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 10:08, 16 September 2025 (UTC)

:Hi, an update. @[[User:Marshallsumter|Marshallsumter]] has suggested me in the nomination page to proceed with the import myself. As per our discussion in [[wikipedia:User_talk:Marshallsumter#Importing_Wikipedia_articles_to_Wikipreprints|User_talk:Marshallsumter#Importing_Wikipedia_articles_to_Wikipreprints]], I did attempt to import the page manually at [[WikiJournal Preprints/Diffeology]] and filled in the Authorship declaration form (providing the authors information, suggesting reviewers, etc. and mentioning also that I did the import manually).
:One issue is that [[Template:Convert links]] has been deactivated just a few days ago, preventing all the links to other Wikipedia pages to be automatically converted. Since this was the only method written in [[WikiJournal User Group/Editorial guidelines#Importing from Wikipedia]], do you know if there are some alternatives, in order to avoid to do it manually? Besides that, I'm also not sure how to make the line &quot;Additional contributors: Wikipedia community&quot; appear under the two names of the authors.
:I would appreciate if you or somebody from the editorial board could have a look at these minor issues, so that the review process could start soon. Thanks again! [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 22:41, 21 September 2025 (UTC)
::@[[User:Francesco Cattafi|Francesco Cattafi]] Sorry for the late reply. Did the {{tl|Convert links}} end up working again? I see that the links are present. These functions were created long before I joined so I wouldn't be able to troubleshoot them. Sometimes I find that the bugs end up being caused by the most innocent changes in the back end, just like what I encountered [[Wikiversity:Colloquium#Figure numbers are always 1|two weeks ago]]. In the future, if you have some templates or links that aren't working, post a message on [[Wikiversity:Colloquium]] and someone with more knowledge than me may have a solution ready. In related news, there are now two peer review comments which are posted on [[Talk:WikiJournal Preprints/Diffeology]]. I think {{u|Marshallsumter}} is still looking for at least one more peer reviewer. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 21:01, 9 January 2026 (UTC)
:::Hi @[[User:OhanaUnited|OhanaUnited]], thanks for the reply, I didn't know about this Colloquium page. Anyways, the Convert link issue was fixed; I have simply asked the user who deleted that tool to undelete it ([[User_talk:Koavf#Deleting_all_unused_templates]]), so I could use it properly.
:::In the coming weeks my coauthor and I will address the two reviewers' comment! [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 15:53, 10 January 2026 (UTC)
::::Thanks for your diligence and troubleshoot why it didn't work! [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 22:12, 2 February 2026 (UTC)
:::::Hi, just to let you know that we have addressed all three reviewers' comments. Please let us know if any further revisions are needed or if the article will proceed to the next stage of the editorial process. [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 23:09, 3 March 2026 (UTC)
::::::In case you missed it, your article has been published last week and DOI has been issued. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 03:47, 28 April 2026 (UTC)

== Found a potential reviewer ==

Hello @[[User:OhanaUnited|OhanaUnited]] 

I hope you are doing well. I write you because some weeks ago, I found a potential reviewer for [[WikiJournal Preprints/Kinematics of the cuboctahedron]] (as we talk about [[Talk:WikiJournal of Science#c-OhanaUnited-20260109204800-Regliste-20260106112200|here]]) and I sent you a mail about it. I'd like to be sure that you indeed received it.&lt;br&gt;
On another topic, do you know if there is any progresses on [[WikiJournal Preprints/Pentagram map|my preprint]] ?

Best regards, [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 16:51, 1 February 2026 (UTC)

:Thanks for the reminder. I have emailed you about it. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 21:17, 2 February 2026 (UTC)
::Hello @[[User:OhanaUnited|OhanaUnited]],
::If you have the time, could you answer to my email about the subjects mentioned above, please ?
::Best regards, [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 17:21, 3 May 2026 (UTC)
:::(Gentle reminder of my previous message.) [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 12:43, 15 May 2026 (UTC)
::::@[[User:Regliste|Regliste]] Only one reviewer accepted my invite to peer review Kinematics of the cuboctahedron. I will send another batch of review invitations later this week. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 14:55, 16 June 2026 (UTC)

== Answered to reviewers ==
Hello @[[User:OhanaUnited|OhanaUnited]], just to inform you that I replied to the three reviewers comments. I don't know if other reviews are on the way, but in any case I remain available for the continuation of the editorial process {{=)}}. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 14:46, 16 June 2026 (UTC)

:I have one more review for Pentagram map that I'm expecting, but the review is not due for another 6 days. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 14:56, 16 June 2026 (UTC)
::Alright, there is no hurry at all. Thank you for the information. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 14:58, 16 June 2026 (UTC)
:::Hi {{ping|OhanaUnited}}, I'm the author of [[WikiJournal_of_Science/Affine_symmetric_group]], and have been thinking of submitting an article based on my recent work on [https://en.wikipedia.org/wiki/Hyperoctahedral_group].  It seems like you have a bit of a backlog, with two mathematics articles pending ([[Talk:WikiJournal_Preprints/Kinematics_of_the_cuboctahedron]] and [[Talk:WikiJournal_Preprints/Pentagram_map]]).  Suppose I had a small amount of time to spend to help move one of those two articles towards resolution, so you aren't too over-burdened with math articles; what would be the best way to do that? [[User:JayBeeEll|Joel Brewster Lewis]] ([[User talk:JayBeeEll|discuss]] • [[Special:Contributions/JayBeeEll|contribs]]) 00:48, 21 July 2026 (UTC)

== Greetings! ==

Hi Andrew! I am OwlyKnight &lt;!-- Also known as NikolasKHF --&gt; We met at Wikimania 2026. I am who interested in developing [[betawikiversity:Halaman Utama|Indonesian Wikiversity]], and, hopefully next, Indonesian WikiJournals. Nice to meet you! [[User:OwlyKnight|OwlyKnight]] ([[User talk:OwlyKnight|discuss]] • [[Special:Contributions/OwlyKnight|contribs]]) 08:57, 25 July 2026 (UTC)

:Hello, it was nice to meet you. Since it is easiest to find peer reviewers in English, we continue to support publication in English with additional languages like Indonesian if translated by the author. We can definitely support WikiJournal's presence in Indonesia such as recruiting more individuals to join the editorial boards, assist with peer review process, promote submission of high quality articles to WikiJournal. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 20:35, 22 September 2026 (UTC)</text>
      <sha1>ld3qmkl0x1i5lhomge0p6lj6314474v</sha1>
    </revision>
    <revision>
      <id>2834265</id>
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      <text bytes="42531" sha1="4ttqh4ni90xu1awl1v217xliqlqme8w" xml:space="preserve">Thank you for making this happen: [[User:OhanaUnited/Sister Projects Interview]] - I am sure your readers will profit from the better info from all here. Below more info about Wikiversity, ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] &lt;small&gt;uses the [[Wikiversity:Chat|Wikiversity:Chat]] ([http://java.freenode.net//index.php?channel=wikiversity-en try])&lt;/small&gt; 18:51, 27 March 2008 (UTC)


==Welcome==
'''Hello OhanaUnited, and [[Wikiversity:Welcome, newcomers|welcome]] to [[Wikiversity:What is Wikiversity?|Wikiversity]]!''' If you need [[Help:Contents|help]], feel free to visit my talk page, or [[Wikiversity:Contact|contact us]] and [[Wikiversity:Questions|ask questions]]. After you leave a comment on a [[Wikiversity:Talk page|talk page]], remember to [[Wikiversity:Signature|sign and date]]; it helps everyone follow the threads of the discussion. The signature icon [[Image:Signature_icon.png]] in the edit window makes it simple. To [[Wikiversity:Introduction|get started]], you may
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Wikiversity:Guided tour|Take a guided tour]] and learn [[Help:Editing|to edit]];
* Explore our [[Portal:Learning Projects|learning projects]];
* [[Wikiversity:Browse|Browse]] our [[Wikiversity:Portals|portals]], [[Wikiversity:Schools|schools]], and [[Wikiversity:Research|research]] activities; 
&lt;/div&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* Read and help develop our community [[Wikiversity:Policies|policies]]；or
* [[Wikiversity:Chat|Chat]] with other Wikiversitans on [irc://irc.freenode.net/wikiversity-en &lt;kbd&gt;#wikiversity-en&lt;/kbd&gt;].
&lt;/div&gt;

&lt;br clear=&quot;both&quot;/&gt;

And don't forget to [[Wikiversity:Introduction explore|explore]] Wikiversity with the links to your left. [[Wikiversity:Be bold|Be bold]], and see you around Wikiversity! ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] &lt;small&gt;uses the [[Wikiversity:Chat|Wikiversity:Chat]] ([http://java.freenode.net//index.php?channel=wikiversity-en try])&lt;/small&gt; 18:51, 27 March 2008 (UTC)

== Environmental experts needed :) ==

Hi OhanaUnited,

There have been a number of environmental projects started here and there... a few I can think of offhand:

*[[Project proposal:global warming]] -- I'm not sure where that stands now... it was one of the first proposals back in 2006 I think
*[[Bloom Clock]] -- Essentially a phenology project... among other things the data collections will hopefully be handy for later projects tracking changes in bloom time as local and global temperature trends change
*[[Radio Discussion/Living on Earth]] -- Something a couple of us were experimenting with this past winter, using a radio show as our &quot;lecture&quot; and collecting materials for further learning.

I'm not by any means an expert in environmental science, but as a horticulurist and farmer I'm well-versed in managing my local ecology... let me know if you start something! --[[User:SB_Johnny|{{font|color=green|'''SB_Johnny'''}}]] | &lt;sup&gt;[[User_talk:SB_Johnny|{{font|color=green|talk}}]]&lt;/sup&gt; 15:06, 28 March 2008 (UTC)
:See also [[:Category:Ecology]], ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] &lt;small&gt;uses the [[Wikiversity:Chat|Wikiversity:Chat]] ([http://java.freenode.net//index.php?channel=wikiversity-en try])&lt;/small&gt; 11:18, 29 March 2008 (UTC)

== Commons ==

Is there a page on commons somewhere with the questions? I'm sure I could round up a few interested commonists on IRC if you give me a link :). --[[User:SB_Johnny|{{font|color=green|'''SB_Johnny'''}}]] | &lt;sup&gt;[[User_talk:SB_Johnny|{{font|color=green|talk}}]]&lt;/sup&gt; 14:15, 30 March 2008 (UTC)

== Clarifications ==

Hi OhanaUnited, I've asked some questions at [[User talk:OhanaUnited/Sister Projects Interview#Voice(s)]] - I'd appreciate if you could clarify before I contribute to your initiative. Thanks, [[User:Cormaggio|Cormaggio]] &lt;sup&gt;&lt;small&gt;[[User talk:Cormaggio|talk]]&lt;/small&gt;&lt;/sup&gt; 13:54, 1 April 2008 (UTC)

== removing  ==

I removed the signatures after names in order to move forward summarizing the answers... and then I saw that you said to not do that... I reverted... How would be best to summarize the answers? --[[User:Remi|Remi]] 04:05, 21 April 2008 (UTC)
:I voiced a related question in the &quot;Voice(s)&quot; section on the talk page.. [[User:Cormaggio|Cormaggio]] &lt;sup&gt;&lt;small&gt;[[User talk:Cormaggio|talk]]&lt;/small&gt;&lt;/sup&gt; 12:40, 21 April 2008 (UTC)

== Publication date ==

Hi OhanaUnited, would you be able to let us know when [[User:OhanaUnited/Sister_Projects_Interview|your interview]] will be published? Perhaps either on the talk page or on the [[Wikiversity:Colloquium#User:OhanaUnited/Sister Projects Interview - the earliest publication date is April 21|Colloquium]]. Thanks. [[User:Cormaggio|Cormaggio]] &lt;sup&gt;&lt;small&gt;[[User talk:Cormaggio|talk]]&lt;/small&gt;&lt;/sup&gt; 12:39, 21 April 2008 (UTC)

== Font Tag ==

The font tag is now obsolete. Please adjust your signature to something like:
&lt;blockquote&gt;
&lt;pre&gt;
[[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]]
&lt;/pre&gt;
&lt;/blockquote&gt;
Let me know if you have any questions. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 17:37, 29 May 2018 (UTC)

== Reorganised discussion ==

This is to let you know that the discussion at [[Talk:WikiJournal User Group#Code of Conduct]] has been reorganised to ease constructive inputs that help in updating the [[WikiJournal User Group/Code of conduct draft|document]]. If you would like to summarily oppose implementation of any Code of Conduct, feel free to place your opposition at [[Talk:WikiJournal User Group#Discussion: Whether any Code of Conduct needs to be defined and implemented]]. For any other constructive inputs please feel free to do so at [[Talk:WikiJournal User Group#Discussion: Salient updates that need to be made to the existing draft]]. Thanks for your cooperation. &lt;span style=&quot;font-family:Segoe script&quot;&gt;[[w:User:Diptanshu Das|&lt;b style=&quot;color:#f00&quot;&gt;D&lt;/b&gt;&lt;b style=&quot;color:#f60&quot;&gt;ip&lt;/b&gt;&lt;b style=&quot;color:#090&quot;&gt;ta&lt;/b&gt;&lt;b style=&quot;color:#00f&quot;&gt;ns&lt;/b&gt;&lt;b style=&quot;color:#60c&quot;&gt;hu&lt;/b&gt;]] [[User talk:Diptanshu Das|&amp;#128172;]]&lt;/span&gt; 12:20, 16 December 2018 (UTC)

== Maps via Wikidata ==

I remember you were testing maybe plotting a map of editor locations. I've been testing [https://w.wiki/CGk generating a map in Wikidata]. If we include all journal editors on the WikiJournal's page then it's possible to find the geocoordinates of their employer. Eventually it should be automate-able via [[wikidata:Wikidata:Bot_requests#Automated_addition_of_WikiJournal_metadata_to_Wikidata|this bot request]], but would have to be done manually for now. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 06:22, 18 November 2019 (UTC)
:Note, [https://w.wiki/CWP updated version] with better interface for multiple points. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 02:48, 23 November 2019 (UTC)

== Query at review page ==

I just noticed there's a query for you at [[Talk:WikiJournal Preprints/Working with Bipolar Disorder During the COVID-19 Pandemic: Both Crisis and Opportunity|this page]] (the editor forgot to ping, or is unaware of the practice). [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 09:43, 17 May 2020 (UTC)

== Re: A Phonological Analysis of Selected Nigerian Newscasters Rendition ==

I appreciate your consideration of my article for publication. However, you have not provided an email address where I could send the word version or preferably, I would like to be guided on how to get the article uploaded on wiki commons.
Thank you. [[User:Margob28|Margob28]] ([[User talk:Margob28|discuss]] • [[Special:Contributions/Margob28|contribs]]) 07:35, 25 August 2022 (UTC)

== The Validity of [[WikiJournal Preprints/The Effect of Corticosteroids on the Mortality Rate in COVID-19 Patients, v2]] ==

Hello Andrew,

I'm coming to you to ask whether the mentioned paper's topic/objective is suitable for publication in the WikiJournal of Medicine. I was going to extensively work on it this summer, but I wanted to get written confirmation that this paper would be suited for my time in developing it.

I also wanted to see if a Wikijournal of Humanities paper on Meditation would be suitable. I'm not sure if you're familiar with that wikijournal's guidelines, but I figured it was worth asking.

Thank you,
—[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:20, 27 August 2022 (UTC)

== Request ==

Please, I do not know whether you could help upload the article if I send its soft copy as MS word document or pdf to you. Thanks. [[User:Margob28|Margob28]] ([[User talk:Margob28|discuss]] • [[Special:Contributions/Margob28|contribs]]) 03:44, 5 September 2022 (UTC)

== Volunteering to help with WikiJournal of Humanities ==

I kinf of forgot about WikiJournals for a few years, and I am amazed at the progress made. Well, as a real-life professor of sociology, I'd be happy to help with WikiJournal of Humanities which seems to be closed to my field. Do let me know how I can  help, assuming of course you need any assistance. (If you reply here, please ping me back, TIA).  [[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 03:31, 8 November 2022 (UTC)

== In other news ==

I am a strict believer in learning from the bottoms up (as a teacher who tells students to edit Wikipedia, for example, I never ask them to do things I haven't done myself before). And it so happens, I have a publication that I think is within the scope of WikiJournal Medicine, and now that I know it is indexed in SCOPUS, it meets my university's requirements too. As I am not yet on the board or such, I think I have no COI, so I decided to went ahead and submit my work at [[WikiJournal Preprints/Where experts and amateurs meet: the ideological hobby of medical volunteering on Wikipedia]] . Before I finish copyediting it (I think I need to upload images to Wikimedia Commons and reformat references to footnotes) and finish the rest of the submission procedure, can I ask you to confirm that this topic is within the scope of WJMED and our previous conversation does not create any COI for me to submit it (I am fine putting my editorial application fpr WJHUM from yesterday on hold for the duration of the review process, if necessary)? Oh, to confirm, WikiJournals allows and prefers non-anonymous submissions, right? So I don't need to anonymize citations to my own work, etc.? [[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 05:08, 10 November 2022 (UTC)

:{{re|Piotrus}} Each WikiJournal (Medicine, Science, Humanities) has separate editorial boards, similar to how &quot;Nature Medicine&quot; and &quot;Nature Chemistry&quot; are two different journals, have different editor-in-chief and different ISSN/DOI even though they are both owned and published by Springer Nature. Each WikiJournal operates and makes article decisions independently from each other while sharing same pool of resources (hired contractors, H/R, overhead cost). Therefore, whether or not you are on the Humanities board will not cause a COI when submitting to Medicine. I am the managing editor for Science, so our conversations won't cause any COI. I will defer your question on whether your preprint falls into the scope of Medicine to [[User:Rwatson1955]], who is the managing editor for the Medicine journal. And yes, we [[WikiJournal of Medicine/Publishing#Duties_of_authors|ask that &quot;authors should be given by real names in their articles&quot;]] so there is no need to anonymize. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 15:58, 10 November 2022 (UTC)
::I submitted [[WikiJournal Preprints/Where experts and amateurs meet: the ideological hobby of medical volunteering on Wikipedia|my article]] two days ago and filled in a Google Form, which suggested I'd receive confirmation email, but nothing happened and the article still has a notice that it is not submitted for review. Any chance you could check from your end if things are fine or ping someone who can, as maybe I haven't clicked something correctly or such? [[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 14:09, 16 November 2022 (UTC)
:::{{re|Piotrus}} That's my fault. Been busy with work. I'll process the new submissions today and update the status.  [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 15:14, 16 November 2022 (UTC)

== Concerning an article ==

Hello, 
I'm not sure if you are aware that I have written a new article on Wikiversity, entitled: [[WikiJournal Preprints/Orhan Gazi, the first statesman|Orhan Gazi, the first Statesman]], 

I started it in September 2022 and finished it in March of the same year, and I was hoping that finding some peer reviewers wouldn't take much time. However, the article remained as it was for more than a year, and I had to ask two professors I know personally to check my work, which they did and their notes were sent in pdf format and added [[Talk:WikiJournal Preprints/Orhan Gazi, the first statesman|here]]. 

Now the article still needs an editor, before it can be finalized and published, and a fellow Wikipedian, [[User:علاء|Alaa]], suggested your name. I hope that perhaps you could check it.
 
Please let me know what you think, 
best wishes-- [[User:باسم|باسم]] ([[User talk:باسم|discuss]] • [[Special:Contributions/باسم|contribs]]) 20:17, 7 May 2023 (UTC)
== Files Missing Information ==
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing {{tlx|Information}} and/or [[Wikiversity:License tags]], and will be deleted if the missing information is not added. See [[Wikiversity:Uploading files]] for more information.
{{colbegin|3}}
* [[:File:WikiJournal Bioclogging - ES.pdf]]
{{colend}}
[[User:MaintenanceBot|MaintenanceBot]] ([[User talk:MaintenanceBot|discuss]] • [[Special:Contributions/MaintenanceBot|contribs]]) 15:41, 19 December 2023 (UTC)

==Japanese rendering==
Thanks to your help, I could make [[WikiJournal_of_Science/Bioclogging/ja|Japanese translation of bioclogging article]]. I feel that display style of Japanese sentense is wierd, because breakline is restricted to some characters such as &quot;、&quot;. Japanese does not break words with spaces, as normal in western languages, and therefore we break lines anywhere. For example, see [[w:ja:バイオクロッギング|Japanese edition of bioclogging article in Wikipedia]].

It can be fixed by using css. For example, in this paragraph

バイオクロッギングは、水が浸透する様々な現場で観察される。たとえば、[[w:ja:ため池|ため池]]、浸透トレンチ、[[w:ja:灌漑|灌漑]]水路、[[w:ja:下水処理場|下水処理場]]、人工湿地、廃棄物処分場における遮水ライナー、川床や土壌のような自然環境などである。また、透過反応壁 ([[:w:Permeable reactive barrier|PRB]]) や微生物利用石油増進回収法 ([[:w:Microbial enhanced oil recovery|MEOR]]) などにおいて、[[w:ja:帯水層|帯水層]]における[[w:ja:地下水|地下水]]の流れにも影響を及ぼす。適度な水の浸透速度を保つことが必要とされるような現場では、バイオクロッギングが問題となり、定期的に水を抜くなどの対策が取られることがある。一方で、たとえば、難透水層を作って浸透速度を低下させたり、地盤工学的性質を改善させたりするなど、バイオクロッギングが有効に活用されることもある。

We can set word-break: break-all, and then

&lt;span style=&quot;word-break: break-all&quot;&gt;バイオクロッギングは、水が浸透する様々な現場で観察される。たとえば、[[w:ja:ため池|ため池]]、浸透トレンチ、[[w:ja:灌漑|灌漑]]水路、[[w:ja:下水処理場|下水処理場]]、人工湿地、廃棄物処分場における遮水ライナー、川床や土壌のような自然環境などである。また、透過反応壁 ([[:w:Permeable reactive barrier|PRB]]) や微生物利用石油増進回収法 ([[:w:Microbial enhanced oil recovery|MEOR]]) などにおいて、[[w:ja:帯水層|帯水層]]における[[w:ja:地下水|地下水]]の流れにも影響を及ぼす。適度な水の浸透速度を保つことが必要とされるような現場では、バイオクロッギングが問題となり、定期的に水を抜くなどの対策が取られることがある。一方で、たとえば、難透水層を作って浸透速度を低下させたり、地盤工学的性質を改善させたりするなど、バイオクロッギングが有効に活用されることもある。&lt;/span&gt;

Setting this to all paragraphs may be a solution. I would like to know if there is a smarter way to do the same thing. [[User:Katsutoshi Seki|Katsutoshi Seki]] ([[User talk:Katsutoshi Seki|discuss]] • [[Special:Contributions/Katsutoshi Seki|contribs]]) 08:55, 16 February 2024 (UTC)

:@[[User:Katsutoshi Seki|Katsutoshi Seki]] Thanks for raising this issue. I can read and write in Chinese (and therefore I can read Japanese Kanji) so I understand what you're describing about the software not finding spaces to break up words to the next line. I have [https://en.wikiversity.org/w/index.php?title=WikiJournal_of_Science%2FBioclogging%2Fja&amp;diff=2606145&amp;oldid=2605982 forced] the software to consider appropriate line break locations. I'm confident with the line breaks in Kanji but less so in Katakana and Hiragana. And I don't know how it may look like under different computer screens (or mobile phone). Please review and see if the line breaks are done accurately. Also, can you please provide a Japanese translation for the phrases &quot;For the English translation, please see this link.&quot; and &quot;For the Japanese translation, please see this link.&quot;? [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 22:49, 16 February 2024 (UTC)

:: Unfortunately, giving &lt;nowiki&gt;{{wbr}}&lt;/nowiki&gt; to some places does not help much, because appropriate place for breaking line changes to various width of windows. Therefore, using &lt;nowiki&gt;&lt;span style=&quot;word-break: break-all&quot;&gt;&lt;/nowiki&gt; to all paragraphs, as I showed above, is necessary. I would like to know if there is an appropriate way to change the stylesheet in the page at once. For the translation, &quot;For the English translation, please see '''this link'''.&quot;　to &quot;英語版は'''このリンク'''参照&quot;, and &quot;For the Japanese translation, please see '''this link'''.&quot; to &quot;日本語版は'''このリンク'''参照&quot; [[User:Katsutoshi Seki|Katsutoshi Seki]] ([[User talk:Katsutoshi Seki|discuss]] • [[Special:Contributions/Katsutoshi Seki|contribs]]) 01:39, 17 February 2024 (UTC)
:::Thanks for verifying. I have removed {{tl|wbr}} and added &lt;nowiki&gt;&lt;span style=&quot;word-break: break-all&quot;&gt;&lt;/nowiki&gt;. It doesn't seem very effective to bulleted items. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 04:35, 17 February 2024 (UTC)
:::: I also added css to bulleted items. Now it works find. [[User:Katsutoshi Seki|Katsutoshi Seki]] ([[User talk:Katsutoshi Seki|discuss]] • [[Special:Contributions/Katsutoshi Seki|contribs]]) 04:50, 17 February 2024 (UTC)
:::: I created [[Template:BreakAll]] and applied. ChatGPT was helpful for creating the LUA module. [[User:Katsutoshi Seki|Katsutoshi Seki]] ([[User talk:Katsutoshi Seki|discuss]] • [[Special:Contributions/Katsutoshi Seki|contribs]]) 12:55, 17 February 2024 (UTC)

== Article progress ==

Hi Ohana, it was great to meet you at the conference in November. I finally got around to finishing the revisions for [[WikiJournal Preprints/The Holocaust in Slovakia]]. As we discussed, I didn't expand the scope of the article to include Romani people, and I was unable to implement some of reviewer #2's comments because the information that would clarify is not in the cited source, or any other source that I'm aware of. Sorry for the very long delay on this article and I apologize if this is not the right forum to report progress. [[User:Buidhe|Buidhe]] ([[User talk:Buidhe|discuss]] • [[Special:Contributions/Buidhe|contribs]]) 03:45, 21 February 2024 (UTC)

:Hi @[[User:Buidhe|Buidhe]], our apologies for the very long delay in replying to you. [[User:Fransplace|Fransplace]], the editor-in-chief for WikiJournal of Humanities, will be looking at your submission shortly. Since we already received two reviewers' comments and you have completed your revisions, are you ok with continuing with the submission process? I think we are on the home stretch with very few items remaining. Can you add your comments to the reviews to mark which items you have completed and which ones you cannot implement? This will speed up the review process. It probably will not take long for Fransplaces to render her publication decision once she has gone through the comments and your rebuttals. Many thanks for your patience! [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 23:06, 26 March 2025 (UTC)

== Mail ==

{{ygm}} [[User:Serial Number 54129|Serial Number 54129]] ([[User talk:Serial Number 54129|discuss]] • [[Special:Contributions/Serial Number 54129|contribs]]) 12:04, 26 March 2024 (UTC)
==new submissions/need to be imported==
Hi, I noticed there are two new submissions (from new editors) at https://en.wikipedia.org/wiki/Wikipedia:WikiJournal_article_nominations, thank you  --[[User:Ozzie10aaaa|Ozzie10aaaa]] ([[User talk:Ozzie10aaaa|discuss]] • [[Special:Contributions/Ozzie10aaaa|contribs]]) 11:59, 1 April 2024 (UTC)

:I don't have the required permission to import articles from Wikipedia to Wikiversity. I will need the &quot;transwiki importer&quot; permission, presumably to preserve article history and proper copyright attribution. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 04:40, 15 April 2024 (UTC)

==A message from Guy vandegrift==
Hi. I am so-called &quot;founder&quot; of the WikiJournal of Science (although dozens of people contributed much more than I ever did.) I was wondering if the WikiJournal project needs help.  If so, let me know.----[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 01:25, 13 April 2024 (UTC)

:Yes, I'll email you with the details. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 03:58, 15 April 2024 (UTC)
::@[[User:Guy vandegrift|Guy vandegrift]] Did you receive the email that I sent last week? [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 18:17, 22 April 2024 (UTC)
:::I will look for it.--[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 22:17, 22 April 2024 (UTC).
::::My guess is that you used the google wikijournal system and it went to a google email I rarely check.  I just sent you an email through Wikiversity.  Meanwhile I will lookup my google email password and probably find your message.[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 22:35, 22 April 2024 (UTC)

== [[WikiJournal_Preprints/Induced_stem_cells]] ==

Hello, I assume that you are involved in the management of Wikijournals and their preprints. Thank you for your contributions. I'm sending this message to alert you that a preprint is currently subject to copyright-related investigations, this may affect the preprint review procedure and I thought someone who knows more about Wikijournals should be contacted. The background information can be seen at [[Wikiversity:Request_custodian_action#Induced_stem_cells_copyright_issues]]. In your opinion, what should be done by the custodians for this preprint? I look forward to hearing from you. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:02, 6 June 2024 (UTC)

:Thanks for bringing this to our attention. What you described is very concerning. We did [[Talk:WikiJournal Preprints/Induced stem cells#Plagiarism check|conduct a plagiarism check]] 3 years ago when the preprint was submitted and it was determined that the similarities were deemed to be common phases in that field. Right now the tool is timing out due to high request volume so I can't do another check now. I'm going to ping @[[User:Evolution and evolvability|Evolution and evolvability]] since he's the handling editor for this submission and he knows more about cells &amp; proteins than me. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 04:15, 6 June 2024 (UTC)

== Question about the WikiJournal license status ==

Hello. At [[Special:Diff/2639304]], [[User:MGA73]] asked about the Wikijournal license status, so I'm forwarding the question here. Do you know anything about this? Should we contact [[User:Evolution and evolvability]]? [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 08:02, 30 July 2024 (UTC)

== Preprint related to Wikidata ==

Hello! I have written an article titled &quot;[[WikiJournal Preprints/Is there a relationship between volcanoes and earthquakes based on Wikidata?|Is there a relationship between volcanoes and earthquakes based on Wikidata?]]&quot;. Could you please include this preprint in the list of [[WikiJournal of Science/Potential upcoming articles|Potential upcoming articles]]? -- [[User:AKA MBG|Andrew Krizhanovsky]] ([[User talk:AKA MBG|discuss]] • [[Special:Contributions/AKA MBG|contribs]]) 14:17, 17 February 2025 (UTC)

:@[[User:AKA MBG|AKA MBG]] Hello, not sure why I didn't get a notification when you leave this message. I have taken a look at your preprint. Unfortunately I don't think we have the expertise in our editorial board to take on the role for potential publication of your submission. As a general and personal comment, I think you need to tighten up the paper by drawing comparison with existing literature around SPARQL and Wikidata, such as [https://link.springer.com/chapter/10.1007/978-3-319-46547-0_10] and [https://link.springer.com/chapter/10.1007/978-3-031-33455-9_40] [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 02:00, 24 March 2025 (UTC)

== Status of WikiJournals ==

Good morning, I have had an article submitted to WikiJournal PrePrints since October 2024. It seems that the chair of the WikiJournal Usergroup (E&amp;E) is entirely inactive, and I'm not sure what your status is as editor-in-chief of the science journal. If these projects are not currently working, then there should be some kind of alert given so people don't submit articles that will never be reviewed. If they are currently working, please let me know what the next steps in the process are for my submitted article. If there is any way I can help with other articles as well, I am happy to do so. [[User:Fritzmann2002|Fritzmann2002]] ([[User talk:Fritzmann2002|discuss]] • [[Special:Contributions/Fritzmann2002|contribs]]) 14:00, 6 March 2025 (UTC)

:@[[User:Fritzmann2002|Fritzmann2002]] Hello, it has been busy for many of us at the board over the past few months focusing on the grant request and sustainability of the user group, and all of us serving in volunteer capacity with a daytime job. I should have a handling editor for your submission ([[WikiJournal Preprints/Hypericum sechmenii]]) within 2 weeks. Thanks. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 01:45, 24 March 2025 (UTC)
::@[[User:OhanaUnited|OhanaUnited]], thanks for your response, and apologies for the brusque nature of my original message. I appreciate the work that you do, and want to reiterate my desire to assist in any way that I can! [[User:Fritzmann2002|Fritzmann2002]] ([[User talk:Fritzmann2002|discuss]] • [[Special:Contributions/Fritzmann2002|contribs]]) 01:45, 25 March 2025 (UTC)

== [[WikiJournal of Psychology, Psychiatry and Behavioral Sciences]] ==

Hi OhanaUnited, I'm planning on working on a paper for the WikiJournal of PPB regarding mental health in Sri Lanka (which does not seem to have a corresponding Wikipedia article, so I think this would be a very good start; especially as an aspiring clinical PhD student). 

I wanted to double check and make sure that this WikiJournal has personnel that can peer-review the article for submission, as there seems to be [[WikiJournal of PPB/Editors|no associate editors]] and the social medias (FB &amp; X accounts) for this specific WikiJournal do not exist [anymore?]. Is this WikiJournal still active and can editors be assigned to my paper once its ready for peer-review? Thank you &amp; thank you to the team for all the work you guys do! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 14:57, 8 May 2025 (UTC)

:Hi, unfortunately I don't have any updates for WikiJournal of PPB on its launch date since the person in charge is on extended absence. I would recommend that you select either WikiJournal of Medicine (since it's mental health) or select another journal with compatible copyright license to publish. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 15:16, 8 May 2025 (UTC)
::I'll work on this paper through the WikiJournal of Medicine then, thanks! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:51, 8 May 2025 (UTC)
:::No problem. Thanks for your ongoing support of the journal. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 13:30, 9 May 2025 (UTC)

== WikiJournal article nominations ==

Hi OhanaUnited. 

More than 5 months ago I have nominated the page [[w:Diffeology|Diffeology]] for submission at the Wikijournal of Science, adding a line at the bottome of the page [[w:Wikipedia:WikiJournal article nominations|Wikipedia:WikiJournal article nominations]]. Unfortunately, nobody has created the corresponding preprint at [[WikiJournal Preprints|Wikijournal Preprints]], hence I cannot proceed yet with the formal submission. 

Since I had already a very positive experience publishing another paper ([[WikiJournal of Science/Poisson manifold|Poisson manifold]]) in the Wikijournal of Science, in the past months I tried, without success, to contact by email the editors who took care of it. I am therefore trying to reach you here.

As I wrote also to them, I noticed that at [[w:Wikipedia:WikiJournal article nominations|Wikipedia:WikiJournal article nominations]] there are links to several other wikipedia pages which have not been converted to a preprint, despite being many months old. I am therefore wondering if that page is still maintained and with which frequency. This issue was also discussed on [[Talk:WikiJournal User Group#Wikipedia:WikiJournal article nominations is dead]].

I understand that you and the rest of the editorial board has a lot to do and therefore it might be just a matter of waiting. As another user pointed out ([[User talk:OhanaUnited#Status of WikiJournals]]), if there is anything I could do in order to speed up the review process, e.g. creating the preprint page myself, please let me know. In that case (i.e. if the author is allowed to import the page directly from wikipedia), I would suggest to clarify it in [[WikiJournal User Group/Editorial guidelines#Importing from Wikipedia]], since these instructions do not specify exactly who is in charge of importing the page.

Thanks a lot in advance! [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 10:08, 16 September 2025 (UTC)

:Hi, an update. @[[User:Marshallsumter|Marshallsumter]] has suggested me in the nomination page to proceed with the import myself. As per our discussion in [[wikipedia:User_talk:Marshallsumter#Importing_Wikipedia_articles_to_Wikipreprints|User_talk:Marshallsumter#Importing_Wikipedia_articles_to_Wikipreprints]], I did attempt to import the page manually at [[WikiJournal Preprints/Diffeology]] and filled in the Authorship declaration form (providing the authors information, suggesting reviewers, etc. and mentioning also that I did the import manually).
:One issue is that [[Template:Convert links]] has been deactivated just a few days ago, preventing all the links to other Wikipedia pages to be automatically converted. Since this was the only method written in [[WikiJournal User Group/Editorial guidelines#Importing from Wikipedia]], do you know if there are some alternatives, in order to avoid to do it manually? Besides that, I'm also not sure how to make the line &quot;Additional contributors: Wikipedia community&quot; appear under the two names of the authors.
:I would appreciate if you or somebody from the editorial board could have a look at these minor issues, so that the review process could start soon. Thanks again! [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 22:41, 21 September 2025 (UTC)
::@[[User:Francesco Cattafi|Francesco Cattafi]] Sorry for the late reply. Did the {{tl|Convert links}} end up working again? I see that the links are present. These functions were created long before I joined so I wouldn't be able to troubleshoot them. Sometimes I find that the bugs end up being caused by the most innocent changes in the back end, just like what I encountered [[Wikiversity:Colloquium#Figure numbers are always 1|two weeks ago]]. In the future, if you have some templates or links that aren't working, post a message on [[Wikiversity:Colloquium]] and someone with more knowledge than me may have a solution ready. In related news, there are now two peer review comments which are posted on [[Talk:WikiJournal Preprints/Diffeology]]. I think {{u|Marshallsumter}} is still looking for at least one more peer reviewer. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 21:01, 9 January 2026 (UTC)
:::Hi @[[User:OhanaUnited|OhanaUnited]], thanks for the reply, I didn't know about this Colloquium page. Anyways, the Convert link issue was fixed; I have simply asked the user who deleted that tool to undelete it ([[User_talk:Koavf#Deleting_all_unused_templates]]), so I could use it properly.
:::In the coming weeks my coauthor and I will address the two reviewers' comment! [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 15:53, 10 January 2026 (UTC)
::::Thanks for your diligence and troubleshoot why it didn't work! [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 22:12, 2 February 2026 (UTC)
:::::Hi, just to let you know that we have addressed all three reviewers' comments. Please let us know if any further revisions are needed or if the article will proceed to the next stage of the editorial process. [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 23:09, 3 March 2026 (UTC)
::::::In case you missed it, your article has been published last week and DOI has been issued. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 03:47, 28 April 2026 (UTC)

== Found a potential reviewer ==

Hello @[[User:OhanaUnited|OhanaUnited]] 

I hope you are doing well. I write you because some weeks ago, I found a potential reviewer for [[WikiJournal Preprints/Kinematics of the cuboctahedron]] (as we talk about [[Talk:WikiJournal of Science#c-OhanaUnited-20260109204800-Regliste-20260106112200|here]]) and I sent you a mail about it. I'd like to be sure that you indeed received it.&lt;br&gt;
On another topic, do you know if there is any progresses on [[WikiJournal Preprints/Pentagram map|my preprint]] ?

Best regards, [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 16:51, 1 February 2026 (UTC)

:Thanks for the reminder. I have emailed you about it. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 21:17, 2 February 2026 (UTC)
::Hello @[[User:OhanaUnited|OhanaUnited]],
::If you have the time, could you answer to my email about the subjects mentioned above, please ?
::Best regards, [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 17:21, 3 May 2026 (UTC)
:::(Gentle reminder of my previous message.) [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 12:43, 15 May 2026 (UTC)
::::@[[User:Regliste|Regliste]] Only one reviewer accepted my invite to peer review Kinematics of the cuboctahedron. I will send another batch of review invitations later this week. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 14:55, 16 June 2026 (UTC)

== Answered to reviewers ==
Hello @[[User:OhanaUnited|OhanaUnited]], just to inform you that I replied to the three reviewers comments. I don't know if other reviews are on the way, but in any case I remain available for the continuation of the editorial process {{=)}}. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 14:46, 16 June 2026 (UTC)

:I have one more review for Pentagram map that I'm expecting, but the review is not due for another 6 days. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 14:56, 16 June 2026 (UTC)
::Alright, there is no hurry at all. Thank you for the information. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 14:58, 16 June 2026 (UTC)
:::Hi {{ping|OhanaUnited}}, I'm the author of [[WikiJournal_of_Science/Affine_symmetric_group]], and have been thinking of submitting an article based on my recent work on [https://en.wikipedia.org/wiki/Hyperoctahedral_group].  It seems like you have a bit of a backlog, with two mathematics articles pending ([[Talk:WikiJournal_Preprints/Kinematics_of_the_cuboctahedron]] and [[Talk:WikiJournal_Preprints/Pentagram_map]]).  Suppose I had a small amount of time to spend to help move one of those two articles towards resolution, so you aren't too over-burdened with math articles; what would be the best way to do that? [[User:JayBeeEll|Joel Brewster Lewis]] ([[User talk:JayBeeEll|discuss]] • [[Special:Contributions/JayBeeEll|contribs]]) 00:48, 21 July 2026 (UTC)
::::@[[User:JayBeeEll|JayBeeEll]] Thanks for the offer. I'm a climatologist so I love any help on the math submissions. We got 4 peer reviews for Pentagram map already so we should be ok on that (our normal # is 2 per submission). I just sent out a small batch of emails today for Kinematics of the cuboctahedron but I can definitely use some help to identify more potential peer reviewers that I can invite for this article's peer review. I haven't checked the submissions lately but I think I can use your help for math submissions (and maybe others too if you're down!) [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 20:41, 22 September 2026 (UTC)

== Greetings! ==

Hi Andrew! I am OwlyKnight &lt;!-- Also known as NikolasKHF --&gt; We met at Wikimania 2026. I am who interested in developing [[betawikiversity:Halaman Utama|Indonesian Wikiversity]], and, hopefully next, Indonesian WikiJournals. Nice to meet you! [[User:OwlyKnight|OwlyKnight]] ([[User talk:OwlyKnight|discuss]] • [[Special:Contributions/OwlyKnight|contribs]]) 08:57, 25 July 2026 (UTC)

:Hello, it was nice to meet you. Since it is easiest to find peer reviewers in English, we continue to support publication in English with additional languages like Indonesian if translated by the author. We can definitely support WikiJournal's presence in Indonesia such as recruiting more individuals to join the editorial boards, assist with peer review process, promote submission of high quality articles to WikiJournal. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 20:35, 22 September 2026 (UTC)</text>
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  </page>
  <page>
    <title>Help:Resources by language</title>
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      <id>2834272</id>
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      </contributor>
      <comment>/* Requests for new languages */ Reply</comment>
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      <text bytes="4159" sha1="tfc8qvr7g4t9l6rptksk7wkh1od8rml" xml:space="preserve">&lt;noinclude&gt;{{Project boxes/Nav}}&lt;/noinclude&gt;These [[Help:project boxes|project boxes]] are for resources which help people learn second or foreign languages. The Wikiversity [[Help:project boxes|project boxes]] system allows you to insert an easy and attractive project box into your resource which does a lot of handy things behind the scenes, such as classifying your resource and making it accessible in the navigation system. Just follow the easy instructions below.

== Purpose of these project boxes ==

* Resource pages which are '''in''' a non-English language should be moved to the appropriate non-English Wikiversity - see http://www.wikiversity.org for a list.
* These project boxes are for language training resources. Usually the meta-language of the resource will be English, and the target language (i.e. the language being taught) will be something else. Such resources belong on English Wikiversity. This is when you use a project box from this page. Language learning resources are some of the most popular destinations on Wikiversity.

== List of available project boxes for classifying by language ==

{{usbktop}}
{{usbk|Dutch}}
{{usbk|German}}
{{usbk|Spanish}}
{{usbk|French}}
{{usbk|Esl}}
{{usbk|English}}
{{usbk|Breton}}
{{usbk|Swedish}}
{{usbk|Hebrew}}
{{usbkbottom}}

== Helpful resources for creating new language project boxes ==

* Useful resource: [[commons:Category:Hybrid flags]]
* [[Portal:Languages]] has possibly the best list of languages currently on offer at Wikiversity.
* New language project boxes should be built using the template [[Template:language_box]].

== Modifying language project boxes ==

=== Changing the flag ===

One of the problems with language project boxes is that they use country flags as icons, but languages are often spoken in more than one country. Wikimedia Commons has started a [[commons:Category:Hybrid flags|hybrid flags project]] which combines the flags of different countries into one icon, but this project is incomplete and doesn't altogether solve the problem. For example, Spanish and English are spoken in more countries than could ever be combined attractively into a single icon of country flags.

To get round this, effectively you are free to change the icon on resources which you have largely created yourself. For example, if you are Canadian, you may prefer to put a Canadian flag on your ESL resources. You can do it like this:
{{esl|icon=Nuvola Canada flag.svg}}
&lt;div style=&quot;width:50%&quot;&gt;
&lt;pre&gt;
{{esl|icon=Nuvola Canada flag.svg}}
&lt;/pre&gt;
&lt;/div&gt;

=== Changing the article ===

The text normally reads &quot;this is a ''[language]'' resource&quot;. What if the language begins with a vowel? Can you change to &quot;an&quot; when creating the project box? Yes - just add &quot;article=an&quot; into your paramater list.

&lt;pre&gt;
&lt;language_box|article=an&gt;
&lt;/pre&gt;

== Requests for new languages ==

Can't create a project box? Then just request it here instead. Please sign your name with &lt;nowiki&gt;~~~~&lt;/nowiki&gt; after your request.

*Lesego &lt;nowiki&gt;~~~~&lt;/nowiki&gt;
*Italian
*Nigerian Pidgin [[User:Elías Fortaleza de la Fuerza Sánchez|Elías Fortaleza de la Fuerza Sánchez]] ([[User talk:Elías Fortaleza de la Fuerza Sánchez|discuss]] • [[Special:Contributions/Elías Fortaleza de la Fuerza Sánchez|contribs]]) 07:01, 22 October 2024 (UTC)

:arab [[Special:Contributions/~2026-51055-65|~2026-51055-65]] ([[User talk:~2026-51055-65|talk]]) 22:46, 22 September 2026 (UTC)

== Frequent questions ==

Q: '''''Where should I put this on my page?'''''
:A: ''Probably either at the very top or the very bottom. It's really a question of your own taste. User boxes have traditionally been placed at the top of user pages, so if you can't decide, put your project boxes at the top as well.''

Q: '''''Can I combine these with other project boxes, such as resource-type project boxes and completion-status project boxes?'''''
:A: ''Yes. In fact, please do. This is the idea. The project boxes are designed to stack up in a matching group, and create a full metadata classification for your resource.''

== See also ==

* [[Help:project boxes]]

&lt;noinclude&gt;
[[Category:Help]]
[[Category:Project boxes]]
&lt;/noinclude&gt;</text>
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  <page>
    <title>Emotional intelligence</title>
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[[File:Brain mechanism.svg|right|130px]]
==Definitions==
{{quote|The term &quot;emotional intelligence&quot; does not yet appear in dictionaries; as such, its definition is still an unsettled issue as are the boundaries of this new domain.&lt;br&gt;Bar-On (1997)}}

{{quote|Emotional intelligence concerns the ability to carry out accurate reasoning about emotions, and the ability to use emotions and emotional knowledge to enhance thought.&lt;br&gt;Mayer, Roberts and Barsade (2007)}}

{{quote|“…the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions.&quot;&lt;br&gt;Salovey and Mayer (1990)}}

==Topics==
Emotional intelligence (EQ) has become a popular topic for staff training in organisations during the late 1990s and 2000s. Some of the topics commonly taught include:
# EQ: why it can matter more than IQ
# The framework
# Personal competencies
# Self awareness
# Self management
# Positive psychology - how to use your strengths to enjoy your work and improve performance
# Group EQ and teams
# Social competencies
# Social awareness
# Relationship management
# Solutions focused coaching strategies

== An Emotional Intelligence Framework ==
;SELF AWARENESS
* '''''Emotional self awareness:'''''  attuned to inner signals and guiding values. Able to be candid and authentic about own emotions and guiding vision.
* '''''Accurate self-assessment:''''' knows own limitations and strengths. Exhibits a sense of humour about themselves. Graceful in learning and in receiving feedback. Knows when to ask for help.
* '''''Self confidence:''''' knows own abilities and can play to own strengths. Self assured and happy to take on difficult assignments. 
;SELF MANAGEMENT
* '''''Self Control:''''' Can manage disturbing emotions and impulses. Calm and clear under stress.
* '''''Transparency:''''' an authentic openness to others about one’s feelings, beliefs and actions. 
* '''''Adaptability:''''' flexible in adapting to new challenges. Can juggle multiple demands without losing focus or energy.
* '''''Achievement:''''' High personal standards, continually seeks ways to improve.
* '''''Initiative:''''' controls own destiny. Cuts through red tape or bends the rules in order to achieve better outcomes.
* '''''Optimism:''''' Sees situations as an opportunity rather than a threat.
;SOCIAL AWARENESS
* '''''Empathy:''''' able to attune to a wide range of emotional signals.
* '''''Organisational Awareness:''''' politically astute. Able to network and read the key power relationships.
* '''''Service:''''' delivers high level service to clients and customers
;RELATIONSHIP MANAGEMENT
* '''''Inspiration:''''' creates a compelling vision that inspires others to follow.
* '''''Influence:''''' is persuasive, influential and engaging.
* '''''Develop others:''''' cultivates other’s abilities through feedback, coaching and opportunities.
* '''''Change catalyst:''''' recognises and drives change.
* '''''Conflict Management:''''' is able to manage conflict through understanding different perspectives and finding common ground.
* '''''Teamwork and collaboration:''''' is an able team player and team builder.
from [[w:Daniel Goleman|Daniel Goleman]], Emotional Intelligence see http://danielgoleman.info/topics/emotional-intelligence/

==How to become more emotionally intelligent==
(adapted from LexisNexis)
# Be aware of your body. Posture and gesture reflect your feelings. Practise reading body signals.
# Notice which situations or people make you uncomfortable. Work out why.
# Anticipate situations you don't like. Think what you want to achieve and keep focused.
# If you feel you are going to lose it, count to 10. Then ask: do I want to shout or do I have an alternative?
# Ask for feedback. Knowing how you come across identifies strengths and weaknesses.
# Give feedback not criticism. Challenge behaviour, not people.
# If criticised, acknowledge appropriate responsibility then see it as an opportunity to solve a problem.
# Twice a day listen to someone without interruption. Then repeat what they say: 'So you think ....&quot; It helps you understand others' feelings.
# Identify and cultivate key people who would be useful when difficulties occur. They will respond more willingly when you need them.
# Be available to talk to people; this is more important the higher up you go.
# Set achievable targets, eg I'll make two points at the meeting.

Behaviours for Inclusion (Judith Katz - Change Champions Fieldguide)
# Greet others authentically
# Create a sense of safety for you and your team members
# Address misunderstandings and resolve disagreements
# Listen carefully to the person speaking until that person feels understood.
# Communicate clearly, directly and honestly
# Solidify the team’s vision of its tasks and its relationship to the organisation’s mission.
# Hear all voices. Allow for options.
# Ask others to share their thoughts and experiences and accept their frame of reference.
# Speak up when people are being excluded.
# Make careful choices about group actions and schedules. Treat everyone’s time as valuable and their presence as critical
# Be brave.

==Short articles, tools and resources==
* [http://mindfulconstruct.com/2009/03/31/salovey-mayer-on-emotional-intelligence-1990/ Salovey &amp; Mayer on emotional intelligence 1990] (Melissa Karnaze)
* [http://leadershipfreak.wordpress.com/2011/06/01/jim-quigley-on-entitlement-thinking/ Entitlement-thinking] (Leadership Freak)
* [http://www.businessballs.com/eq.htm Emotional intelligence (EQ)] (Businessballs)
* [http://eqi.org/summary.htm Ten tips to improve your EQ]  (eqi.org)
* [http://www.solonline.org/pra/tool/ladder.html Ladder of Inference] (Chris Argyris and Society for Organisational Learning) [http://www.masterfacilitatorjournal.com/inference.html Diagram]
* Search for Learn-About-Emotional-Intelligence 5min30sec video by Daniel Goleman
* [http://www.youtube.com/watch?v=X4Qm9cGRub0 20min video Brené Brown - Wholeheartedness] (TED)
* [http://www.poptech.org/popcasts/benjamin_zander__poptech_2008 The Art of Possibility] (Ben Zander)
* [http://www.ihhp.com/quiz.php EQ self assessment tool] (Institute for Health and Human Potential)
* [http://www.authentichappiness.sas.upenn.edu/questionnaires.aspx Authentic Happiness and Positive Pyschology questionnaires] (Dr. Martin Seligman, Director of the Positive Psychology Center at the University of Pennsylvania)
* [http://www.davidrock.net/files/IntroNLS.pdf The Emerging Field of NeuroLeadership] (David Rock)
* [http://blogs.hbr.org/cs/2011/06/this_week_the_us_government.html Maintain Your Mental Wellbeing] (David Rock)
* [http://www.ted.com/talks/dan_pink_on_motivation.html Science of Motivation] (Dan Pink)
* [http://www.crnhq.org/pages.php?pID=12#skill_3 Conflict is the Stuff of Life - 12 steps] (Conflict Resolution Network)
* [http://odewire.com/90993/turn-conflict-into-connection-and-collaboration.html Turn conflict into connection and collaboration] (John Kinyon)
* [http://leadershipfreak.wordpress.com/2011/07/18/9-unexpected-questions-that-create-engagement/ 9 Unexpected Questions that Create Engagement] (Leadership Freak, Dan Rockwell)
* [[Wikipedia:Wikipedia:WikiLove|WikiLove]] and emotional intelligence have much in common
* [[Tjanara_Goreng_Goreng_Presentation|The Path to Eldership]] (Tjanara Goreng Goreng)
* Three part assertive communication
# Identify the 'real problem'. The presenting behaviour is rarely the real problem. The real problem is often the emotional reaction as a consequence the thinking and emotions from a flight or fight response.
# State your feelings using 'I' statements. Be direct, honest and specific.
# Offer solutions and/or negotiate mutual agreement for resolution.
* [[w:Karpman drama triangle|Karpman drama triangle]] — a useful model, supporting emotional intelligence.

==References==
# Mayer, J. D., Roberts, S. D., &amp; Barsade, S. G. (2008). [http://arjournals.annualreviews.org/doi/abs/10.1146/annurev.psych.59.103006.093646 Human abilities: Emotional intelligence]. ''Annual Review of Psychology'', ''59'', 507-536.

==See also==
{{wikipedia}}
* [[b:Foundations of Education and Instructional Assessment/Effective Teaching/Intelligence#Introduction to Emotional Intelligence|Introduction to emotional intelligence]] (Foundations of education and instructional assessment; Wikibooks)
* [[Emotion knowledge]]
* [[Emotional Competency|Emotional competency]] is the skill to [[Recognizing Emotions|recognize]], [[Appraising Emotional Responses|interpret]], and respond constructively to emotions in yourself and others.
* [[b:Applied History of Psychology/Theories on Intelligence#Emotional Intelligence|Emotional intelligence]] (Applied history of psychology; Wikibooks)
* [[b:Social and Cultural Foundations of American Education/Acknowledgment/Intelligence#Emotional Intelligence|Emotional intelligence]] (Social and cultural foundations of American education; Wikibooks)
* [[Motivation and emotion/Textbook/Emotion/Adolescence#Emotional Intelligence|Emotional intelligence]] (Emotion and adolescence)
* [[Mindfulness]]

[[Category:Emotional intelligence]]</text>
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==Definitions==
{{quote|The term &quot;emotional intelligence&quot; does not yet appear in dictionaries; as such, its definition is still an unsettled issue as are the boundaries of this new domain.&lt;br&gt;Bar-On (1997)}}

{{quote|Emotional intelligence concerns the ability to carry out accurate reasoning about emotions, and the ability to use emotions and emotional knowledge to enhance thought.&lt;br&gt;Mayer et al. (2007)}}

{{quote|“…the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions.&quot;&lt;br&gt;Salovey and Mayer (1990)}}

==Topics==
Emotional intelligence (EQ) has become a popular topic for staff training in organisations during the late 1990s and 2000s. Some of the topics commonly taught include:
# EQ: why it can matter more than IQ
# The framework
# Personal competencies
# Self awareness
# Self management
# Positive psychology - how to use your strengths to enjoy your work and improve performance
# Group EQ and teams
# Social competencies
# Social awareness
# Relationship management
# Solutions focused coaching strategies

== An Emotional Intelligence Framework ==
;SELF AWARENESS
* '''''Emotional self awareness:'''''  attuned to inner signals and guiding values. Able to be candid and authentic about own emotions and guiding vision.
* '''''Accurate self-assessment:''''' knows own limitations and strengths. Exhibits a sense of humour about themselves. Graceful in learning and in receiving feedback. Knows when to ask for help.
* '''''Self confidence:''''' knows own abilities and can play to own strengths. Self assured and happy to take on difficult assignments. 
;SELF MANAGEMENT
* '''''Self Control:''''' Can manage disturbing emotions and impulses. Calm and clear under stress.
* '''''Transparency:''''' an authentic openness to others about one’s feelings, beliefs and actions. 
* '''''Adaptability:''''' flexible in adapting to new challenges. Can juggle multiple demands without losing focus or energy.
* '''''Achievement:''''' High personal standards, continually seeks ways to improve.
* '''''Initiative:''''' controls own destiny. Cuts through red tape or bends the rules in order to achieve better outcomes.
* '''''Optimism:''''' Sees situations as an opportunity rather than a threat.
;SOCIAL AWARENESS
* '''''Empathy:''''' able to attune to a wide range of emotional signals.
* '''''Organisational Awareness:''''' politically astute. Able to network and read the key power relationships.
* '''''Service:''''' delivers high level service to clients and customers
;RELATIONSHIP MANAGEMENT
* '''''Inspiration:''''' creates a compelling vision that inspires others to follow.
* '''''Influence:''''' is persuasive, influential and engaging.
* '''''Develop others:''''' cultivates other’s abilities through feedback, coaching and opportunities.
* '''''Change catalyst:''''' recognises and drives change.
* '''''Conflict Management:''''' is able to manage conflict through understanding different perspectives and finding common ground.
* '''''Teamwork and collaboration:''''' is an able team player and team builder.
from [[w:Daniel Goleman|Daniel Goleman]], Emotional Intelligence see http://danielgoleman.info/topics/emotional-intelligence/

==How to become more emotionally intelligent==
(adapted from LexisNexis)
# Be aware of your body. Posture and gesture reflect your feelings. Practise reading body signals.
# Notice which situations or people make you uncomfortable. Work out why.
# Anticipate situations you don't like. Think what you want to achieve and keep focused.
# If you feel you are going to lose it, count to 10. Then ask: do I want to shout or do I have an alternative?
# Ask for feedback. Knowing how you come across identifies strengths and weaknesses.
# Give feedback not criticism. Challenge behaviour, not people.
# If criticised, acknowledge appropriate responsibility then see it as an opportunity to solve a problem.
# Twice a day listen to someone without interruption. Then repeat what they say: 'So you think ....&quot; It helps you understand others' feelings.
# Identify and cultivate key people who would be useful when difficulties occur. They will respond more willingly when you need them.
# Be available to talk to people; this is more important the higher up you go.
# Set achievable targets, eg I'll make two points at the meeting.

Behaviours for Inclusion (Judith Katz - Change Champions Fieldguide)
# Greet others authentically
# Create a sense of safety for you and your team members
# Address misunderstandings and resolve disagreements
# Listen carefully to the person speaking until that person feels understood.
# Communicate clearly, directly and honestly
# Solidify the team’s vision of its tasks and its relationship to the organisation’s mission.
# Hear all voices. Allow for options.
# Ask others to share their thoughts and experiences and accept their frame of reference.
# Speak up when people are being excluded.
# Make careful choices about group actions and schedules. Treat everyone’s time as valuable and their presence as critical
# Be brave.

==Short articles, tools and resources==
* [http://mindfulconstruct.com/2009/03/31/salovey-mayer-on-emotional-intelligence-1990/ Salovey &amp; Mayer on emotional intelligence 1990] (Melissa Karnaze)
* [http://leadershipfreak.wordpress.com/2011/06/01/jim-quigley-on-entitlement-thinking/ Entitlement-thinking] (Leadership Freak)
* [http://www.businessballs.com/eq.htm Emotional intelligence (EQ)] (Businessballs)
* [http://eqi.org/summary.htm Ten tips to improve your EQ]  (eqi.org)
* [http://www.solonline.org/pra/tool/ladder.html Ladder of Inference] (Chris Argyris and Society for Organisational Learning) [http://www.masterfacilitatorjournal.com/inference.html Diagram]
* Search for Learn-About-Emotional-Intelligence 5min30sec video by Daniel Goleman
* [http://www.youtube.com/watch?v=X4Qm9cGRub0 20min video Brené Brown - Wholeheartedness] (TED)
* [http://www.poptech.org/popcasts/benjamin_zander__poptech_2008 The Art of Possibility] (Ben Zander)
* [http://www.ihhp.com/quiz.php EQ self assessment tool] (Institute for Health and Human Potential)
* [http://www.authentichappiness.sas.upenn.edu/questionnaires.aspx Authentic Happiness and Positive Pyschology questionnaires] (Dr. Martin Seligman, Director of the Positive Psychology Center at the University of Pennsylvania)
* [http://www.davidrock.net/files/IntroNLS.pdf The Emerging Field of NeuroLeadership] (David Rock)
* [http://blogs.hbr.org/cs/2011/06/this_week_the_us_government.html Maintain Your Mental Wellbeing] (David Rock)
* [http://www.ted.com/talks/dan_pink_on_motivation.html Science of Motivation] (Dan Pink)
* [http://www.crnhq.org/pages.php?pID=12#skill_3 Conflict is the Stuff of Life - 12 steps] (Conflict Resolution Network)
* [http://odewire.com/90993/turn-conflict-into-connection-and-collaboration.html Turn conflict into connection and collaboration] (John Kinyon)
* [http://leadershipfreak.wordpress.com/2011/07/18/9-unexpected-questions-that-create-engagement/ 9 Unexpected Questions that Create Engagement] (Leadership Freak, Dan Rockwell)
* [[Wikipedia:Wikipedia:WikiLove|WikiLove]] and emotional intelligence have much in common
* [[Tjanara_Goreng_Goreng_Presentation|The Path to Eldership]] (Tjanara Goreng Goreng)
* Three part assertive communication
# Identify the 'real problem'. The presenting behaviour is rarely the real problem. The real problem is often the emotional reaction as a consequence the thinking and emotions from a flight or fight response.
# State your feelings using 'I' statements. Be direct, honest and specific.
# Offer solutions and/or negotiate mutual agreement for resolution.
* [[w:Karpman drama triangle|Karpman drama triangle]] — a useful model, supporting emotional intelligence.

==References==
# Mayer, J. D., Roberts, S. D., &amp; Barsade, S. G. (2008). [http://arjournals.annualreviews.org/doi/abs/10.1146/annurev.psych.59.103006.093646 Human abilities: Emotional intelligence]. ''Annual Review of Psychology'', ''59'', 507-536.

==See also==
{{wikipedia}}
* [[b:Foundations of Education and Instructional Assessment/Effective Teaching/Intelligence#Introduction to Emotional Intelligence|Introduction to emotional intelligence]] (Foundations of education and instructional assessment; Wikibooks)
* [[Emotion knowledge]]
* [[Emotional Competency|Emotional competency]] is the skill to [[Recognizing Emotions|recognize]], [[Appraising Emotional Responses|interpret]], and respond constructively to emotions in yourself and others.
* [[b:Applied History of Psychology/Theories on Intelligence#Emotional Intelligence|Emotional intelligence]] (Applied history of psychology; Wikibooks)
* [[b:Social and Cultural Foundations of American Education/Acknowledgment/Intelligence#Emotional Intelligence|Emotional intelligence]] (Social and cultural foundations of American education; Wikibooks)
* [[Motivation and emotion/Textbook/Emotion/Adolescence#Emotional Intelligence|Emotional intelligence]] (Emotion and adolescence)
* [[Mindfulness]]

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{{Motivation and emotion/Tutorials/Complete}}
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/Complete}} --&gt;
==Core emotion sort==
{{Hide in print|
[[File:Emotion sort exercise.jpg|thumb|right|150px|Emotion sort exercise under way...]]
[[File:Sad emotion words.jpg|thumb|right|150px|Words which refer to aspects of &quot;sad&quot; emotions.]]}}
The goal of this exercise is to organise [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into a model which depicts underlying families of emotional experience.

===Core emotion criteria===
What are the criteria for a core emotion?

To qualify as a core emotion, consider whether an affective state is/has a:
# Distinct physiological/neurology response? (e.g., neurological activation, hear-rate)
# Distinct feeling? (subjective/phenomenological state)
# Unique expression? (e.g., unique facial expression and body language)
# Innate? (i.e., evident from birth)
# Adaptive purpose/function?
# Short-lived (vs. moods which are longer-lived)
# Triggered by same circumstances each time? (i.e., has a specific causal trigger)?
# Universal (i.e., recognised by different cultures)

===Non-emotions===

There are several affective psychological experiences which do not qualify as emotions and may instead be better considered as:
# Attitudes (e.g., hate)
# Behaviours (e.g., aggression)
# Cognitions (e.g., confused)
# Disorders (e.g., behavioural conduct disorder)
# Moods (e.g., grumpy)
# Personality traits (e.g., neuroticism)

===Steps===
#Face-to-face
## In small groups, cut up the list of [[Motivation and emotion/Tutorials/Emotion/List|emotion words]] - need scissors and lots of table space
## Sort the emotion words:
### sort those which represent emotions into core emotion families - try not to be restricted or overly-guided by previous theory - go with what seems to make sense.
### discard those which do not represent core emotion families
## Label each emotion family
## Share and discuss your group's model with the rest of the class
&lt;!-- # Photograph and upload the results (optional) --&gt;
#Virtual
##Go to the [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing online list of emotion words]
##As a group, work through each emotion word, classifying as either a:
###member of a core emotion family
###non-emotion word
##After the initial classification, sort and review the words by emotion family
## Discuss the results

===Emotion knowledge===
This core emotion sort exercise is also designed to expand &quot;emotion knowledge&quot;, which is the &quot;number of different emotions any one person can distinguish&quot; (e.g., various shades of anger) which is part of [[w:Emotional literacy|emotional literacy]] and [[/Emotional intelligence/|emotional intelligence]]. Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. Reeve (2009, p. 353) suggests that &quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot;.

===Foreign language emotion words===
There are many non-English words for emotional states that are not so well described in English e.g.,:
* [http://thoughtcatalog.com/pierce-nahigyan/2015/12/17-words-we-dont-have-in-english-that-describe-feelings-we-have-every-day/ 17 words we don’t have in English that describe feelings we have every day]
* [https://digest.bps.org.uk/2016/01/28/there-are-at-least-216-foreign-words-for-positive-emotional-states-and-concepts-that-we-dont-have-in-english/ There are at least 216 foreign words for positive emotional states and concepts that we don’t have in English] [http://gizmodo.com/english-is-surprisingly-devoid-of-emotionally-positive-1755985162]
* [https://bigthink.com/21st-century-spirituality/buy-more-books-than-you-ever-read-the-japanese-have-a-word-for-that Buy more books than you ever read? The Japanese have a word for that.]

==Measuring emotion: PANAS==
{{wikipedia|Positive and Negative Affect Schedule}}
# Complete and score the 20-item Positive and Negative Affect Schedule (PANAS; Watson &amp; Clark, 1999):
## [https://drive.google.com/open?id=0B2N4zSp4hmN9NV9teWVVVS1uVjA Hard-copy handout]
## [https://www.psytoolkit.org/cgi-bin/psy2.4.1/survey?s=AqxEf Online version] (PsyToolkit)
&lt;!-- ## [http://www.psytoolkit.org/survey-library/affect-panas.html Online version] (PsyToolkit) --&gt;
# Compare scores with norms
## Table 1, Watson et al., 1988; [[w:Southern Methodist University|SMU]], ''N'' = 660:
### Positive Affect (PA) ''M'' = 29.7
### Negative Affect (NA) ''M'' = 14.8
## Table 2, Watson &amp; Clark (1994):
### PA ''M'' = 35.7
### NA ''M'' - 19.5
# Discuss:
## Versions
### Temporal framing
### Short vs. long (PANAS-X)
## Psychometrics
### Correlation between PA and NA
### Test-retest reliability
# See also: [[w:Affect measures|Affect measures]] (Wikipedia)

==Book chapter development==
# Watchlist
# [[Special:Preferences|Preferences]] e.g., email notifications
# Thanking
# Undoing changes (via History)
# [[Help:Quiz|Quizzes]]
# [[Help:Pretty boxes|Pretty boxes]]
{{Hide in print|
==Recording==
* [https://au-lti.bbcollab.com/recording/90216fe8cdde42089c1d3a4d3c8916a8 Tutorial 04 recording], 2019
* [https://au.bbcollab.com/collab/ui/session/playback/load/341CABCE71B991CD42937A03FA8FCD3B Tutorial 04 recording], 2016

==See also==
* '''Tutorial session notes''' - [[/Instructor notes/]]
* [[/Emotional intelligence/]] (Additional tutorial exercise)
* [[{{#titleparts:{{PAGENAME}}|2}}/Goals and self|Goals and self]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Individual emotions|Individual emotions]] (Next tutorial)
* [[w:Contrasting and categorization of emotions|Contrasting and categorization of emotions]] (Wikipedia)

==References==
{{Hanging indent|1=
Watson, D., &amp; Clark, L. A. (1999). ''[https://ir.uiowa.edu/cgi/viewcontent.cgi?article=1011&amp;context=psychology_pubs The PANAS-X: Manual for the positive and negative affect schedule-expanded form]''.

Watson, D., Clark, L. A., &amp; Tellegen, A. (1988). [https://www.researchgate.net/profile/Rachel_Bachner-Melman/post/Is_there_a_way_to_measure_negative_emotions/attachment/59d644a1c49f478072ead59a/AS:273817966972930@1442294698972/download/PANAS.+20+items.pdf Development and validation of brief measures of positive and negative affect: the PANAS scales]. ''Journal of Personality and Social Psychology'', ''54'', 1063.
}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
}}

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{{Motivation and emotion/Tutorials/Complete}}
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/Complete}} --&gt;
==Core emotion sort==
{{Hide in print|
[[File:Emotion sort exercise.jpg|thumb|right|150px|Emotion sort exercise under way...]]
[[File:Sad emotion words.jpg|thumb|right|150px|Words which refer to aspects of &quot;sad&quot; emotions.]]}}
The goal of this exercise is to organise [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into a model which depicts underlying families of emotional experience.

===Core emotion criteria===
What are the criteria for a core emotion?

To qualify as a core emotion, consider whether an affective state is/has a:
# Distinct physiological/neurology response? (e.g., neurological activation, hear-rate)
# Distinct feeling? (subjective/phenomenological state)
# Unique expression? (e.g., unique facial expression and body language)
# Innate? (i.e., evident from birth)
# Adaptive purpose/function?
# Short-lived (vs. moods which are longer-lived)
# Triggered by same circumstances each time? (i.e., has a specific causal trigger)?
# Universal (i.e., recognised by different cultures)

===Non-emotions===

There are several affective psychological experiences which do not qualify as emotions and may instead be better considered as:
# Attitudes (e.g., hate)
# Behaviours (e.g., aggression)
# Cognitions (e.g., confused)
# Disorders (e.g., behavioural conduct disorder)
# Moods (e.g., grumpy)
# Personality traits (e.g., neuroticism)

===Steps===
#Face-to-face
## In small groups, cut up the list of [[Motivation and emotion/Tutorials/Emotion/List|emotion words]] - need scissors and lots of table space
## Sort the emotion words:
### sort those which represent emotions into core emotion families - try not to be restricted or overly-guided by previous theory - go with what seems to make sense.
### discard those which do not represent core emotion families
## Label each emotion family
## Share and discuss your group's model with the rest of the class
&lt;!-- # Photograph and upload the results (optional) --&gt;
#Virtual
##Go to the [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing online list of emotion words]
##As a group, work through each emotion word, classifying as either a:
###member of a core emotion family
###non-emotion word
##After the initial classification, sort and review the words by emotion family
## Discuss the results

===Emotion knowledge===
This core emotion sort exercise is also designed to expand &quot;emotion knowledge&quot;, which is the &quot;number of different emotions any one person can distinguish&quot; (e.g., various shades of anger) which is part of [[w:Emotional literacy|emotional literacy]] and [[/Emotional intelligence/|emotional intelligence]]. Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. Reeve (2009, p. 353) suggests that &quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot;.

===Foreign language emotion words===
There are many non-English words for emotional states that are not so well described in English e.g.,:
* [http://thoughtcatalog.com/pierce-nahigyan/2015/12/17-words-we-dont-have-in-english-that-describe-feelings-we-have-every-day/ 17 words we don’t have in English that describe feelings we have every day]
* [https://digest.bps.org.uk/2016/01/28/there-are-at-least-216-foreign-words-for-positive-emotional-states-and-concepts-that-we-dont-have-in-english/ There are at least 216 foreign words for positive emotional states and concepts that we don’t have in English] [http://gizmodo.com/english-is-surprisingly-devoid-of-emotionally-positive-1755985162]
* [https://bigthink.com/21st-century-spirituality/buy-more-books-than-you-ever-read-the-japanese-have-a-word-for-that Buy more books than you ever read? The Japanese have a word for that.]

==Measuring emotion: PANAS==
{{wikipedia|Positive and Negative Affect Schedule}}
# Complete and score the 20-item Positive and Negative Affect Schedule (PANAS; Watson &amp; Clark, 1999):
## [https://drive.google.com/open?id=0B2N4zSp4hmN9NV9teWVVVS1uVjA Hard-copy handout]
## [https://www.psytoolkit.org/cgi-bin/psy2.4.1/survey?s=AqxEf Online version] (PsyToolkit)
&lt;!-- ## [http://www.psytoolkit.org/survey-library/affect-panas.html Online version] (PsyToolkit) --&gt;
# Compare scores with norms
## Table 1, Watson et al., 1988; [[w:Southern Methodist University|SMU]], ''N'' = 660:
### Positive Affect (PA) ''M'' = 29.7
### Negative Affect (NA) ''M'' = 14.8
## Table 2, Watson &amp; Clark (1994):
### PA ''M'' = 35.7
### NA ''M'' - 19.5
# Discuss:
## Versions
### Temporal framing
### Short vs. long (PANAS-X)
## Psychometrics
### Correlation between PA and NA
### Test-retest reliability
# See also: [[w:Affect measures|Affect measures]] (Wikipedia)

==Book chapter development==
# Watchlist
# [[Special:Preferences|Preferences]] e.g., email notifications
# Thanking
# Undoing changes (via History)
# [[Help:Quiz|Quizzes]]
# [[Help:Pretty boxes|Pretty boxes]]
{{Hide in print|
==Recording==
* [https://au-lti.bbcollab.com/recording/90216fe8cdde42089c1d3a4d3c8916a8 Tutorial 04 recording], 2019
* [https://au.bbcollab.com/collab/ui/session/playback/load/341CABCE71B991CD42937A03FA8FCD3B Tutorial 04 recording], 2016

==See also==
* '''Tutorial session notes''' - [[/Instructor notes/]]
* [[/Emotional intelligence/]] (Additional tutorial exercise)
* [[{{#titleparts:{{PAGENAME}}|2}}/Goals and self|Goals and self]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Individual emotions|Individual emotions]] (Next tutorial)
* [[w:Contrasting and categorization of emotions|Contrasting and categorization of emotions]] (Wikipedia)

==References==
{{Hanging indent|1=
Watson, D., &amp; Clark, L. A. (1999). ''[https://ir.uiowa.edu/cgi/viewcontent.cgi?article=1011&amp;context=psychology_pubs The PANAS-X: Manual for the positive and negative affect schedule-expanded form]''.

Watson, D., Clark, L. A., &amp; Tellegen, A. (1988). [https://www.researchgate.net/profile/Rachel_Bachner-Melman/post/Is_there_a_way_to_measure_negative_emotions/attachment/59d644a1c49f478072ead59a/AS:273817966972930@1442294698972/download/PANAS.+20+items.pdf Development and validation of brief measures of positive and negative affect: the PANAS scales]. ''Journal of Personality and Social Psychology'', ''54'', 1063.
}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
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      <text bytes="7217" sha1="4cx59u3dzdh717lx090qufrkq1s18u7" xml:space="preserve">{{Motivation and emotion/Tutorials|Tutorial 04: Emotion|fourth}}
{{Motivation and emotion/Tutorials/Complete}}
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/Complete}} --&gt;
==Core emotion sort==
{{Hide in print|
[[File:Emotion sort exercise.jpg|thumb|right|150px|Emotion sort exercise under way...]]
[[File:Sad emotion words.jpg|thumb|right|150px|Words which refer to aspects of &quot;sad&quot; emotions.]]}}
The goal of this exercise is to organise [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into a model which depicts underlying families of emotional experience.

===Core emotion criteria===
What are the criteria for a core emotion?

To qualify as a core emotion, consider whether an affective state is/has a:
# Distinct physiological/neurology response? (e.g., neurological activation, hear-rate)
# Distinct feeling? (subjective/phenomenological state)
# Unique expression? (e.g., unique facial expression and body language)
# Innate? (i.e., evident from birth)
# Adaptive purpose/function?
# Short-lived (vs. moods which are longer-lived)
# Triggered by same circumstances each time? (i.e., has a specific causal trigger)?
# Universal (i.e., recognised by different cultures)

===Non-emotions===

There are several affective psychological experiences which do not qualify as emotions and may instead be better considered as:
# Attitudes (e.g., hate)
# Behaviours (e.g., aggression)
# Cognitions (e.g., confused)
# Disorders (e.g., behavioural conduct disorder)
# Moods (e.g., grumpy)
# Personality traits (e.g., neuroticism)

===Steps===
#Face-to-face
## In small groups, cut up the list of [[Motivation and emotion/Tutorials/Emotion/List|emotion words]] - need scissors and lots of table space
## Sort the emotion words:
### sort those which represent emotions into core emotion families - try not to be restricted or overly-guided by previous theory - go with what seems to make sense.
### discard those which do not represent core emotion families
## Label each emotion family
## Share and discuss your group's model with the rest of the class
&lt;!-- # Photograph and upload the results (optional) --&gt;
#Virtual
##Go to the [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing online list of emotion words]
##As a group, work through each emotion word, classifying as either a:
###member of a core emotion family
###non-emotion word
##After the initial classification, sort and review the words by emotion family
## Discuss the results

===Emotion knowledge===
This core emotion sort exercise is also designed to expand &quot;emotion knowledge&quot;, which is the &quot;number of different emotions any one person can distinguish&quot; (e.g., various shades of anger) which is part of [[w:Emotional literacy|emotional literacy]] and [[/Emotional intelligence/|emotional intelligence]]. Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. Reeve (2009, p. 353) suggests that &quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot;.

===Foreign language emotion words===
There are many non-English words for emotional states that are not so well described in English e.g.,:
* [http://thoughtcatalog.com/pierce-nahigyan/2015/12/17-words-we-dont-have-in-english-that-describe-feelings-we-have-every-day/ 17 words we don’t have in English that describe feelings we have every day]
* [https://digest.bps.org.uk/2016/01/28/there-are-at-least-216-foreign-words-for-positive-emotional-states-and-concepts-that-we-dont-have-in-english/ There are at least 216 foreign words for positive emotional states and concepts that we don’t have in English] [http://gizmodo.com/english-is-surprisingly-devoid-of-emotionally-positive-1755985162]
* [https://bigthink.com/21st-century-spirituality/buy-more-books-than-you-ever-read-the-japanese-have-a-word-for-that Buy more books than you ever read? The Japanese have a word for that.]

==Measuring emotion: PANAS==
{{wikipedia|Positive and Negative Affect Schedule}}
# Complete and score the 20-item Positive and Negative Affect Schedule (PANAS; Watson &amp; Clark, 1999):
## [https://drive.google.com/open?id=0B2N4zSp4hmN9NV9teWVVVS1uVjA Hard-copy handout]
## [https://www.psytoolkit.org/cgi-bin/psy2.4.1/survey?s=AqxEf Online version] (PsyToolkit)
&lt;!-- ## [http://www.psytoolkit.org/survey-library/affect-panas.html Online version] (PsyToolkit) --&gt;
# Compare scores with norms
## Table 1, Watson et al., 1988; [[w:Southern Methodist University|SMU]], ''N'' = 660:
### Positive Affect (PA) ''M'' = 29.7
### Negative Affect (NA) ''M'' = 14.8
## Table 2, Watson &amp; Clark (1994):
### PA ''M'' = 35.7
### NA ''M'' - 19.5
# Discuss:
## Versions
### Temporal framing
### Short vs. long (PANAS-X)
## Psychometrics
### Correlation between PA and NA
### Test-retest reliability
# See also: [[w:Affect measures|Affect measures]] (Wikipedia)

==Book chapter development==
# Watchlist
# [[Special:Preferences|Preferences]] e.g., email notifications
# Thanking
# Undoing changes (via History)
# [[Help:Quiz|Quizzes]]
# [[Help:Pretty boxes|Pretty boxes]]
{{Hide in print|
==Recording==
* [https://au-lti.bbcollab.com/recording/90216fe8cdde42089c1d3a4d3c8916a8 Tutorial 04 recording], 2019
* [https://au.bbcollab.com/collab/ui/session/playback/load/341CABCE71B991CD42937A03FA8FCD3B Tutorial 04 recording], 2016

==See also==
* '''Tutorial session notes''' - [[/Instructor notes/]]
* [[{{#titleparts:{{PAGENAME}}|2}}/Goals and self|Goals and self]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Individual emotions|Individual emotions]] (Next tutorial)
* [[w:Contrasting and categorization of emotions|Contrasting and categorization of emotions]] (Wikipedia)

==References==
{{Hanging indent|1=
Watson, D., &amp; Clark, L. A. (1999). ''[https://ir.uiowa.edu/cgi/viewcontent.cgi?article=1011&amp;context=psychology_pubs The PANAS-X: Manual for the positive and negative affect schedule-expanded form]''.

Watson, D., Clark, L. A., &amp; Tellegen, A. (1988). [https://www.researchgate.net/profile/Rachel_Bachner-Melman/post/Is_there_a_way_to_measure_negative_emotions/attachment/59d644a1c49f478072ead59a/AS:273817966972930@1442294698972/download/PANAS.+20+items.pdf Development and validation of brief measures of positive and negative affect: the PANAS scales]. ''Journal of Personality and Social Psychology'', ''54'', 1063.
}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
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{{Motivation and emotion/Lectures/Complete}}
&lt;!-- {{Motivation and emotion/Lectures/In development}} --&gt;
&lt;!-- {{Motivation and emotion/Lectures/Complete}} --&gt;
==Overview==
[[File:Mary Magdalene Crying Statue.jpg|200px|right]]
This lecture introduces the psychology of [[emotion]] by considering six key questions.

Take-home messages:
* Emotions involve subjective feelings, physiological and neurological changes, expressive behaviours, and they guide motivation 
* Emotions serve adaptative, functional purposes

==Outline==
* What is an emotion?
* What causes an emotion?
* How many emotions are there?
* What good are emotions?
* How can we regulate our emotions?
* What is the difference between emotion and mood?

==What is an emotion?==
[[File:Fourcomponents.png|380px|thumb|'''Figure 1'''. Emotions are triggered by significant life events and have at least four distinct components: feelings, bodily arousal, social expression, and goal-directed sense of purpose (based on Reeve, 2018)]]

* Emotions are not easily defined, in part because they are integrated, multi-system experiences
* There are at least four distinct aspects (see Figure 1):
** '''Subjective feelings''': What most people think of as emotion—the ''feeling''
** '''Bodily responses''':  Distinct patterns of physiological activation (e.g., blushing when ashamed)
** '''Social expression''': Communicative aspects, including facial expression, body language, and speech
** '''Sense of purpose''': Emotions stimulate motivated behaviours

==What causes an emotion?==
* Emotions do not occur randomly; they happen for a reason
* Emotions are functional responses to life events
* Different emotions motivate different adaptive behaviours to life events
* However, emotions are &quot;primitive&quot; in that they are approximate, impulsive responses, that may not always be well calibrated (e.g., may go over-the-top or be insufficient or inaccurate)

==How many emotions are there?==
[[File:Circumplex model of affect.png|400px|thumb|'''Figure 2'''. Circumplex model of affect (based on *)]]
[[File:Plutchik-wheel.svg|400px|thumb|'''Figure 3'''. Plutchik's wheel of emotions represents the valence and intensity of core emotions using colour. [http://www.personalityresearch.org/basicemotions/plutchik.html More detail].]]

* Emotion models typically identify five to eight core or basic emotions
* Reeve (2024) describes six core emotions (4 unpleasant and 2 pleasant):
** Fear
** Anger
** Disgust
** Sadness
** Interest
** Joy
* Other common candidate core emotions include:
** Contempt
** Surprise
* Core emotion criteria:
** Distinct facial expression
** Distinct pattern of physiology
** Automatic (unlearned) appraisal
** Distinct antecedent cause
** Inescapable (inevitable) activation
** Presence in other primates
** Rapid onset
** Brief duration
** Distinctive subjective feeling state
** Distinctive cognition
* Core emotion exclusion reasons:
** Derived from a core emotion
** Mood
** Attitude
** Personality trait
** Disorder
** Blend
** Aspect of emotion
* More complex emotion models represent additional dimensions such as:
** Circumplex model of affect (see Figure 2): Building on earlier dimensional and circular representations of emotion (Schlosberg, 1954), Russell established the circumplex model of affect, in which affective states are organised around the dimensions:
*** pleasure–displeasure (valence; positive vs. negative)
*** arousal–sleepiness (Russell, 1978, 1980).
** Intensity (e.g., see Plutchik's wheel of emotions in Figure 3)

==What is the purpose of emotion?==
* Emotions are functional; they facilitate adaptation
* Avoid referring to &quot;good&quot; and &quot;bad&quot; emotions because, from a psychoevolutionary point of view, all emotions evolved for a reason and serve an adaptive purpose.
* Understanding the purpose of one's emotions is part of developing emotional intelligence (i.e., to be able to welcome emotion because it provides important information about how to adapt to one's current life situation)

==How can we control our emotions?==
* [[Emotional self-regulation]] is the ability to manage one's emotion. This is part of [[emotional intelligence]] which consists of:
** '''Emotion recognition in self''': Ability to recognise the type of emotion one is experiencing (emotional literacy)
** '''Emotion regulation in self''': Ability to respond appropriately to one's emotional experience (e.g., if angry, to find appropriate ways of expressing the anger)
** '''Emotion recognition in others''': Ability to recognise the nature of others' emotional experiences
** '''Appropriate responding to emotion in others''': Capacity to respond appropriately to the emotional experiences of others
* Emotion regulation strategies:
** '''Situation selection''': Choosing to enter or avoid situations based on their likely emotional consequences (e.g., avoiding a stressful situation)
** '''Situation modification''': Changing aspects of a situation to alter its emotional impact (e.g., asking someone to change an upsetting behaviour)
** '''Attentional focus''': Directing attention towards or away from aspects of a situation to influence one's emotional experience (e.g., distracting oneself from an upsetting event)
** '''Reappraisal''': Changing how one interprets a situation to alter its emotional meaning (e.g., viewing a setback as an opportunity to learn)
** '''Suppression''': Inhibiting the outward expression of an emotion after it has been experienced (e.g., hiding one's anger)

==What is the difference between emotion and mood?==
* This question relates more broadly to [[w:Affect (psychology)|affect]]
* '''Affect''' = feelings (e.g., the experience of feeling good or bad in a particularly moment)
* Emotion and mood are both affective states, but it is helpful to distinguish between them.
* Grammar tip: Know the difference between “affect” and “effect”:
** affect = feeling; or to influence
** effect = the result or consequence
** see: https://www.touro.edu/departments/writing-center/tutorials/affect-or-effect
* Emotion and mood are both affective states; however they differ according to their:
** '''Antecedents''' - What leads up to the affective state
** '''Action-specificity''' - What the affective states prompts a person to do
** '''Time course''' - The duration of the affective state
* Emotions are short-lived affective responses to specific life events that activate adaptive response
* Moods are more diffuse affective experiences which may last longer than emotions, are not triggered by specific events (e.g., one may just wake up in a bad mood), and don't prompt specific actions in response

==Readings==
* Chapter 11: Nature of emotion ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]])

==Multimedia==

* [https://www.youtube.com/watch?v=gAMbkJk6gnE Feeling all the feels] (CrashCourse Psychology #25, YouTube) (Watch the first 2:01 minss; the rest of the video is more relevant to future lectures): an introduction to emotion
* [https://www.youtube.com/watch?v=xNY0AAUtH3g Emotions and the brain] (Sentis, YouTube, 2012) (2:02 mins): a simple, clear explanation of emotions, the brain, and emotion regulation
* [https://www.youtube.com/embed/nEUzQ7yL9A0?end=188 Inside out - Meet Riley's emotions] (Pixar, YouTube, 2015) (3:08 mins): Trailer for the animated movie ''Inside Out'' which provides an entertaining look at our emotions, experiences, and memories
** Inside Out (2015) emotions: joy, sadness, anger, fear, and disgust
** Inside Out 2 (2024) emotions: anxiety, envy, embarrassment, and ennui (boredom)
* [https://www.youtube.com/watch?v=gaZDLOAg_Po What is an emotion? (Paul Ekman)] (Mind with Heart, 2012, YouTube) (7:35 mins): Paul Ekman explains what emotion is, why we have emotions, and how they can be regulated
* [https://www.youtube.com/watch?v=ijcydVxCBoA Lie to me] (Quicksubs, YouTube, 2015) (2:01 mins): Trailer for a TV series about lie detection through analysis of facial expression and body language

==Slides==
* [https://docs.google.com/presentation/d/1P8cE3uOywK7OukK_hJKYH-aNFtuKuY-frNqScvBKRFo/edit?usp=sharing Nature of emotion] (Google Slides)&lt;!--
* Handouts
** [[Media:Motivation and Emotion - Lecture 07 - Nature of emotion 6slidesperpage.pdf|Download 6 slides to a page]]: [[File:Motivation and Emotion - Lecture 07 - Nature of emotion 6slidesperpage.pdf|100px]]
** [[Media:Motivation and Emotion - Lecture 07 - Nature of emotion 3slidesperpage.pdf|Download 3 slides to a page]]: [[File:Motivation and Emotion - Lecture 07 - Nature of emotion 3slidesperpage.pdf|100px]]
&lt;!-- * [http://www.slideshare.net/jtneill/nature-of-emotion Lecture slides] (Slideshare) --&gt;

==See also==
* [[/Images/]]

;Lectures
* [[{{#titleparts:{{PAGENAME}}|2}}/Personal control and the self|Personal control and the self]] (Previous lecture)
* [[{{#titleparts:{{PAGENAME}}|2}}/Aspects of emotion|Aspects of emotion]] (Next lecture)

;Tutorial
* [[{{#titleparts:{{PAGENAME}}|1}}/Tutorials/Core emotions|Core emotions]]

;Wikipedia
* [[w:Emotion classification|Emotion classification]]
* [[w:Inside Out (2015 film)|Inside Out]] | [[w:Inside Out 2|Inside Out 2]]
* [[w:Lie to Me|Lie to Me]]
* [[w:Paul Ekman|Paul Ekman]]
* [[w:The Expression of the Emotions in Man and Animals|The Expression of the Emotions in Man and Animals]]

==Recording==
* [Lecture 7] (2026)
* [https://au-lti.bbcollab.com/recording/d5448bdda2f145788a62c999ee582234 Lecture 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/68a5ca1e0ff3483dab76f4939e29c490 Lecture 7] (2024)
* [https://au-lti.bbcollab.com/recording/c8b6153ac42a4eb89724396d9e9e40a0 Lecture 7] (2023)
* [https://au-lti.bbcollab.com/recording/c1cc29b612d04060a52684c01447baa5 Lecture 7] (2022)
* [https://au-lti.bbcollab.com/recording/832453a6efcf4086a235877d20ac5b66 Lecture 7] (2021)
--&gt;

==References==
{{Hanging indent|1=

Ekman, P. &amp; Cordaro, D. (2011). What is meant by calling emotions basic. ''Emotion Review'', ''3'', 364–370. https://doi.org/10.1177/1754073911410740

James, W. (1884). [http://psychclassics.yorku.ca/James/emotion.htm What is an emotion?] ''Mind'', ''9'', 188–205.

Russell, J. A. (1978). Evidence of convergent validity on the dimensions of affect. ''Journal of Personality and Social Psychology'', ''36''(10), 1152–1168. https://doi.org/10.1037/0022-3514.36.10.1152

Russell, J. A. (1980). [https://www.academia.edu/download/38425675/Russell1980.pdf A circumplex model of affect]. ''Journal of Personality and Social Psychology'', ''39''(6), 1161–1178. https://doi.org/10.1037/h0077714

Schlosberg, H. (1954). Three dimensions of emotion. ''Psychological Review'', ''61''(2), 81–88. https://doi.org/10.1037/h0054570

}}

==External links==
* [https://www.youtube.com/watch?v=P_6vDLq64gE How to spot a liar] (Pamela Meyer, TED Talk, YouTube, 2011, 18:51 mins)
* [https://www.psypost.org/2017/06/depressed-people-medial-prefrontal-cortex-exerts-control-parts-brain-49168 In depressed people, the medial prefrontal cortex exerts more control over other parts of the brain] (PsyPost, 2017)
* [https://www.abc.net.au/news/2024-06-23/inside-out-2-film-brain-changes-puberty-child-new-emotions/103995788 Inside Out 2 is a relatable film about puberty's big brain changes. Here's how to talk to your child about their new emotions] (ABC News, 2024)
{{Motivation and emotion/Lectures/Navigation}}

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{{Motivation and emotion/Lectures/Complete}}
&lt;!-- {{Motivation and emotion/Lectures/In development}} --&gt;
&lt;!-- {{Motivation and emotion/Lectures/Complete}} --&gt;
==Overview==
[[File:Mary Magdalene Crying Statue.jpg|200px|right]]
This lecture introduces the psychology of [[emotion]] by considering six key questions.

Take-home messages:
* Emotions involve subjective feelings, physiological and neurological changes, expressive behaviours, and they guide motivation 
* Emotions serve adaptative, functional purposes

==Outline==
* What is an emotion?
* What causes an emotion?
* How many emotions are there?
* What good are emotions?
* How can we regulate our emotions?
* What is the difference between emotion and mood?

==What is an emotion?==
[[File:Fourcomponents.png|380px|thumb|'''Figure 1'''. Emotions are triggered by significant life events and have at least four distinct components: feelings, bodily arousal, social expression, and goal-directed sense of purpose (based on Reeve, 2018)]]

* Emotions are not easily defined, in part because they are integrated, multi-system experiences
* There are at least four distinct aspects (see Figure 1):
** '''Subjective feelings''': What most people think of as emotion—the ''feeling''
** '''Bodily responses''':  Distinct patterns of physiological activation (e.g., blushing when ashamed)
** '''Social expression''': Communicative aspects, including facial expression, body language, and speech
** '''Sense of purpose''': Emotions stimulate motivated behaviours

==What causes an emotion?==
* Emotions do not occur randomly; they happen for a reason
* Emotions are functional responses to life events
* Different emotions motivate different adaptive behaviours to life events
* However, emotions are &quot;primitive&quot; in that they are approximate, impulsive responses, that may not always be well calibrated (e.g., may go over-the-top or be insufficient or inaccurate)

==How many emotions are there?==
[[File:Circumplex model of affect.png|400px|thumb|'''Figure 2'''. Circumplex model of affect (based on *)]]
[[File:Plutchik-wheel.svg|400px|thumb|'''Figure 3'''. Plutchik's wheel of emotions represents the valence and intensity of core emotions using colour. [http://www.personalityresearch.org/basicemotions/plutchik.html More detail].]]

* Emotion models typically identify five to eight core or basic emotions
* Reeve (2024) describes six core emotions (4 unpleasant and 2 pleasant):
** Fear
** Anger
** Disgust
** Sadness
** Interest
** Joy
* Other common candidate core emotions include:
** Contempt
** Surprise
* Core emotion criteria:
** Distinct facial expression
** Distinct pattern of physiology
** Automatic (unlearned) appraisal
** Distinct antecedent cause
** Inescapable (inevitable) activation
** Presence in other primates
** Rapid onset
** Brief duration
** Distinctive subjective feeling state
** Distinctive cognition
* Core emotion exclusion reasons:
** Derived from a core emotion
** Mood
** Attitude
** Personality trait
** Disorder
** Blend
** Aspect of emotion
* More complex emotion models represent additional dimensions such as:
** Circumplex model of affect (see Figure 2): Building on earlier dimensional and circular representations of emotion (Schlosberg, 1954), Russell established the circumplex model of affect, in which affective states are organised around the dimensions:
*** pleasure–displeasure (valence; positive vs. negative)
*** arousal–sleepiness (Russell, 1978, 1980).
** Intensity (e.g., see Plutchik's wheel of emotions in Figure 3)

==What is the purpose of emotion?==
* Emotions are functional; they facilitate adaptation
* Avoid referring to &quot;good&quot; and &quot;bad&quot; emotions because, from a psychoevolutionary point of view, all emotions evolved for a reason and serve an adaptive purpose.
* Understanding the purpose of one's emotions is part of developing emotional intelligence (i.e., to be able to welcome emotion because it provides important information about how to adapt to one's current life situation)

==How can we control our emotions?==
* [[Emotional self-regulation]] is the ability to manage one's emotion. This is part of [[emotional intelligence]] which consists of:
** '''Emotion recognition in self''': Ability to recognise the type of emotion one is experiencing (emotional literacy)
** '''Emotion regulation in self''': Ability to respond appropriately to one's emotional experience (e.g., if angry, to find appropriate ways of expressing the anger)
** '''Emotion recognition in others''': Ability to recognise the nature of others' emotional experiences
** '''Appropriate responding to emotion in others''': Capacity to respond appropriately to the emotional experiences of others
* Emotion regulation strategies:
** '''Situation selection''': Choosing to enter or avoid situations based on their likely emotional consequences (e.g., avoiding a stressful situation)
** '''Situation modification''': Changing aspects of a situation to alter its emotional impact (e.g., asking someone to change an upsetting behaviour)
** '''Attentional focus''': Directing attention towards or away from aspects of a situation to influence one's emotional experience (e.g., distracting oneself from an upsetting event)
** '''Reappraisal''': Changing how one interprets a situation to alter its emotional meaning (e.g., viewing a setback as an opportunity to learn)
** '''Suppression''': Inhibiting the outward expression of an emotion after it has been experienced (e.g., hiding one's anger)

==What is the difference between emotion and mood?==
* This question relates more broadly to [[w:Affect (psychology)|affect]]
* '''Affect''' = feelings (e.g., the experience of feeling good or bad in a particularly moment)
* Emotion and mood are both affective states, but it is helpful to distinguish between them.
* Grammar tip: Know the difference between “affect” and “effect”:
** affect = feeling; or to influence
** effect = the result or consequence
** see: https://www.touro.edu/departments/writing-center/tutorials/affect-or-effect
* Emotion and mood are both affective states; however they differ according to their:
** '''Antecedents''' - What leads up to the affective state
** '''Action-specificity''' - What the affective states prompts a person to do
** '''Time course''' - The duration of the affective state
* Emotions are short-lived affective responses to specific life events that activate adaptive response
* Moods are more diffuse affective experiences which may last longer than emotions, are not triggered by specific events (e.g., one may just wake up in a bad mood), and don't prompt specific actions in response

==Readings==
* Chapter 11: Nature of emotion ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]])

==Multimedia==

* [https://www.youtube.com/watch?v=gAMbkJk6gnE Feeling all the feels] (CrashCourse Psychology #25, YouTube) (Watch the first 2:01 minss; the rest of the video is more relevant to future lectures): an introduction to emotion
* [https://www.youtube.com/watch?v=xNY0AAUtH3g Emotions and the brain] (Sentis, YouTube, 2012) (2:02 mins): a simple, clear explanation of emotions, the brain, and emotion regulation
* [https://www.youtube.com/watch?v=nEUzQ7yL9A0 Inside out - Meet Riley's emotions] (Pixar, YouTube, 2015) (Watch the first 3:08 mins): Trailer for the animated movie ''Inside Out'' which provides an entertaining look at our emotions, experiences, and memories
** Inside Out (2015) emotions: joy, sadness, anger, fear, and disgust
** Inside Out 2 (2024) emotions: anxiety, envy, embarrassment, and ennui (boredom)
* [https://www.youtube.com/watch?v=gaZDLOAg_Po What is an emotion? (Paul Ekman)] (Mind with Heart, 2012, YouTube) (7:35 mins): Paul Ekman explains what emotion is, why we have emotions, and how they can be regulated
* [https://www.youtube.com/watch?v=ijcydVxCBoA Lie to me] (Quicksubs, YouTube, 2015) (2:01 mins): Trailer for a TV series about lie detection through analysis of facial expression and body language

==Slides==
* [https://docs.google.com/presentation/d/1P8cE3uOywK7OukK_hJKYH-aNFtuKuY-frNqScvBKRFo/edit?usp=sharing Nature of emotion] (Google Slides)&lt;!--
* Handouts
** [[Media:Motivation and Emotion - Lecture 07 - Nature of emotion 6slidesperpage.pdf|Download 6 slides to a page]]: [[File:Motivation and Emotion - Lecture 07 - Nature of emotion 6slidesperpage.pdf|100px]]
** [[Media:Motivation and Emotion - Lecture 07 - Nature of emotion 3slidesperpage.pdf|Download 3 slides to a page]]: [[File:Motivation and Emotion - Lecture 07 - Nature of emotion 3slidesperpage.pdf|100px]]
&lt;!-- * [http://www.slideshare.net/jtneill/nature-of-emotion Lecture slides] (Slideshare) --&gt;

==See also==
* [[/Images/]]

;Lectures
* [[{{#titleparts:{{PAGENAME}}|2}}/Personal control and the self|Personal control and the self]] (Previous lecture)
* [[{{#titleparts:{{PAGENAME}}|2}}/Aspects of emotion|Aspects of emotion]] (Next lecture)

;Tutorial
* [[{{#titleparts:{{PAGENAME}}|1}}/Tutorials/Core emotions|Core emotions]]

;Wikipedia
* [[w:Emotion classification|Emotion classification]]
* [[w:Inside Out (2015 film)|Inside Out]] | [[w:Inside Out 2|Inside Out 2]]
* [[w:Lie to Me|Lie to Me]]
* [[w:Paul Ekman|Paul Ekman]]
* [[w:The Expression of the Emotions in Man and Animals|The Expression of the Emotions in Man and Animals]]

==Recording==
* [Lecture 7] (2026)
* [https://au-lti.bbcollab.com/recording/d5448bdda2f145788a62c999ee582234 Lecture 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/68a5ca1e0ff3483dab76f4939e29c490 Lecture 7] (2024)
* [https://au-lti.bbcollab.com/recording/c8b6153ac42a4eb89724396d9e9e40a0 Lecture 7] (2023)
* [https://au-lti.bbcollab.com/recording/c1cc29b612d04060a52684c01447baa5 Lecture 7] (2022)
* [https://au-lti.bbcollab.com/recording/832453a6efcf4086a235877d20ac5b66 Lecture 7] (2021)
--&gt;

==References==
{{Hanging indent|1=

Ekman, P. &amp; Cordaro, D. (2011). What is meant by calling emotions basic. ''Emotion Review'', ''3'', 364–370. https://doi.org/10.1177/1754073911410740

James, W. (1884). [http://psychclassics.yorku.ca/James/emotion.htm What is an emotion?] ''Mind'', ''9'', 188–205.

Russell, J. A. (1978). Evidence of convergent validity on the dimensions of affect. ''Journal of Personality and Social Psychology'', ''36''(10), 1152–1168. https://doi.org/10.1037/0022-3514.36.10.1152

Russell, J. A. (1980). [https://www.academia.edu/download/38425675/Russell1980.pdf A circumplex model of affect]. ''Journal of Personality and Social Psychology'', ''39''(6), 1161–1178. https://doi.org/10.1037/h0077714

Schlosberg, H. (1954). Three dimensions of emotion. ''Psychological Review'', ''61''(2), 81–88. https://doi.org/10.1037/h0054570

}}

==External links==
* [https://www.youtube.com/watch?v=P_6vDLq64gE How to spot a liar] (Pamela Meyer, TED Talk, YouTube, 2011, 18:51 mins)
* [https://www.psypost.org/2017/06/depressed-people-medial-prefrontal-cortex-exerts-control-parts-brain-49168 In depressed people, the medial prefrontal cortex exerts more control over other parts of the brain] (PsyPost, 2017)
* [https://www.abc.net.au/news/2024-06-23/inside-out-2-film-brain-changes-puberty-child-new-emotions/103995788 Inside Out 2 is a relatable film about puberty's big brain changes. Here's how to talk to your child about their new emotions] (ABC News, 2024)
{{Motivation and emotion/Lectures/Navigation}}

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{{Motivation and emotion/Lectures/Complete}}
&lt;!-- {{Motivation and emotion/Lectures/In development}} --&gt;
&lt;!-- {{Motivation and emotion/Lectures/Complete}} --&gt;
==Overview==
[[File:Mary Magdalene Crying Statue.jpg|200px|right]]
This lecture introduces the psychology of [[emotion]] by considering six key questions.

Take-home messages:
* Emotions involve subjective feelings, physiological and neurological changes, expressive behaviours, and they guide motivation 
* Emotions serve adaptative, functional purposes

==Outline==
* What is an emotion?
* What causes an emotion?
* How many emotions are there?
* What good are emotions?
* How can we regulate our emotions?
* What is the difference between emotion and mood?

==What is an emotion?==
[[File:Fourcomponents.png|380px|thumb|'''Figure 1'''. Emotions are triggered by significant life events and have at least four distinct components: feelings, bodily arousal, social expression, and goal-directed sense of purpose (based on Reeve, 2018)]]

* Emotions are not easily defined, in part because they are integrated, multi-system experiences
* There are at least four distinct aspects (see Figure 1):
** '''Subjective feelings''': What most people think of as emotion—the ''feeling''
** '''Bodily responses''':  Distinct patterns of physiological activation (e.g., blushing when ashamed)
** '''Social expression''': Communicative aspects, including facial expression, body language, and speech
** '''Sense of purpose''': Emotions stimulate motivated behaviours

==What causes an emotion?==
* Emotions do not occur randomly; they happen for a reason
* Emotions are functional responses to life events
* Different emotions motivate different adaptive behaviours to life events
* However, emotions are &quot;primitive&quot; in that they are approximate, impulsive responses, that may not always be well calibrated (e.g., may go over-the-top or be insufficient or inaccurate)

==How many emotions are there?==
[[File:Circumplex model of affect.png|400px|thumb|'''Figure 2'''. Circumplex model of affect (based on *)]]
[[File:Plutchik-wheel.svg|400px|thumb|'''Figure 3'''. Plutchik's wheel of emotions represents the valence and intensity of core emotions using colour. [http://www.personalityresearch.org/basicemotions/plutchik.html More detail].]]

* Emotion models typically identify five to eight core or basic emotions
* Reeve (2024) describes six core emotions (4 unpleasant and 2 pleasant):
** Fear
** Anger
** Disgust
** Sadness
** Interest
** Joy
* Other common candidate core emotions include:
** Contempt
** Surprise
* Core emotion criteria:
** Distinct facial expression
** Distinct pattern of physiology
** Automatic (unlearned) appraisal
** Distinct antecedent cause
** Inescapable (inevitable) activation
** Presence in other primates
** Rapid onset
** Brief duration
** Distinctive subjective feeling state
** Distinctive cognition
* Core emotion exclusion reasons:
** Derived from a core emotion
** Mood
** Attitude
** Personality trait
** Disorder
** Blend
** Aspect of emotion
* More complex emotion models represent additional dimensions such as:
** Circumplex model of affect (see Figure 2): Building on earlier dimensional and circular representations of emotion (Schlosberg, 1954), Russell established the circumplex model of affect, in which affective states are organised around the dimensions:
*** pleasure–displeasure (valence; positive vs. negative)
*** arousal–sleepiness (Russell, 1978, 1980).
** Intensity (e.g., see Plutchik's wheel of emotions in Figure 3)

==What is the purpose of emotion?==
* Emotions are functional; they facilitate adaptation
* Avoid referring to &quot;good&quot; and &quot;bad&quot; emotions because, from a psychoevolutionary point of view, all emotions evolved for a reason and serve an adaptive purpose.
* Understanding the purpose of one's emotions is part of developing emotional intelligence (i.e., to be able to welcome emotion because it provides important information about how to adapt to one's current life situation)

==How can we control our emotions?==
* [[Emotional self-regulation]] is the ability to manage one's emotion. This is part of [[emotional intelligence]] which consists of:
** '''Emotion recognition in self''': Ability to recognise the type of emotion one is experiencing (emotional literacy)
** '''Emotion regulation in self''': Ability to respond appropriately to one's emotional experience (e.g., if angry, to find appropriate ways of expressing the anger)
** '''Emotion recognition in others''': Ability to recognise the nature of others' emotional experiences
** '''Appropriate responding to emotion in others''': Capacity to respond appropriately to the emotional experiences of others
* Emotion regulation strategies:
** '''Situation selection''': Choosing to enter or avoid situations based on their likely emotional consequences (e.g., avoiding a stressful situation)
** '''Situation modification''': Changing aspects of a situation to alter its emotional impact (e.g., asking someone to change an upsetting behaviour)
** '''Attentional focus''': Directing attention towards or away from aspects of a situation to influence one's emotional experience (e.g., distracting oneself from an upsetting event)
** '''Reappraisal''': Changing how one interprets a situation to alter its emotional meaning (e.g., viewing a setback as an opportunity to learn)
** '''Suppression''': Inhibiting the outward expression of an emotion after it has been experienced (e.g., hiding one's anger)

==What is the difference between emotion and mood?==
* This question relates more broadly to [[w:Affect (psychology)|affect]]
* '''Affect''' = feelings (e.g., the experience of feeling good or bad in a particularly moment)
* Emotion and mood are both affective states, but it is helpful to distinguish between them.
* Grammar tip: Know the difference between “affect” and “effect”:
** affect = feeling; or to influence
** effect = the result or consequence
** see: https://www.touro.edu/departments/writing-center/tutorials/affect-or-effect
* Emotion and mood are both affective states; however they differ according to their:
** '''Antecedents''' - What leads up to the affective state
** '''Action-specificity''' - What the affective states prompts a person to do
** '''Time course''' - The duration of the affective state
* Emotions are short-lived affective responses to specific life events that activate adaptive response
* Moods are more diffuse affective experiences which may last longer than emotions, are not triggered by specific events (e.g., one may just wake up in a bad mood), and don't prompt specific actions in response

==Readings==
* Chapter 11: Nature of emotion ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]])

==Multimedia==

* [https://www.youtube.com/watch?v=gAMbkJk6gnE Feeling all the feels] (CrashCourse Psychology #25, YouTube) (Watch the first 2:01 minss; the rest of the video is more relevant to future lectures): an introduction to emotion
* [https://www.youtube.com/watch?v=xNY0AAUtH3g Emotions and the brain] (Sentis, YouTube, 2012) (2:02 mins): a simple, clear explanation of emotions, the brain, and emotion regulation
* [https://www.youtube.com/watch?v=nEUzQ7yL9A0 Inside out - Meet Riley's emotions] (Pixar, YouTube, 2015) (Watch the first 3:08 mins): Trailer for the animated movie ''Inside Out'' which provides an entertaining look at our emotions, experiences, and memories
** Inside Out (2015) emotions: joy, sadness, anger, fear, and disgust
** Inside Out 2 (2024) emotions: anxiety, envy, embarrassment, and ennui (boredom)
* [https://www.youtube.com/watch?v=gaZDLOAg_Po What is an emotion? (Paul Ekman)] (Mind with Heart, 2012, YouTube) (7:35 mins): Paul Ekman explains what emotion is, why we have emotions, and how they can be regulated
* [https://www.youtube.com/watch?v=ijcydVxCBoA Lie to me] (Quicksubs, YouTube, 2015) (2:01 mins): Trailer for a TV series about lie detection through analysis of facial expression and body language

==Slides==
* [https://docs.google.com/presentation/d/1P8cE3uOywK7OukK_hJKYH-aNFtuKuY-frNqScvBKRFo/edit?usp=sharing Nature of emotion] (Google Slides)&lt;!--
* Handouts
** [[Media:Motivation and Emotion - Lecture 07 - Nature of emotion 6slidesperpage.pdf|Download 6 slides to a page]]: [[File:Motivation and Emotion - Lecture 07 - Nature of emotion 6slidesperpage.pdf|100px]]
** [[Media:Motivation and Emotion - Lecture 07 - Nature of emotion 3slidesperpage.pdf|Download 3 slides to a page]]: [[File:Motivation and Emotion - Lecture 07 - Nature of emotion 3slidesperpage.pdf|100px]]
&lt;!-- * [http://www.slideshare.net/jtneill/nature-of-emotion Lecture slides] (Slideshare) --&gt;

==See also==
* [[/Images/]]

;Lectures
* [[{{#titleparts:{{PAGENAME}}|2}}/Personal control and the self|Personal control and the self]] (Previous lecture)
* [[{{#titleparts:{{PAGENAME}}|2}}/Aspects of emotion|Aspects of emotion]] (Next lecture)

;Tutorial
* [[{{#titleparts:{{PAGENAME}}|1}}/Tutorials/Core emotions|Core emotions]]

;Wikipedia
* [[w:Emotion classification|Emotion classification]]
* [[w:Inside Out (2015 film)|Inside Out]] | [[w:Inside Out 2|Inside Out 2]]
* [[w:Lie to Me|Lie to Me]]
* [[w:Paul Ekman|Paul Ekman]]
* [[w:The Expression of the Emotions in Man and Animals|The Expression of the Emotions in Man and Animals]]

==Recording==
* [Lecture 7] (2026)
* [https://au-lti.bbcollab.com/recording/d5448bdda2f145788a62c999ee582234 Lecture 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/68a5ca1e0ff3483dab76f4939e29c490 Lecture 7] (2024)
* [https://au-lti.bbcollab.com/recording/c8b6153ac42a4eb89724396d9e9e40a0 Lecture 7] (2023)
* [https://au-lti.bbcollab.com/recording/c1cc29b612d04060a52684c01447baa5 Lecture 7] (2022)
* [https://au-lti.bbcollab.com/recording/832453a6efcf4086a235877d20ac5b66 Lecture 7] (2021)
--&gt;

==References==
{{Hanging indent|1=

Ekman, P. &amp; Cordaro, D. (2011). What is meant by calling emotions basic. ''Emotion Review'', ''3'', 364–370. https://doi.org/10.1177/1754073911410740

James, W. (1884). [http://psychclassics.yorku.ca/James/emotion.htm What is an emotion?] ''Mind'', ''9'', 188–205.

Russell, J. A. (1978). Evidence of convergent validity on the dimensions of affect. ''Journal of Personality and Social Psychology'', ''36''(10), 1152–1168. https://doi.org/10.1037/0022-3514.36.10.1152

Russell, J. A. (1980). [https://www.academia.edu/download/38425675/Russell1980.pdf A circumplex model of affect]. ''Journal of Personality and Social Psychology'', ''39''(6), 1161–1178. https://doi.org/10.1037/h0077714

Schlosberg, H. (1954). Three dimensions of emotion. ''Psychological Review'', ''61''(2), 81–88. https://doi.org/10.1037/h0054570

}}

==External links==
* [https://www.youtube.com/watch?v=SJOjpprbfeE Alfred &amp; Shadow - A short story about emotions (education psychology health animation)] (Anne Hilde Vassbø Hagen, 2015)&lt;!-- based on emotion-focused therapy --&gt;
* [https://www.youtube.com/watch?v=P_6vDLq64gE How to spot a liar] (Pamela Meyer, TED Talk, YouTube, 2011, 18:51 mins)
* [https://www.psypost.org/2017/06/depressed-people-medial-prefrontal-cortex-exerts-control-parts-brain-49168 In depressed people, the medial prefrontal cortex exerts more control over other parts of the brain] (PsyPost, 2017)
* [https://www.abc.net.au/news/2024-06-23/inside-out-2-film-brain-changes-puberty-child-new-emotions/103995788 Inside Out 2 is a relatable film about puberty's big brain changes. Here's how to talk to your child about their new emotions] (ABC News, 2024)
{{Motivation and emotion/Lectures/Navigation}}

[[Category:Motivation and emotion/Lectures/Nature of emotion]]</text>
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{{Motivation and emotion/Lectures/Complete}}
&lt;!-- {{Motivation and emotion/Lectures/In development}} --&gt;
&lt;!-- {{Motivation and emotion/Lectures/Complete}} --&gt;
==Overview==
[[File:Mary Magdalene Crying Statue.jpg|200px|right]]
This lecture introduces the psychology of [[emotion]] by considering six key questions.

Take-home messages:
* Emotions involve subjective feelings, physiological and neurological changes, expressive behaviours, and they guide motivation 
* Emotions serve adaptative, functional purposes

==Outline==
* What is an emotion?
* What causes an emotion?
* How many emotions are there?
* What good are emotions?
* How can we regulate our emotions?
* What is the difference between emotion and mood?

==What is an emotion?==
[[File:Fourcomponents.png|380px|thumb|'''Figure 1'''. Emotions are triggered by significant life events and have at least four distinct components: feelings, bodily arousal, social expression, and goal-directed sense of purpose (based on Reeve, 2018)]]

* Emotions are not easily defined, in part because they are integrated, multi-system experiences
* There are at least four distinct aspects (see Figure 1):
** '''Subjective feelings''': What most people think of as emotion—the ''feeling''
** '''Bodily responses''':  Distinct patterns of physiological activation (e.g., blushing when ashamed)
** '''Social expression''': Communicative aspects, including facial expression, body language, and speech
** '''Sense of purpose''': Emotions stimulate motivated behaviours

==What causes an emotion?==
* Emotions do not occur randomly; they happen for a reason
* Emotions are functional responses to life events
* Different emotions motivate different adaptive behaviours to life events
* However, emotions are &quot;primitive&quot; in that they are approximate, impulsive responses, that may not always be well calibrated (e.g., may go over-the-top or be insufficient or inaccurate)

==How many emotions are there?==
[[File:Circumplex model of affect.png|400px|thumb|'''Figure 2'''. Circumplex model of affect (based on *)]]
[[File:Plutchik-wheel.svg|400px|thumb|'''Figure 3'''. Plutchik's wheel of emotions represents the valence and intensity of core emotions using colour. [http://www.personalityresearch.org/basicemotions/plutchik.html More detail].]]

* Emotion models typically identify five to eight core or basic emotions
* Reeve (2024) describes six core emotions (4 unpleasant and 2 pleasant):
** Fear
** Anger
** Disgust
** Sadness
** Interest
** Joy
* Other common candidate core emotions include:
** Contempt
** Surprise
* Core emotion criteria:
** Distinct facial expression
** Distinct pattern of physiology
** Automatic (unlearned) appraisal
** Distinct antecedent cause
** Inescapable (inevitable) activation
** Presence in other primates
** Rapid onset
** Brief duration
** Distinctive subjective feeling state
** Distinctive cognition
* Core emotion exclusion reasons:
** Derived from a core emotion
** Mood
** Attitude
** Personality trait
** Disorder
** Blend
** Aspect of emotion
* More complex emotion models represent additional dimensions such as:
** Circumplex model of affect (see Figure 2): Building on earlier dimensional and circular representations of emotion (Schlosberg, 1954), Russell established the circumplex model of affect, in which affective states are organised around the dimensions:
*** pleasure–displeasure (valence; positive vs. negative)
*** arousal–sleepiness (Russell, 1978, 1980).
** Intensity (e.g., see Plutchik's wheel of emotions in Figure 3)

==What is the purpose of emotion?==
* Emotions are functional; they facilitate adaptation
* Avoid referring to &quot;good&quot; and &quot;bad&quot; emotions because, from a psychoevolutionary point of view, all emotions evolved for a reason and serve an adaptive purpose.
* Understanding the purpose of one's emotions is part of developing emotional intelligence (i.e., to be able to welcome emotion because it provides important information about how to adapt to one's current life situation)

==How can we control our emotions?==
* [[Emotional self-regulation]] is the ability to manage one's emotion. This is part of [[emotional intelligence]] which consists of:
** '''Emotion recognition in self''': Ability to recognise the type of emotion one is experiencing (emotional literacy)
** '''Emotion regulation in self''': Ability to respond appropriately to one's emotional experience (e.g., if angry, to find appropriate ways of expressing the anger)
** '''Emotion recognition in others''': Ability to recognise the nature of others' emotional experiences
** '''Appropriate responding to emotion in others''': Capacity to respond appropriately to the emotional experiences of others
* Emotion regulation strategies:
** '''Situation selection''': Choosing to enter or avoid situations based on their likely emotional consequences (e.g., avoiding a stressful situation)
** '''Situation modification''': Changing aspects of a situation to alter its emotional impact (e.g., asking someone to change an upsetting behaviour)
** '''Attentional focus''': Directing attention towards or away from aspects of a situation to influence one's emotional experience (e.g., distracting oneself from an upsetting event)
** '''Reappraisal''': Changing how one interprets a situation to alter its emotional meaning (e.g., viewing a setback as an opportunity to learn)
** '''Suppression''': Inhibiting the outward expression of an emotion after it has been experienced (e.g., hiding one's anger)

==What is the difference between emotion and mood?==
* This question relates more broadly to [[w:Affect (psychology)|affect]]
* '''Affect''' = feelings (e.g., the experience of feeling good or bad in a particularly moment)
* Emotion and mood are both affective states, but it is helpful to distinguish between them.
* Grammar tip: Know the difference between “affect” and “effect”:
** affect = feeling; or to influence
** effect = the result or consequence
** see: https://www.touro.edu/departments/writing-center/tutorials/affect-or-effect
* Emotion and mood are both affective states; however they differ according to their:
** '''Antecedents''' - What leads up to the affective state
** '''Action-specificity''' - What the affective states prompts a person to do
** '''Time course''' - The duration of the affective state
* Emotions are short-lived affective responses to specific life events that activate adaptive response
* Moods are more diffuse affective experiences which may last longer than emotions, are not triggered by specific events (e.g., one may just wake up in a bad mood), and don't prompt specific actions in response

==Readings==
* Chapter 11: Nature of emotion ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]])

==Multimedia==

* [https://www.youtube.com/watch?v=gAMbkJk6gnE Feeling all the feels] (CrashCourse Psychology #25, YouTube) (Watch the first 2:01 minss; the rest of the video is more relevant to future lectures): an introduction to emotion
* [https://www.youtube.com/watch?v=xNY0AAUtH3g Emotions and the brain] (Sentis, YouTube, 2012) (2:02 mins): a simple, clear explanation of emotions, the brain, and emotion regulation
* [https://www.youtube.com/watch?v=nEUzQ7yL9A0 Inside out - Meet Riley's emotions] (Pixar, YouTube, 2015) (Watch the first 3:08 mins): Trailer for the animated movie ''Inside Out'' which provides an entertaining look at our emotions, experiences, and memories
** Inside Out (2015) emotions: joy, sadness, anger, fear, and disgust
** Inside Out 2 (2024) emotions: anxiety, envy, embarrassment, and ennui (boredom)
* [https://www.youtube.com/watch?v=gaZDLOAg_Po What is an emotion? (Paul Ekman)] (Mind with Heart, 2012, YouTube) (7:35 mins): Paul Ekman explains what emotion is, why we have emotions, and how they can be regulated
* [https://www.youtube.com/watch?v=ijcydVxCBoA Lie to me] (Quicksubs, YouTube, 2015) (2:01 mins): Trailer for a TV series about lie detection through analysis of facial expression and body language

==Slides==
* [https://docs.google.com/presentation/d/1P8cE3uOywK7OukK_hJKYH-aNFtuKuY-frNqScvBKRFo/edit?usp=sharing Nature of emotion] (Google Slides)&lt;!--
* Handouts
** [[Media:Motivation and Emotion - Lecture 07 - Nature of emotion 6slidesperpage.pdf|Download 6 slides to a page]]: [[File:Motivation and Emotion - Lecture 07 - Nature of emotion 6slidesperpage.pdf|100px]]
** [[Media:Motivation and Emotion - Lecture 07 - Nature of emotion 3slidesperpage.pdf|Download 3 slides to a page]]: [[File:Motivation and Emotion - Lecture 07 - Nature of emotion 3slidesperpage.pdf|100px]]
&lt;!-- * [http://www.slideshare.net/jtneill/nature-of-emotion Lecture slides] (Slideshare) --&gt;

==See also==
* [[/Images/]]

;Lectures
* [[{{#titleparts:{{PAGENAME}}|2}}/Personal control and the self|Personal control and the self]] (Previous lecture)
* [[{{#titleparts:{{PAGENAME}}|2}}/Aspects of emotion|Aspects of emotion]] (Next lecture)

;Tutorial
* [[{{#titleparts:{{PAGENAME}}|1}}/Tutorials/Core emotions|Core emotions]]

;Wikipedia
* [[w:Emotion classification|Emotion classification]]
* [[w:Inside Out (2015 film)|Inside Out]] | [[w:Inside Out 2|Inside Out 2]]
* [[w:Lie to Me|Lie to Me]]
* [[w:Paul Ekman|Paul Ekman]]
* [[w:The Expression of the Emotions in Man and Animals|The Expression of the Emotions in Man and Animals]]

==Recording==
* [https://au-lti.bbcollab.com/recording/f34da891871b454787144596074cdde2 Lecture 7] (2026)&lt;!--
* [https://au-lti.bbcollab.com/recording/d5448bdda2f145788a62c999ee582234 Lecture 7] (2025)
* [https://au-lti.bbcollab.com/recording/68a5ca1e0ff3483dab76f4939e29c490 Lecture 7] (2024)
* [https://au-lti.bbcollab.com/recording/c8b6153ac42a4eb89724396d9e9e40a0 Lecture 7] (2023)
* [https://au-lti.bbcollab.com/recording/c1cc29b612d04060a52684c01447baa5 Lecture 7] (2022)
* [https://au-lti.bbcollab.com/recording/832453a6efcf4086a235877d20ac5b66 Lecture 7] (2021)
--&gt;

==References==
{{Hanging indent|1=

Ekman, P. &amp; Cordaro, D. (2011). What is meant by calling emotions basic. ''Emotion Review'', ''3'', 364–370. https://doi.org/10.1177/1754073911410740

James, W. (1884). [http://psychclassics.yorku.ca/James/emotion.htm What is an emotion?] ''Mind'', ''9'', 188–205.

Russell, J. A. (1978). Evidence of convergent validity on the dimensions of affect. ''Journal of Personality and Social Psychology'', ''36''(10), 1152–1168. https://doi.org/10.1037/0022-3514.36.10.1152

Russell, J. A. (1980). [https://www.academia.edu/download/38425675/Russell1980.pdf A circumplex model of affect]. ''Journal of Personality and Social Psychology'', ''39''(6), 1161–1178. https://doi.org/10.1037/h0077714

Schlosberg, H. (1954). Three dimensions of emotion. ''Psychological Review'', ''61''(2), 81–88. https://doi.org/10.1037/h0054570

}}

==External links==
* [https://www.youtube.com/watch?v=SJOjpprbfeE Alfred &amp; Shadow - A short story about emotions (education psychology health animation)] (Anne Hilde Vassbø Hagen, 2015)&lt;!-- based on emotion-focused therapy --&gt;
* [https://www.youtube.com/watch?v=P_6vDLq64gE How to spot a liar] (Pamela Meyer, TED Talk, YouTube, 2011, 18:51 mins)
* [https://www.psypost.org/2017/06/depressed-people-medial-prefrontal-cortex-exerts-control-parts-brain-49168 In depressed people, the medial prefrontal cortex exerts more control over other parts of the brain] (PsyPost, 2017)
* [https://www.abc.net.au/news/2024-06-23/inside-out-2-film-brain-changes-puberty-child-new-emotions/103995788 Inside Out 2 is a relatable film about puberty's big brain changes. Here's how to talk to your child about their new emotions] (ABC News, 2024)
{{Motivation and emotion/Lectures/Navigation}}

[[Category:Motivation and emotion/Lectures/Nature of emotion]]</text>
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  </page>
  <page>
    <title>Characteristics of research</title>
    <ns>0</ns>
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        <id>10242</id>
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      <text bytes="1490" sha1="gfjgbt8ym7p7l7hsiw8ec9n646rcq0o" xml:space="preserve">[[File:Mitarbeiterin der EMPA in St-Gallen.jpg|right|220px|Research scientist]]
==Features of [[Research]]==
# Empirical - based on observations and [[experimentation]]
# Systematic - follows orderly and sequential procedure.
# Controlled - all variables except those that are tested/experimented upon are kept constant. 
# Employs [[hypothesis]] - uses hypothesis as a guiding principle to direct the study
# Analytical - There is critical analysis of all data used so that there is no error in their interpretation 
# Objective, Unbiased, &amp; Logical - all findings are logically based on empirical.
# Employs [[Quantitative research|quantitative]] or statistical methods - data are transformed into numerical measures and are treated statistically.

== See slso ==
* [[Thinking Scientifically]]
* [[Writing discipline specific research papers]]
* [[Wikipedia:Research]]
* [[Wikibooks:Research Methods]]

== Bibliography ==
* {{cite book |isbn=978-0-201-11519-2 |title=The fifth generation: Artificial intelligence and Japan's computer challenge to the world |last1=Feigenbaum |first1=Edward A. |last2=McCorduck |first2=Pamela |year=1983 }}
* {{cite book |isbn=978-1-84628-475-5 |title=An Introduction to Knowledge Engineering |last1=Kendal |first1=Simon |last2=Creen |first2=Malcolm |date=2006-10-04}}
* {{cite book |isbn=0-13-103805-2 |title=Artificial Intelligence: A Modern Approach |last1=Russell |first1=Stuart Jonathan |last2=Norvig |first2=Peter |year=1995 }}

[[Category:Research]]</text>
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  </page>
  <page>
    <title>The necessities in Numerical Methods</title>
    <ns>0</ns>
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    <revision>
      <id>2834256</id>
      <parentid>2833714</parentid>
      <timestamp>2026-09-22T18:22:51Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Non-linear Equations */</comment>
      <origin>2834256</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2914" sha1="n3ym0kvofhps74yhkkxf7ki7ww7yk46" xml:space="preserve">== Calculus == 
=== Numerical Differentiation ===
* Background on Differentiation ([[Media:NM.Diff.1Background.20240625.pdf |pdf]])
* Continuous Function Differentiation ([[Media:NM.Diff.1ContDiff.20241021.pdf |pdf]])
* Discrete Function Differentiation ([[Media:NM.Diff.1Discrete.20241116.pdf |pdf]])
* Forward, Backward, Central Divided Difference
* High Accuracy Differentiation
* Richardson Extrapolation
* Unequal Spaced Data Differentiation
* Numerical Differentiation with Octave
&lt;/br&gt;

=== Non-linear Equations ===
* Bisection Method ([[Media:NM.NLE.1Bisection.20241130.pdf |pdf]])
* Newton-Raphson Method ([[Media:NM.NLE.2Newton.20260921.pdf |pdf]])
* Secant Method
* False-Position Method
&lt;/br&gt;

=== Numerical Integration ===
* Trapezoidal Rule
* Simpson's 1/3 Rule
* Romberg Rule
* Gauss-Quadrature Rule
* Adaptive Quadrature
&lt;/br&gt;

=== Roots of a Nonlinear Equation ===
&lt;/br&gt;

=== Optimization ===
&lt;/br&gt;
&lt;/br&gt;

== Matrix Algebra == 

=== Simultaneous Linear Equations === 
* A system of linear equations ([[Media:SystemLinearEq.20240521.pdf |pdf]])


&lt;/br&gt;

=== Gaussian Elimination === 
&lt;/br&gt;

=== LU Decomposition === 
&lt;/br&gt;

=== Cholesky Decomposition === 
&lt;/br&gt;

=== LDL Decomposition === 
&lt;/br&gt;

=== Gauss-Seidel method === 
&lt;/br&gt;

=== Adequacy of Solutions === 
&lt;/br&gt;

=== Eigenvalue and Singular Value ===
&lt;/br&gt;

=== QRD ===
&lt;/br&gt;

=== SVD ===
&lt;/br&gt;

=== Iterative methods ===
&lt;/br&gt;
&lt;/br&gt;

== Regression ==

=== Linear Regression ===
&lt;/br&gt;

=== Non-linear Regression ===
&lt;/br&gt;

=== Linear Least Squares ===
&lt;/br&gt;
&lt;/br&gt; 


== Interpolation ==

=== Polynomial Interpolation ===
&lt;/br&gt;

=== Linear Splines ===
&lt;/br&gt;

=== Piecewise Interpolation ===
&lt;/br&gt;
&lt;/br&gt; 


== Ordinary Differential Equation ==
&lt;/br&gt;

== Partial Differential Equation ==
&lt;/br&gt;

== FEM (Finite Element Method) ==
&lt;/br&gt;
&lt;/br&gt; 


&lt;/br&gt;


== Using Symbolic Package in Octave ==

* Visit http://octave.sourceforge.net/index.html
* Download symbolic-1.0.9.tar.gz

* In Ubuntu, using the Ubuntu Software Center, I installed GiNac and CLN related software and symbolic package for Octave. But it did not properly installed.

* After extracting files from symbolic-1.0.9.tar.gz, I followed the following steps.
 ./configure 
 ./make 
 ./make INSTALL_PATH=/usr/share/octave/packages/3.2/symbolic-1.0.9 

* While doing this, I got an error message related to mkoctfile. So, I used the following command: sudo apt-get install ocatve3.2-headers. Then I was able to install the symbolic packages in the Ubuntu.

== Read some tutorials about symbolic computation ==

* Symbolic Mathematics in Matlab/GNU Octave (http://faraday.elec.uow.edu.au/subjects/annual/ECTE313/Symbolic_Maths.pdf)

* Symbolic Computations (http://www.math.ohiou.edu/courses/math344/lecture7.pdf)

[[Category:Numerical methods]]

== Using SymPy ( a Python library for symbolic mathematics) == 
&lt;/br&gt;


&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]</text>
      <sha1>n3ym0kvofhps74yhkkxf7ki7ww7yk46</sha1>
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    <revision>
      <id>2834258</id>
      <parentid>2834256</parentid>
      <timestamp>2026-09-22T18:23:53Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Non-linear Equations */</comment>
      <origin>2834258</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2914" sha1="jswfx5jfxli1izge7uyygznhp0cykwm" xml:space="preserve">== Calculus == 
=== Numerical Differentiation ===
* Background on Differentiation ([[Media:NM.Diff.1Background.20240625.pdf |pdf]])
* Continuous Function Differentiation ([[Media:NM.Diff.1ContDiff.20241021.pdf |pdf]])
* Discrete Function Differentiation ([[Media:NM.Diff.1Discrete.20241116.pdf |pdf]])
* Forward, Backward, Central Divided Difference
* High Accuracy Differentiation
* Richardson Extrapolation
* Unequal Spaced Data Differentiation
* Numerical Differentiation with Octave
&lt;/br&gt;

=== Non-linear Equations ===
* Bisection Method ([[Media:NM.NLE.1Bisection.20241130.pdf |pdf]])
* Newton-Raphson Method ([[Media:NM.NLE.2Newton.20260922.pdf |pdf]])
* Secant Method
* False-Position Method
&lt;/br&gt;

=== Numerical Integration ===
* Trapezoidal Rule
* Simpson's 1/3 Rule
* Romberg Rule
* Gauss-Quadrature Rule
* Adaptive Quadrature
&lt;/br&gt;

=== Roots of a Nonlinear Equation ===
&lt;/br&gt;

=== Optimization ===
&lt;/br&gt;
&lt;/br&gt;

== Matrix Algebra == 

=== Simultaneous Linear Equations === 
* A system of linear equations ([[Media:SystemLinearEq.20240521.pdf |pdf]])


&lt;/br&gt;

=== Gaussian Elimination === 
&lt;/br&gt;

=== LU Decomposition === 
&lt;/br&gt;

=== Cholesky Decomposition === 
&lt;/br&gt;

=== LDL Decomposition === 
&lt;/br&gt;

=== Gauss-Seidel method === 
&lt;/br&gt;

=== Adequacy of Solutions === 
&lt;/br&gt;

=== Eigenvalue and Singular Value ===
&lt;/br&gt;

=== QRD ===
&lt;/br&gt;

=== SVD ===
&lt;/br&gt;

=== Iterative methods ===
&lt;/br&gt;
&lt;/br&gt;

== Regression ==

=== Linear Regression ===
&lt;/br&gt;

=== Non-linear Regression ===
&lt;/br&gt;

=== Linear Least Squares ===
&lt;/br&gt;
&lt;/br&gt; 


== Interpolation ==

=== Polynomial Interpolation ===
&lt;/br&gt;

=== Linear Splines ===
&lt;/br&gt;

=== Piecewise Interpolation ===
&lt;/br&gt;
&lt;/br&gt; 


== Ordinary Differential Equation ==
&lt;/br&gt;

== Partial Differential Equation ==
&lt;/br&gt;

== FEM (Finite Element Method) ==
&lt;/br&gt;
&lt;/br&gt; 


&lt;/br&gt;


== Using Symbolic Package in Octave ==

* Visit http://octave.sourceforge.net/index.html
* Download symbolic-1.0.9.tar.gz

* In Ubuntu, using the Ubuntu Software Center, I installed GiNac and CLN related software and symbolic package for Octave. But it did not properly installed.

* After extracting files from symbolic-1.0.9.tar.gz, I followed the following steps.
 ./configure 
 ./make 
 ./make INSTALL_PATH=/usr/share/octave/packages/3.2/symbolic-1.0.9 

* While doing this, I got an error message related to mkoctfile. So, I used the following command: sudo apt-get install ocatve3.2-headers. Then I was able to install the symbolic packages in the Ubuntu.

== Read some tutorials about symbolic computation ==

* Symbolic Mathematics in Matlab/GNU Octave (http://faraday.elec.uow.edu.au/subjects/annual/ECTE313/Symbolic_Maths.pdf)

* Symbolic Computations (http://www.math.ohiou.edu/courses/math344/lecture7.pdf)

[[Category:Numerical methods]]

== Using SymPy ( a Python library for symbolic mathematics) == 
&lt;/br&gt;


&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]</text>
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  <page>
    <title>VHDL programming in plain view</title>
    <ns>0</ns>
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      <text bytes="2278" sha1="lzhjip8g4uiwx2axol1zkaevvitaajl" xml:space="preserve">&lt;!----------------------------------------------------------------------&gt;

== Flip Flop and Latch ==
* FFLatch.Overview.1.A ([[Media:FFLatch.Overview.1.A.20111103.pdf|pdf]])
* Counter.74LS193.1.A ([[Media:Counter.74LS193.1.A.20111108.pdf|pdf]])
* Clock.Overview.1.A ([[Media:Clock.Overview.1.A.20111108.pdf|pdf]])
* Function.Overview.1.A ([[Media:Function.Overview.1.A.20111201.pdf|pdf]])
&lt;br&gt; 

== Versions of VHDL ==
* VHDL Versions ([[Media:VHDL.1.A.Versions.20120619.pdf|pdf]])
* VHDL Libraries ([[Media:VHDL.1.A.Libraries.20140219.pdf|pdf]])
&lt;br&gt;

== Basic Features of VHDL ==
==== Data ====
* Data Objects ([[Media:Data.Object.1A.20260921.pdf|A]], [[Media:Data.Object.1B.20260602.pdf|B]])
* Data Types ([[Media:Data.Type.2A.20260602.pdf|A]], [[Media:Data.Type.2B.20260602.pdf|B]])
* Packages ([[Media:Data.Package.3A.20251206.pdf|pdf]])
* Signal Types ([[Media:Signal.Type.1A.20250614.pdf|pdf]])
* Attributes ([[Media:Data.4.A.Attribute.20251021.pdf|pdf]])
&lt;br&gt;

==== Signals &amp; Variables ====
* Signals &amp; Variables ([[Media:Signal.1A.SigVar.20250614.pdf|pdf]])
* Sequential Signal Assignments ([[Media:Signal.4A.Sequential.20250612.pdf|pdf]])
* Concurrent &amp; Sequential Signal Assignments ([[Media:Signal.1.A.ConSeq.20120611.pdf|pdf]])
* Inertial &amp; Transport Delay Models ([[Media:Signal.2.A.InertTrans.20120704.pdf|pdf]])
* Simulation &amp; Synthesis ([[Media:Signal.3.A.SimSyn.20120504.pdf|pdf]])


&lt;br&gt;

==== Structure ====
* Component ([[Media:Struct.1.A.Component.20120804.pdf|pdf]])
* Configuration ([[Media:Struct.1.A.Configuration.20121003.pdf|pdf]])
* Generic ([[Media:Struct.1.A.Generic.20120802.pdf|pdf]])
&lt;/br&gt;

==== Entity and Architecture ====

&lt;br&gt; 
==== Block Statement ====

&lt;br&gt; 
==== Process Statement ====

&lt;br&gt;
==== Operators ====

&lt;br&gt;
==== Assignment Statement ====

&lt;br&gt; 
==== Concurrent Statement ====

&lt;br&gt; 
==== Sequential Control Statement ====

&lt;br&gt;
==== Function ====
* Function.1.A Usage ([[Media:Function.1.A.Usage.20120611.pdf|pdf]])
* Function.2.A Conversion Function ([[Media:Function.2.A.Conversion.pdf|pdf]])
* Function.3.A Resolution Function ([[Media:Function.3.A.Resolution.pdf|pdf]])

&lt;br&gt;
==== Procedure ====


&lt;br&gt;
==== Package ====
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:VHDL]]
[[Category:FPGA]]</text>
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      <id>2834249</id>
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      <text bytes="2278" sha1="rgdsia1e53t9s6ql3wzz67zf2suv1yh" xml:space="preserve">&lt;!----------------------------------------------------------------------&gt;

== Flip Flop and Latch ==
* FFLatch.Overview.1.A ([[Media:FFLatch.Overview.1.A.20111103.pdf|pdf]])
* Counter.74LS193.1.A ([[Media:Counter.74LS193.1.A.20111108.pdf|pdf]])
* Clock.Overview.1.A ([[Media:Clock.Overview.1.A.20111108.pdf|pdf]])
* Function.Overview.1.A ([[Media:Function.Overview.1.A.20111201.pdf|pdf]])
&lt;br&gt; 

== Versions of VHDL ==
* VHDL Versions ([[Media:VHDL.1.A.Versions.20120619.pdf|pdf]])
* VHDL Libraries ([[Media:VHDL.1.A.Libraries.20140219.pdf|pdf]])
&lt;br&gt;

== Basic Features of VHDL ==
==== Data ====
* Data Objects ([[Media:Data.Object.1A.20260922.pdf|A]], [[Media:Data.Object.1B.20260602.pdf|B]])
* Data Types ([[Media:Data.Type.2A.20260602.pdf|A]], [[Media:Data.Type.2B.20260602.pdf|B]])
* Packages ([[Media:Data.Package.3A.20251206.pdf|pdf]])
* Signal Types ([[Media:Signal.Type.1A.20250614.pdf|pdf]])
* Attributes ([[Media:Data.4.A.Attribute.20251021.pdf|pdf]])
&lt;br&gt;

==== Signals &amp; Variables ====
* Signals &amp; Variables ([[Media:Signal.1A.SigVar.20250614.pdf|pdf]])
* Sequential Signal Assignments ([[Media:Signal.4A.Sequential.20250612.pdf|pdf]])
* Concurrent &amp; Sequential Signal Assignments ([[Media:Signal.1.A.ConSeq.20120611.pdf|pdf]])
* Inertial &amp; Transport Delay Models ([[Media:Signal.2.A.InertTrans.20120704.pdf|pdf]])
* Simulation &amp; Synthesis ([[Media:Signal.3.A.SimSyn.20120504.pdf|pdf]])


&lt;br&gt;

==== Structure ====
* Component ([[Media:Struct.1.A.Component.20120804.pdf|pdf]])
* Configuration ([[Media:Struct.1.A.Configuration.20121003.pdf|pdf]])
* Generic ([[Media:Struct.1.A.Generic.20120802.pdf|pdf]])
&lt;/br&gt;

==== Entity and Architecture ====

&lt;br&gt; 
==== Block Statement ====

&lt;br&gt; 
==== Process Statement ====

&lt;br&gt;
==== Operators ====

&lt;br&gt;
==== Assignment Statement ====

&lt;br&gt; 
==== Concurrent Statement ====

&lt;br&gt; 
==== Sequential Control Statement ====

&lt;br&gt;
==== Function ====
* Function.1.A Usage ([[Media:Function.1.A.Usage.20120611.pdf|pdf]])
* Function.2.A Conversion Function ([[Media:Function.2.A.Conversion.pdf|pdf]])
* Function.3.A Resolution Function ([[Media:Function.3.A.Resolution.pdf|pdf]])

&lt;br&gt;
==== Procedure ====


&lt;br&gt;
==== Package ====
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

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    <title>User:Platos Cave (physics)/Simulation Hypothesis/God (programmer)</title>
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'''Is God a Programmer? Analyzing the simulation universe hypothesis at the Planck scale'''

The [[w:simulation hypothesis |simulation hypothesis]] is the proposal that all of reality, including the Earth and the rest of the universe, could be an artificial simulation, such as a computer simulation. [[w:Neil_deGrasse_Tyson |Neil deGrasse Tyson]] put the odds at 50-50 that our entire existence is a program on someone else’s hard drive &lt;ref&gt;Are We Living in a Computer Simulation? https://www.scientificamerican.com/article/are-we-living-in-a-computer-simulation/&lt;/ref&gt;. [[w:David_Chalmers |David Chalmers]] noted “We in this universe can create simulated worlds and there’s nothing remotely spooky about that. Our creator isn’t especially spooky, it’s just some teenage hacker in the next universe up. Turn the tables, and we are essentially gods over our own computer creations &lt;ref&gt;https://www.youtube.com/watch?v=yqbS5qJU8PA, David Chalmers, Serious Science&lt;/ref&gt; &lt;ref&gt;The Matrix as Metaphysics, David Chalmers http://consc.net/papers/matrix.pdf&lt;/ref&gt;.

The commonly postulated [[w:Ancestor_simulation |ancestor simulation]] approach, which [[w:Nick Bostrom |Nick Bostrom]] called &quot;the simulation argument&quot;, argues for &quot;high-fidelity&quot; simulations of ancestral life that would be indistinguishable from reality to the simulated ancestor. However this simulation variant can be traced back to an 'organic base reality' (the original programmer ancestors and their physical planet). 

The Programmer God hypothesis &lt;ref&gt;https://codingthecosmos.com/  Programming at the Planck scale using geometrical objects&lt;/ref&gt; conversely states that a (deep universe) simulation began with the big bang and was programmed by an external intelligence (external to the physical universe), the Programmer by definition a God in the creator of the universe context. Our universe in its entirety, down to the smallest detail, and including life-forms, is within the simulation, the laws of nature, at their most fundamental level, are coded rules running on top of the simulation operating system. The operating system itself is mathematical (and potentially the origin of mathematics).


Any candidate for a Programmer-God simulation-universe source code must satisfy these conditions;
:1. It can generate physical structures from mathematical forms.
:2. The sum universe is dimensionless (simply data on a celestial hard disk).
:3. We must be able to use it to derive the laws of physics (because the source code is the origin of the laws of nature, and the laws of physics are our observations of the laws of nature).
:4. The mathematical logic must be unknown to us (the Programmer is a non-human intelligence).
:5. The coding should have an 'elegance' commensurate with the Programmer's level of skill.


== Philosophy ==
Physicist [[w:Eugene Wigner |Eugene Wigner]] ([[w:The_Unreasonable_Effectiveness_of_Mathematics_in_the_Natural_Sciences |The Unreasonable Effectiveness of Mathematics in the Natural Sciences]]) &lt;ref&gt;{{Cite journal | last1 = Wigner | first1 = E. P. | authorlink = Eugene Wigner| doi = 10.1002/cpa.3160130102 | title = The unreasonable effectiveness of mathematics in the natural sciences. Richard Courant lecture in mathematical sciences delivered at New York University, May 11, 1959 | journal = Communications on Pure and Applied Mathematics | volume = 13 | pages = 1–14 | year = 1960 | pmid =  | pmc = |bibcode = 1960CPAM...13....1W }}&lt;/ref&gt;
&lt;blockquote&gt;The miracle of the appropriateness of the language of mathematics for the formulation of the laws of physics is a wonderful gift which we neither understand nor deserve. &lt;/blockquote&gt;


=== Discussion ===
[[w:Philosophy of mathematics  |Philosophy of mathematics]] is that branch of philosophy which attempts to answer questions such as: ‘why is mathematics useful in describing nature?’, ‘in which sense, if any, do mathematical entities such as numbers exist?’ and ‘why and how are mathematical statements true?’ This reasoning comes about when we realize (through thought and experimentation) how the behavior of Nature follows mathematics to an extremely high degree of accuracy. The deeper we probe the laws of Nature, the more the physical world disappears and becomes a world of pure math. Mathematical realism holds that mathematical entities exist independently of the human mind. We do not invent mathematics, but rather discover it. Triangles, for example, are real entities that have an existence &lt;ref&gt;- http://plato.stanford.edu/entries/platonism-mathematics/&lt;/ref&gt;. 

The mathematical universe refers to universe models whose underlying premise is that the physical universe has a mathematical origin, the physical (particle) universe is a construct of the mathematical universe, and as such physical reality is a perceived reality. It can be considered a form of [[w:Pythagoreanism | Pythagoreanism]] or [[w:Platonism | Platonism]] in that it proposes the existence of ''mathematical objects''; and a form of [[w:philosophy of mathematics | mathematical monism]] in that it denies that anything exists except these ''mathematical objects''.

Physicist [[w:Max Tegmark | Max Tegmark]] in his book &quot;Our Mathematical Universe: My Quest for the Ultimate Nature of Reality&quot;&lt;ref name=&quot;Tegmark1998&quot;&gt;{{cite journal|last=Tegmark |first=Max |date=November 1998 |title=Is &quot;the Theory of Everything&quot; Merely the Ultimate Ensemble Theory? |journal=Annals of Physics |volume=270 |issue=1 |pages=1–51 |doi=10.1006/aphy.1998.5855 |arxiv = gr-qc/9704009 |bibcode = 1998AnPhy.270....1T }}&lt;/ref&gt;&lt;ref&gt;M. Tegmark 2014, &quot;[http://mathematicaluniverse.org Our Mathematical Universe]&quot;, Knopf&lt;/ref&gt; proposed that ''Our external physical reality is a mathematical structure''.&lt;ref name=&quot;Tegmark2008&quot;&gt;{{cite journal|last=Tegmark |first=Max |date=February 2008 |title=The Mathematical Universe |journal=Foundations of Physics |volume=38 |issue=2 |pages=101–150 |doi=10.1007/s10701-007-9186-9 |arxiv=0704.0646|bibcode = 2008FoPh...38..101T }}&lt;/ref&gt;  That is, the physical universe is not merely ''described by'' mathematics, but ''is'' mathematics (specifically, a [[w:mathematical structure | mathematical structure]]).  Mathematical existence equals physical existence, and all structures that exist mathematically exist physically as well.  Any &quot;self-aware substructures will subjectively perceive themselves as existing in a physically 'real' world&quot;.&lt;ref&gt;Tegmark (1998), p. 1.&lt;/ref&gt;

The principle constraints to any mathematical universe simulation hypothesis are; 

1. the computational resources required. The ancestor simulation can resolve this by adapting from the [[w:virtual rality |virtual reality]] approach where only the observable region is simulated and only to the degree required, and

2. that any 'self-aware structures' (humans for example) within the simulation must &quot;subjectively perceive themselves as existing in a physically 'real' world&quot;.&lt;ref&gt;Tegmark (1998), p. 1.&lt;/ref&gt;. Succinctly, our computer games may be able to simulate our physical world, but they are still only simulations of a physical reality (regardless of how realistic they may seem) ... we are not yet able to program actual physical dimensions of mass, space and time from mathematical structures, and indeed this may not be possible with a computer hard-ware architecture that can only process binary data.


=== Deep-universe source code ===
As a deep-universe simulation is programmed by an external (external to the universe) intelligence (the Programmer God hypothesis), we cannot presume a priori knowledge regarding the simulation source code other than from this code the laws of nature emerged, and so any deep-universe simulation model we try to emulate must be universal, i.e.: independent of any system of units, of the [[w:Dimensional_analysis |dimensioned]] [[w:physical constants |physical constants]] (''G'', ''h'', ''c'', ''e'' .. ), and of any numbering systems. Furthermore, although a deep-universe simulation source code may use mathematical forms (circles, spheres ...) we are familiar with (for ultimately the source code is the origin of these forms), it will have been developed by a non-human intelligence and so we may have to develop new mathematical tools to decipher the underlying logic. By implication therefore, any theoretical basis for a source code that fits the above criteria (and from which the laws of nature will emerge), could be construed as our first tangible evidence of a non-human intelligence.


=== Constants ===
A physical universe is characterized by measurable quantities (size, mass, color, texture ...), and so a physical universe can be measured and defined. Contrast then becomes information, the statement ''this is a big apple'' requires a ''small apple'' against which big becomes a relative term. For analytical purposes we select a reference value, for example 0C or 32F, and measure all temperatures against this reference. The smaller the resolution of the measurements, the greater the information content (the file size of a 32 mega-pixel photo is larger than a 4 mega-pixel photo). A simulation universe may be presumed to also have a resolution dictating how much information the simulation can store and manipulate. 

To measure the fundamental parameters of our universe physics uses [[w:physical constant |physical constants]]. A physical constant is a [[w:physical quantity |physical quantity]] that is generally believed to be both universal in nature and have a constant value in time. These can be divided into 


1) dimension-ed (measured using physical units ''kg'', ''m'', ''s'', ''A'' ...) such as the [[w:speed of light |speed of light]] ''c'', [[w:gravitational constant |gravitational constant]] ''G'', [[w:Planck constant |Planck constant]] ''h'' ... as in the table

{| class=&quot;wikitable&quot;
|+ Physical constants
! constant
! symbol 
! SI units
|-
| [[w:Speed of light | Speed of light]]
| ''c''
| &lt;math&gt;\frac{m}{s}&lt;/math&gt;
|-
| [[w:Planck constant | Planck constant]]
| ''h''
| &lt;math&gt;\frac{kg \;m^2}{s}&lt;/math&gt;
|-
| [[w:Elementary charge |Elementary charge]]
| ''e''
| &lt;math&gt;C = A s&lt;/math&gt;
|-
| [[w:Boltzmann constant | Boltzmann constant]]
| ''k''&lt;sub&gt;B&lt;/sub&gt;
| &lt;math&gt;\frac{kg \;m^2}{s^2 \;K}&lt;/math&gt;
|} 

Physicist [[w: |Lev Okun]] noted &quot;Theoretical equations describing the physical world deal with dimensionless quantities and their solutions depend on dimensionless fundamental parameters. But experiments, from which these theories are extracted and by which they could be tested, involve measurements, i.e. comparisons with standard dimension-ful scales. Without standard dimension-ful units and hence without certain conventions physics is unthinkable &lt;ref&gt;Michael J. Duff et al, Journal of High Energy Physics, Volume 2002, JHEP03(2002)&lt;/ref&gt;. 


2) dimension-less, such as the [[w:Fine-structure_constant |fine structure constant]] ''α''. A dimension-less constant does not measure any physical quantity (it has no units; units = 1).


3) dimension-less [[w:mathematical constant |mathematical constants]], most notably [[w:pi |pi]] = 3.14159265358979 and [[w:Natural_logarithm |e]] = 2.718281828459. Although these are [[w:transcendental number |transcendental numbers]], they can be constructed by integers in a series, and so for a universe expanding incrementally (see simulation time), these constants could be formed within the simulation. For example, at time ''t'';

&lt;math display=block&gt;t = 1;  \frac{\pi^2}{6} = \frac{1}{t^2} &lt;/math&gt;

&lt;math display=block&gt;t = 2;  \frac{\pi^2}{6} = \frac{1}{1^2} + \frac{1}{t^2}&lt;/math&gt;

&lt;math display=block&gt;t = now:  \frac{\pi^2}{6} = \frac{1}{1^2} + \frac{1}{2^2} + \frac{1}{3^2} + \frac{1}{4^2} + \cdots + \frac{1}{t^2} &lt;/math&gt;


We may now define the fundamental physical constant as a parameter specifically chosen by the Programmer and is encoded into the simulation code directly, and so whilst it may be inferable, it is not derived from other constants ([[w:Fine-structure_constant#Numerological_explanations_and_multiverse_theory |Richard Feynman on the fine structure constant]]). It should also be dimension-less otherwise the simulation itself becomes dimensioned (if the simulation is running on a celestial computer it is merely data, it has no physical size or shape or ...), and so the dimensioned constants (''G'', ''h'', ''c'', ''e''...) must all be derivable (derived from within the simulation) via the (embedded in the source code) fundamental physical constants (of which the fine structure constant alpha may be an example). Although [[w:pi |pi]] and [[w:Natural_logarithm |e]] are dimensionless, they can be derived internally (from integers), and as they have application in the mathematical realm, they can be referred to as mathematical constants. 


==== Planck scale ====
The [[w:Planck scale |Planck scale]] refers to the magnitudes of space, time, energy and other units, below which (or beyond which) the predictions of the [[w:Standard Model |Standard Model]], [[w:quantum field theory |quantum field theory]] and [[w:general relativity |general relativity]] are no longer reconcilable, and [[w:Quantum Gravity |quantum effects of gravity]] are expected to dominate (quantum gravitational effects only appear at length scales near the Planck scale). 

Although particles may not be cognizance of our 'laws of physics', they do know the 'laws of nature'. These laws of nature would run directly off the universe OS (operating system), and so below this OS, 'physics' as we know it must necessarily break down. At present the Planck scale is the lowest known level, consequently any attempt to detect evidence of an underlying simulation coding must consider (if not actually begin at) this, the Planck scale&lt;ref&gt;https://www.youtube.com/watch?v=AMQRXGYCDrY Planck scale, Brian Greene&lt;/ref&gt;.   

The [[w:International_System_of_Units |SI units]] for the dimension-ful mksa units are;  meter (length), kilogram (mass), second (time), ampere (electric current). There are Planck units that represent these SI units, and so a simulation could use them as discrete building blocks; [[w:Planck length |Planck length]] (the smallest possible unit of length), [[w:Planck mass |Planck mass]] (the unit of mass), [[w:Planck time |Planck time]] (the smallest possible unit of time), [[w:Planck charge |Planck charge]] (the unit of charge). The speed of light then becomes ''c'' = 1 Planck length / 1 Planck time. These units would define the resolution and so information carrying capacity of the simulation universe.


==== Numbering systems ====
As well as our decimal system, computers apply binary and hexadecimal numbering systems. In particular the decimal and hexadecimal are of terrestrial origin and may not be considered 'universal'. Furthermore numbering systems measure only the frequency of an event and contain no information as to the event itself. The number 299 792 458 could refer to the speed of light (299 792 458 m/s) or could equally be referring to the number of apples in a container (299 792 458 apples). As such, numbers require a 'descriptive', whether m/s or apples. Numbers also do not include their history, is 299 792 458 for example a derivation of other base numbers?

Present universe simulations use the laws of physics and the physical constants are built in, however both these laws and the physical constants are known only to a limited precision, and so a simulation with 10&lt;sup&gt;62&lt;/sup&gt; iterations (the present age of the universe in units of Planck time) will accumulate errors. Number based computing may be sufficient for ancestor-simulation models where only the observed region needs to be calculated, but has inherent limitations for deep universe simulations where the entire universe is continuously updated. The actual computational requirements for a Planck scale universe simulation based on a numbering system with the laws of physics embedded would be an unknown and consequently lead to an 'non-testable' hypothesis. This is a commonly applied reasoning for rejecting the deep universe simulation.


==== Geometrical objects ====
A mathematical constant such as [[w:pi |pi]] refers to a geometrical construct (the ratio of circle circumference to circle radius) and so is not constrained by any particular numbering system (in the decimal system π = 3.14159...), and so may be considered both universal and eternal. Likewise, by assigning geometrical objects instead of numbers to the Planck units, the problems with a numbering system can be resolved. These objects would however have to fulfill the following conditions; 


1) embedded attribute - for example the object for length must embed the function of ''length'' such that a descriptive (km, mile ... ) is not required. Electron wavelength would then be measurable in terms of the length object, as such the length object must be embedded within the electron (the electron object). Although the mass object would incorporate the function ''mass'', the time object the function ''time'' ..., it is not necessary that there be an individual physical mass or physical length or physical time ..., but only that in relation to the other units, the object must express that function (i.e.: the mass object has the function of mass when in the presence of the objects for space and time). The electron could then be a complex event (complex geometrical object) constructed by combining the objects for mass, length, time and charge into 1 event, and thus electron charge, wavelength, frequency and mass would then be different aspects of that 1 geometry (the electron event) and not independent parameters (independent of each other).
 

2) The objects for mass, length, time and charge must be able to combine with each other [[w:Lego |Lego-style]] to form more complex objects (events) such as electrons and apples whilst still retaining the underlying information (the mass of the apple derives from the mass objects embedded within that apple). 
Not only must these objects be able to form complex events such as particles, but these events themselves are geometrical objects and so must likewise function according to their geometries. Electrons would orbit protons according to their respective electron and proton geometries, these orbits the result of geometrical imperatives and not due to any built-in laws of physics (the orbital path is a consequence of all the underlying geometries). However, as orbits follow regular and repeating patterns, they can be described (by us) using mathematical formulas. As the events grow in complexity (from atoms to molecules to planets), so too will the patterns (and likewise the formulas we use to describe them). Consequently the ''laws of physics'' would then become our mathematical descriptions of the underlying geometrically imposed patterns. 


3) These objects would replace coded instructions (the instruction sets would be built into the objects) thereby instigating a geometrically autonomous universe. The electron 'knows' what to do by virtue of the information encoded within its geometry, no coded electron CALL FUNCTION is required. This would be equivalent to combining the hardware, software and CPU together such that the 'software' changes (adjusts) to the changing 'hardware' (DNA may be an analogy).

  
Note: A purely mathematical universe has no limits in size and can be infinitely large and infinity small. A geometrical universe (that uses objects) has limitations, it can be no smaller than the smallest object for example and has discrete parts (those objects). The philosophy of the TOE (theory of everything) therefore includes a debate between the mathematical universe and the geometrical universe, however this distinction between mathematical and geometrical would only be apparent at the Planck scale.


=== Evidence of a simulation ===
The laws of physics are our incomplete observations of the natural universe, and so evidence of a simulation may be found in ambiguities or anomalies within these laws. Furthermore, if complexity arises over time, then at unit time the 'handiwork' of the Programmer may be notable by a simplicity and elegance of the geometries employed ... for the Programmer by definition has God-level programming skills. Here is a notable example.
     

Mass, space and time from the number 1

The dimensions of mass, space and time are considered by science to be independent of each other, we cannot measure the ''distance'' from Tokyo to London using kilograms and amperes, or measure ''mass'' using space and time. Indeed, what characterizes a physical universe as opposed to a simulated universe is the notion that there is a fundamental structure underneath, that in some sense mass 'is', that time 'is' and space 'is' ... thus we cannot write ''kg'' in terms of ''m'' and ''s''. To do so would render our concepts of a physical universe meaningless. The 26th General Conference on Weights and Measures ([[w:2019 redefinition of SI base units|2019 redefinition of SI base units]]) assigned exact numerical values to 4 physical constants (''h, c, e, k''&lt;sub&gt;B&lt;/sub&gt;) independently of each other (and thereby confirming these as fundamental constants), and as they are measured in SI units ('''kg''', '''m''', '''s''', '''A''', '''K'''), these units must also be independent of each other (i.e.: these are fundamental units, for example if we could define ''m'' using ''A'' then the speed of light could be derived from, and so would depend upon, the value for the elementary charge ''e'', and so the value for ''c'' could not be assigned independently from ''e''). 

{| class=&quot;wikitable&quot;
|+ Physical constants
! constant
! symbol 
! SI units
|-
| [[w:Speed of light | Speed of light]]
| ''c''
| &lt;math&gt;\frac{m}{s}&lt;/math&gt;
|-
| [[w:Planck constant | Planck constant]]
| ''h''
| &lt;math&gt;\frac{kg \;m^2}{s}&lt;/math&gt;
|-
| [[w:Elementary charge |Elementary charge]]
| ''e''
| &lt;math&gt;C = A s&lt;/math&gt;
|-
| [[w:Boltzmann constant | Boltzmann constant]]
| ''k''&lt;sub&gt;B&lt;/sub&gt;
| &lt;math&gt;\frac{kg \;m^2}{s^2 \;K}&lt;/math&gt;
|} 


We are familiar with inverse properties; plus charge and minus charge, matter and anti-matter ... and we can observe how these may form and/or cancel each other. A simulation universe however is required to be dimensionless (in sum total), for the simulated universe does not 'exist' in any physical sense outside of the 'Computer' (it is simply data on a celestial hard-disk). 

Our universe does not appear to have inverse properties such as anti-mass (-kg), anti-time (-s) or anti-space (anti-length -m), therefore the first problem the Programmer must solve is how to create the physical scaffolding (of mass, space and time). For example, the Programmer can start by selecting 2 dimensioned quantities, here are used ''r'', ''v'' &lt;ref&gt;{{Cite journal | last1 = Macleod | first1 = Malcolm J. |title= Programming Planck units from a mathematical electron; a Simulation Hypothesis |journal=Eur. Phys. J. Plus |volume=113 |pages=278 |date=22 March 2018 | doi=10.1140/epjp/i2018-12094-x }}&lt;/ref&gt; such that

:&lt;math&gt;kg = \frac{r^4}{v},\; m = \frac{r^9}{v^5},\; s = \frac{r^9}{v^6},\; A = \frac{v^3}{r^6}&lt;/math&gt;

Quantities ''r'' and ''v'' are chosen so that no unit (''kg'', ''m'', ''s'', ''A'') can cancel another unit (i.e.: the ''kg'' cannot cancel the ''m'' or the ''s'' ...), and so we have 4 independent units (we still cannot define the ''kg'' using the ''m'' or the ''s'' ...), however if 3 (or more) units are combined together in a specific ratio, they can cancel (in a certain ratio our ''r'' and ''v'' become inverse properties and so cancel each other; units = 1).

&lt;math&gt;f_X = \frac{kg^9 s^{11}}{m^{15}} = \frac{(\frac{r^4}{v})^9 (\frac{r^9}{v^6})^{11}}{(\frac{r^9}{v^5})^{15}} = 1&lt;/math&gt;

This f&lt;sub&gt;X&lt;/sub&gt;, although embedded within are the dimensioned structures for mass, time and length (in the above ratio), would be a dimensionless mathematical structure, units = 1. Thus we may create as much mass, time and length as we wish, the only proviso being that they are created in f&lt;sub&gt;X&lt;/sub&gt; ratios, so that regardless of how massive, old and large our universe becomes, it is still in sum total dimensionless. 

Defining the dimensioned quantities ''r'', ''v'' in SI unit terms.

:&lt;math&gt;r = (\frac{kg\;m}{s})^{1/4}&lt;/math&gt;

:&lt;math&gt;v = \frac{m}{s}&lt;/math&gt;


Mass
:&lt;math&gt;\frac{r^4}{v} = (\frac{kg\;m}{s})\;(\frac{s}{m}) = kg&lt;/math&gt;


Length
:&lt;math&gt;(r^9)^4 = \frac{kg^9\;m^9}{s^9} &lt;/math&gt;

:&lt;math&gt;(\frac{1}{v^5})^4 = \frac{s^{20}}{m^{20}}&lt;/math&gt;

:&lt;math&gt;(\frac{r^9}{v^5})^4 = \frac{kg^9 s^{11}}{m^{11}} = m^4 \frac{kg^9 s^{11}}{m^{15}} = m^4 f_X = m^4&lt;/math&gt;


Time
:&lt;math&gt;(r^9)^4 = \frac{kg^9\;m^9}{s^9} &lt;/math&gt;

:&lt;math&gt;(\frac{1}{v^6})^4 = \frac{s^{24}}{m^{24}}&lt;/math&gt;

:&lt;math&gt;(\frac{r^9}{v^6})^4 = \frac{kg^9 s^{15}}{m^{15}} = s^4 \frac{kg^9 s^{11}}{m^{15}} = s^4 f_X = s^4&lt;/math&gt;


And so, although f&lt;sub&gt;X&lt;/sub&gt; is a dimensionless mathematical structure, we can embed within it the (mass, length, time ...) structures along with their dimensional attributes (kg, m, s, A ..). In the mathematical electron model &lt;ref&gt;{{Cite journal | last1 = Macleod | first1 = Malcolm J. |title= Programming Planck units from a mathematical electron; a Simulation Hypothesis |journal=Eur. Phys. J. Plus |volume=113 |pages=278 |date=22 March 2018 | doi=10.1140/epjp/i2018-12094-x }}&lt;/ref&gt;, the electron itself is an example of an f&lt;sub&gt;X&lt;/sub&gt; structure, it (f&lt;sub&gt;electron&lt;/sub&gt;) is a dimensionless geometrical object that embeds the physical electron parameters of wavelength, frequency, charge (note: A-m = ampere-meter are the units for a [[w:Magnetic_monopole#In_SI_units |magnetic monopole]]). 

&lt;math&gt;f_{electron}&lt;/math&gt; 

:&lt;math&gt;units = \frac{A^3 m^3}{s} = \frac{(\frac{v^3}{r^6})^3 (\frac{r^9}{v^5})^3}{(\frac{r^9}{v^6})} = 1&lt;/math&gt;  

We may note that at the macro-level (of planets and stars) these f&lt;sub&gt;X&lt;/sub&gt; ratio are not found, and so this level is the domain of the observed physical universe, however at the quantum level, f&lt;sub&gt;X&lt;/sub&gt; ratio do appear, f&lt;sub&gt;electron&lt;/sub&gt; as an example, the mathematical and physical domains then blurring. This would also explain why physics can measure precisely the parameters of the electron (wavelength, mass ...), but has never found the electron itself. 


== Programming ==
 “God vs. science debates tend to be restricted to the premise that a God does not rely on science and that science does not need a God. As science and God are thus seen as mutually exclusive there are few, if any, serious attempts to construct mathematical models of a universe whose principle axiom does require a God. However, if there is an Intelligence responsible for the 14 billion year old universe of modern physics, being the universe of Einstein and Dirac, and beginning with the big bang as the act of 'creation', then we must ask how it might be done? What construction technique could have been used to set the laws of physics in motion?” &lt;ref&gt;[https://codingthecosmos.com/ Programming at the Planck scale using geometrical objects]&lt;/ref&gt;

 
=== Simulation Time ===
The (dimensionless) simulation clock-rate would be defined as the minimum 'time variable' ('''age''') increment to the simulation. Using a simple loop as analogy (and based around this f&lt;sub&gt;X&lt;/sub&gt; postulate) at ''age'' = 1, the simulation begins (the big bang), certain processes occur, when these are completed ''age'' increments (''age'' = 2, then 3, then 4 ... ) until ''age'' reaches ''the_end'' and the simulation stops.  
  
  'begin simulation
  FOR age = 1 TO the_end                       'big bang = 1                 
          conduct certain processes ........ 
  NEXT age 
  'end simulation


[[w:Quantum spacetime |Quantum spacetime]] and [[w:Quantum gravity |Quantum gravity]] models refer to [[w:Planck time | Planck time]] as the smallest discrete unit of time and so the incrementing variable '''age''' could be used to generate units of Planck time (and other Planck units, the physical scaffolding of the universe). In a geometrical model, to these Planck units could be assigned geometrical objects, for example;

  Initialize_physical_constants;
  FOR age = 1 TO the_end                                                    
          generate 1 unit of (Planck) time;       '1 time 'object' T
          generate 1 unit of (Planck) mass;       '1 mass 'object' M
          generate 1 unit of (Planck) length;     '1 length 'object' L
          ........ 
  NEXT age 


The variable ''age'' is the simulation clock-rate, it is simply a counter (1, 2, 3 ...) and so is a dimensionless number, the object T is the geometrical Planck time object, it is dimensioned and is measured by us in seconds. If ''age'' is the origin of Planck time (1 increment to ''age'' generates 1 T object) then ''age'' = 10&lt;sup&gt;62&lt;/sup&gt;, this is based on the present [[w:Age_of_the_universe |age of the universe]], which, at 14 billion years, equates to  10&lt;sup&gt;62&lt;/sup&gt; units of Planck time. 

For each ''age'', certain operations are performed, only after they are finished does ''age'' increment (there is no ''time'' interval between increments). As noted, ''age'' being dimensionless, is not the same as dimensioned Planck time which is the geometrical object T, and this T, being dimensioned, can only appear within the simulation. The analogy would be frames of a movie, each frame contains dimensioned information but there is no ''time'' interval between frames.

  FOR age = 1 TO the_end (of the movie)                                                   
          display frame{age}
  NEXT age 

Although operations (between increments to ''age'') may be extensive, self-aware structures from within the simulation would have no means to determine this, they could only perceive themselves as being in a real-time (for them the smallest unit of ''time'' is 1T, just as the smallest unit of ''time'' in a movie is 1 frame). Their (those self-aware structures) dimension of time would then be a measure of relative motion (a change of state), and so although ultimately deriving from the variable ''age'', their time would not be the same as ''age''. If there was no motion, if all particles and photons were still (no change of state), then their time dimension could not update (if every frame in a movie was the same then actors within that movie could not register a change in time), ''age'' however would continue to increment. 

Thus we have 3 time structures; 1) the dimension-less simulation clock-rate variable ''age'', 2) the dimensioned time unit (object T), and 3) time as change of state (the observers time). Observer time requires a memory of past events against which a change of state can be perceived.


The forward increment to ''age'' would constitute the [[w:arrow of time |arrow of time]]. Reversing this would reverse the arrow of time, the universe would likewise shrink in size and mass accordingly (just as a [[w:white hole |white hole]] is the (time) reversal of a [[w:black hole |black hole]]). 

  FOR age = the_end TO 1 STEP -1                                 
          delete 1 unit of Planck time;
          delete 1 unit of Planck mass;
          delete 1 unit of Planck length;
          ........ 
  NEXT age 


Adding mass, length and time objects per increment to ''age'' would force the universe expansion (in size and mass), and as such an anti-gravitational [[w:dark energy |dark energy]] would not be required, however these objects are dimensioned and so are generated within the simulation. This means that they must somehow combine in a specific ratio whereby they (the units for mass length, time, charge; ''kg'', ''m'', ''s'', ''A'') in sum total cancel each other, leaving the sum universe (the simulation itself) residing on that celestial hard-disk. 

We may introduce a theoretical dimensionless (f&lt;sub&gt;X&lt;/sub&gt;) geometrical object denoted as f&lt;sub&gt;Planck&lt;/sub&gt; within which are embedded the dimensioned objects MLTA (mass, length, time, charge), and from which they may be extracted.

  FOR age = 1 TO the_end                                                    
          add 1 f&lt;sub&gt;Planck&lt;/sub&gt;                     'dimensionless geometrical 'object'
          {
                extract 1 unit of (Planck) time;       '1 time 'object' T
                extract 1 unit of (Planck) mass;       '1 mass 'object' M
                extract 1 unit of (Planck) length;     '1 length 'object' L
          }
          ........ 
  NEXT age 

This then means that the simulation, in order to create time T, must also create mass M and space L (become larger and more massive). Thus no matter how small or large the physical universe is (when seen internally), in sum total (when seen externally), there is no universe - it is merely data without physical form.


=== Universe time-line ===
As the universe expands outwards (through the constant addition of units of mass and length via f&lt;sub&gt;Planck&lt;/sub&gt;), and if this expansion pulls particles with it (if it is the origin of motion), then ''now'' (the present) would reside on the surface of the (constantly expanding at the speed of light; ''c'' = 1 Planck length / 1 Planck time) universe, and so the 'past' could be retained, for the past cannot be over-written by the present in an expanding universe (if ''now'' is always on the surface). As this expansion occurs at the Planck scale, information even below quantum states, down to the Planck scale, can be retained, the analogy would be the storing of every [[w:Keystroke_logging |keystroke]], a Planck scale version of the [[w:Akashic records |Akashic records]] ... for if our deeds (the past) are both stored and cannot be over-written (by the present), then we have a candidate for the '[[w:karma |karmic]] heavens' (Matthew 6:19 ''But lay up for yourselves treasures in 'heaven', where neither moth nor rust doth corrupt, and where thieves do not break through nor steal''). 

This also forms a universe '''time-line''' against which previous information can be compared with new information (a 'memory' of events), without which we could not link cause with effect.


=== Singularity ===
In a simulation, the data (software) requires a storage device that is ultimately hardware (RAM, HD ...). In a data world of 1's and 0's such as a computer game, characters within that game may analyze other parts of their 1's and 0's game, but they have no means to analyze the hard disk upon which they (and their game) are stored, for the hard disk is an electro-mechanical device, it is not part of their 1's and 0's world, it is a part of the 'real world', the world of their Programmer. Furthermore the rules programmed into their game would constitute for them the laws of physics (the laws by which their game operates), but these may or may not resemble the laws that operate in the 'real world' (the world of their Programmer). Thus any region where the laws of physics (the laws of their game world) break down would be significant. A [[w:singularity |singularity]] inside a black hole is such a region &lt;ref&gt;https://www.youtube.com/watch?v=W5j7umtZYB4 a black hole singularity as the interface between worlds&lt;/ref&gt;.

For the [[w:black hole electron |black-hole electron]], its black-hole center would then be analogous to a storage address on a hard disk, the interface between the simulation world and the real world. A massive (galactic) black-hole could be as an entire data sector. 

The surface of the black-hole would then be of the simulation world, the size of the black hole surface reflecting the stored information, the interior of the black-hole however would be the interface between the data world and the 'hard disk' of the real world, and so would not exist in any 'physical' terms. It is external to the simulation. As analogy, we may discuss the 3-D surface area of a black-hole but not its volume (interior).


=== Laws of Physics ===
The scientific method is built upon testable hypothesis and reproducible results. Water always boils (in defined conditions), at 100°C. In a geometrical universe particles will behave according to geometrical imperatives, the geometry of the electron and proton ensuring that electrons will orbit nuclei in repeating and predictable patterns. The laws of physics would then be a set of mathematical formulas that describe these repeating patterns, the more complex the orbits, the more complex the formulas required to describe them and so forth. However if there is a source code from which these geometrical conditions were programmed, then there may also be non-repeating events, back-doors built into the code (a common practice by terrestrial programmers), these by definition would lie outside the laws of physics and so be labelled as miracles, yet they would be no less valid.  


=== Determinism ===
[[File:Three body problem figure-8 orbit animation.gif|400px|thumb|An animation of the figure-8 solution to the three-body problem over a single period T ≃ 6.3259.&lt;ref&gt;Here the gravitational constant ''G'' has been set to 1, and the initial conditions are '''r'''&lt;sub&gt;1&lt;/sub&gt;(0) = −'''r'''&lt;sub&gt;3&lt;/sub&gt;(0) = (−0.97000436, 0.24308753); '''r'''&lt;sub&gt;2&lt;/sub&gt;(0) = (0,0); '''v'''&lt;sub&gt;1&lt;/sub&gt;(0) = '''v'''&lt;sub&gt;3&lt;/sub&gt;(0) = (0.4662036850, 0.4323657300); '''v'''&lt;sub&gt;2&lt;/sub&gt;(0) = (−0.93240737, −0.86473146). The values are obtained from Chenciner &amp; Montgomery (2000).&lt;/ref&gt;]]

Particles form more complex structures such as atoms and molecules via a system of orbitals; nuclear, atomic and gravitational. The [[w:Three-body_problem |3-body problem]] is the problem of taking the initial positions and velocities (or [[w:momentum|momenta |momentum|momenta]]) of three or more point masses and solving for their subsequent motion according to [[w:Newton's laws of motion |Newton's laws of motion]] and [[w:Newton's law of universal gravitation |Newton's law of universal gravitation]].&lt;ref name=&quot;PrincetonCompanion&quot;&gt;{{Citation
| last  = Barrow-Green
| first = June
| year  = 2008
| title = The Three-Body Problem
| editor-last1  = Gowers
| editor-first1 = Timothy
| editor-last2  = Barrow-Green
| editor-first2 = June
| editor-last3 = Leader
| editor-first3 = Imre
| encyclopedia = The Princeton Companion to Mathematics
| pages  = 726–728
| publisher = Princeton University Press
}}&lt;/ref&gt;. Simply put, this means that although a simulation using gravitational orbitals of similar mass may have a pre-determined outcome, it seems that for gods and men alike the only way to know what that outcome will be is to run the simulation itself.


==Article series==
The following are HTML transcripts of journal articles
* [[https://simulationuniverse.org/ simulationuniverse.org]]: Home page

===The 3 levels===
A model overview from the sub Planck scale to the container universe
* [[https://codingthecosmos.org/1a-CMB_from_Planck_unit_scaffolding.html 1a. Planck unit CMB.html]]: Part 1. A CMB from Planck units
* [[https://codingthecosmos.org/1b-Sub_Planck_scale_from_tau_loop.html  1b. The Minimal Complexity Algorithm of the Planck Scaffolding]]: Part 2. The sub-Planck scale and the tau-loop
* [[https://codingthecosmos.org/1c-the_Heavens_a_container_universe.html 1c. the Heavens.html]]: Part 3. The Heavens (the container universe)

===General articles===
* [[https://codingthecosmos.org/2-Relativity_as_mathematics_of_perspective.html 2-Relativity-hypersphere.html]]: Relativity as the mathematics of perspective 
* [[https://codingthecosmos.org/3-Gravity_via_n-body_particle_orbitals.html 3-Gravitational-orbitals.html]]: Gravity as sum of n-body rotating orbital particle-particle pairs
* [[https://codingthecosmos.org/4-Atomic-orbital_transition_using_Gravity_simulator.html 4-Atomic-orbitals.html]]: Atomic orbitals as single rotating orbital particle-particle pairs
* [[https://codingthecosmos.org/5-Atomic_transition_via_photon_orbital_hybrid.html 5-w_axis.html]]: Imaginary number axis (radiation domain)
* [[https://codingthecosmos.org/6-Natural_Planck_units_MTP_Fine_Structure_Constant_alpha.html 6-Physical-constant-anomalies.html]]: Derivation of the fine structure constant alpha from physical constant anomalies
* [[https://codingthecosmos.org/7-Mathematical_electron_magnetic_monopole-quarks.html 7-Monopole-quarks.html]]: Quarks as magnetic monopoles
* [[https://codingthecosmos.org/8-Holographic_universe_2D_plus_Compton_wavelength.html 8-Holographic-universe.html]]: Hypersphere surface as 2-D analogue

===Wiki series===
Introductions to principle concepts (for more detailed discussion see General articles)
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_units_(geometrical)]]: Planck units MLTPA as geometrical objects
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Electron_(mathematical)]]: Mathematical electron formula
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Gravity_via_Atomic_orbitals]]: Gravity as a function of atomic orbitals 
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Relativity]]: Relativity as a translation between 2 co-ordinate systems
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_unit_scaffolding]]: CMB and a Planck unit universe scaffolding
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Sqrt_Planck_momentum]]: Link between charge and mass

== External links == 
* [https://codingthecosmos.com/ Programming at the Planck scale using geometrical objects] -Malcolm Macleod's website
* [http://www.simulation-argument.com/ Simulation Argument] -Nick Bostrom's website
* [https://www.amazon.com/Our-Mathematical-Universe-Ultimate-Reality/dp/0307599809 Our Mathematical Universe: My Quest for the Ultimate Nature of Reality] -Max Tegmark (Book)
* [https://link.springer.com/article/10.1134/S0202289308020011/ Dirac-Kerr-Newman black-hole electron] -Alexander Burinskii (article)
* [https://www.imdb.com/title/tt0133093/ The Matrix, (1999)]
* [https://plato.stanford.edu/entries/pythagoras/ Pythagoras &quot;all is number&quot;] - Stanford University
* [[w:Simulation Hypothesis | Simulation Hypothesis]]
* [[w:Mathematical universe hypothesis | Mathematical universe hypothesis]]
* [[w:Philosophy of mathematics | Philosophy of mathematics]]
* [[w:Philosophy of physics | Philosophy of physics]]
* [[w:Platonism | Platonism]]


==References==
{{Reflist}}


[[Category:Philosophy| ]]
[[Category:Philosophy of science| ]]
__INDEX__</text>
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  <page>
    <title>Haskell programming in plain view</title>
    <ns>0</ns>
    <id>203942</id>
    <revision>
      <id>2834239</id>
      <parentid>2833524</parentid>
      <timestamp>2026-09-22T15:38:13Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Lambda Calculus */</comment>
      <origin>2834239</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
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==Introduction==
* Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]])
* Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]])
* Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]])
* Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]])
* Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]])
&lt;/br&gt;

==Applications==
* Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]])
* Bird's Implementation 
:- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]])
:- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]])
:- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]])
:- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;


==Types==
* Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]])
* TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]])
* Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]])
* Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]])
* Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]])

==Functions==
* Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]])
* Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]])
* Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]])

==Expressions==
* Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]])
* Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]])
* Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;

==Lambda Calculus==
* Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]])
* Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20260915.pdf |pdf]])
* Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]])
* Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]])
* Encoding Datatypes 
:- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]])
:- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]])
:- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]])
:- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]])
:- Recursions ([[Media:LCal.9A.Recursion.20260921.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]])
&lt;/br&gt;
&lt;/br&gt;

==Function Oriented Typeclasses== 
=== Functors ===
* Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]])
* Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]])
* Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]])

=== Applicatives ===
* Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]])
* Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]])
* Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]])
* Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]])

=== Monads I : Background ===
* Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]])
* Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]])
* Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]])
* Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]])
* IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]])
* Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]])

=== Monads II : State Transformer Monads ===
* State Transformer 
: - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]])
: - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]])
: - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]])

* State Monad 
: - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]])
: - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) 
: - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]])

=== Monads III : Mutable State Monads ===
* Mutability Background 
: - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]])
: - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]])
: - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]])
: - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]])
: - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]])

* Mutable Objects
: - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]])
: - Mutable Data Structures  ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]])

* IO Monad 
: - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]])
: - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]])  
: - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]])  

* ST Monad 
: - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]])
: - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]])
: - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]])

=== Monads IV : Reader and Writer Monads ===
* Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]])
* Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]])
* MonadState Class
:: - State &amp; StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]])
* MonadReader Class
:: - Reader &amp; ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]])
* Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]])

=== Monoid ===
* Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]])

=== Arrow ===
* Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://learnyouahaskell.com/introduction Learn you Haskell]
* [http://book.realworldhaskell.org/read/ Real World Haskell]
* [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material]


[[Category:Haskell|programming in plain view]]</text>
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      <id>2834241</id>
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      <contributor>
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        <id>21186</id>
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==Introduction==
* Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]])
* Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]])
* Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]])
* Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]])
* Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]])
&lt;/br&gt;

==Applications==
* Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]])
* Bird's Implementation 
:- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]])
:- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]])
:- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]])
:- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;


==Types==
* Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]])
* TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]])
* Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]])
* Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]])
* Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]])

==Functions==
* Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]])
* Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]])
* Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]])

==Expressions==
* Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]])
* Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]])
* Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;

==Lambda Calculus==
* Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]])
* Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20260915.pdf |pdf]])
* Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]])
* Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]])
* Encoding Datatypes 
:- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]])
:- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]])
:- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]])
:- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]])
:- Recursions ([[Media:LCal.9A.Recursion.20260922.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]])
&lt;/br&gt;
&lt;/br&gt;

==Function Oriented Typeclasses== 
=== Functors ===
* Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]])
* Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]])
* Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]])

=== Applicatives ===
* Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]])
* Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]])
* Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]])
* Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]])

=== Monads I : Background ===
* Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]])
* Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]])
* Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]])
* Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]])
* IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]])
* Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]])

=== Monads II : State Transformer Monads ===
* State Transformer 
: - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]])
: - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]])
: - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]])

* State Monad 
: - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]])
: - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) 
: - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]])

=== Monads III : Mutable State Monads ===
* Mutability Background 
: - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]])
: - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]])
: - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]])
: - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]])
: - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]])

* Mutable Objects
: - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]])
: - Mutable Data Structures  ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]])

* IO Monad 
: - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]])
: - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]])  
: - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]])  

* ST Monad 
: - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]])
: - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]])
: - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]])

=== Monads IV : Reader and Writer Monads ===
* Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]])
* Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]])
* MonadState Class
:: - State &amp; StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]])
* MonadReader Class
:: - Reader &amp; ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]])
* Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]])

=== Monoid ===
* Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]])

=== Arrow ===
* Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://learnyouahaskell.com/introduction Learn you Haskell]
* [http://book.realworldhaskell.org/read/ Real World Haskell]
* [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material]


[[Category:Haskell|programming in plain view]]</text>
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'''A Planck-unit universe scaffolding'''

In the [[w:Planck units |Planck unit]] theory discussed here, the Planck units form a scaffolding for the particle (baryonic matter) universe. The parameters for this Planck unit scaffolding are compared with equivalent Cosmic Microwave Background parameters, showing a divergence in key parameters of about 6%, which correlates to the estimated ratio of baryonic matter to total (about 5%). The model postulates a Planck unit scaffolding upon which the particle universe resides and supposes that within the CMB parameters can be found evidence of this non-baryonic background. The model uses only Planck mass and Planck length as the primary structures and a spiral geometry as the `rule set' &lt;ref&gt;Macleod, Malcolm J.; {{Cite journal |title= 1. Planck unit scaffolding correlates with the Cosmic Microwave Background |journal=SSRN |date=Feb 2011 |  doi=10.2139/ssrn.3333513}}&lt;/ref&gt;. The peak frequency of the CMB is used to establish an age of the universe in Planck time units, this is the sole variable, nevertheless from this we can derive estimates for the radiation energy density, the CMB temperature and a cold dark matter mass density that are shown to be consistent with current observational values. Interestingly this suggests that dark matter may be predominantly non-baryonic. The Casimir force equation reduces to the equation for radiation density implying that the universe has finite boundaries, albeit these are expanding at a constant rate. This article is part of a Planck scale Simulation Hypothesis project that attempts to demonstrate that the universe could in sum total be dimensionless, relying on geometrical artifice to create actual physical structures &lt;ref&gt;https://codingthecosmos.com/Programmer-God_Simulation-Hypothesis_Complete-Model-2025.pdf for AI analysis, the model has been compiled into a single pdf&lt;/ref&gt;. 


=== Universe clock-rate ===
The (dimensionless) universe clock-rate would be defined as the minimum discrete 'time variable' ('''t&lt;sub&gt;age&lt;/sub&gt;''') increment to the universe. As an analogy to the programmed loop;
  
  'begin
  FOR t&lt;sub&gt;age&lt;/sub&gt; = 1 TO the_end           //big bang = 1                 
          conduct certain processes ........ 
  NEXT t&lt;sub&gt;age&lt;/sub&gt;                         //t&lt;sub&gt;age&lt;/sub&gt; is an incrementing variable and not the dimensioned unit of time 
  'end 
  

For each increment to t&lt;sub&gt;age&lt;/sub&gt;, a set of Planck units are added.

  FOR t&lt;sub&gt;age&lt;/sub&gt; = 1 TO the_end                             
          generate Planck time T = t&lt;sub&gt;p&lt;/sub&gt;       
          generate Planck mass M = m&lt;sub&gt;P&lt;/sub&gt;      
          generate Planck volume (radius L = Planck length l&lt;sub&gt;p&lt;/sub&gt;)     
          ........ 
  NEXT t&lt;sub&gt;age&lt;/sub&gt;                  


As each '''t&lt;sub&gt;age&lt;/sub&gt;''' increment adds 1 unit of Planck time '''t&lt;sub&gt;p&lt;/sub&gt;''', then in a 14 billion year old universe (note t&lt;sub&gt;p&lt;/sub&gt; has the units ''s'', t&lt;sub&gt;age&lt;/sub&gt; is dimensionless)

:numerically '''t&lt;sub&gt;age&lt;/sub&gt; = t&lt;sub&gt;p&lt;/sub&gt; = 10&lt;sup&gt;62&lt;/sup&gt;'''


Comparison between the calculated Planck unit framework and the ΛCDM parameters (table 1.). 

{| class=&quot;wikitable&quot;
|+table 1. cosmic microwave background parameters; Planck vs ΛCDM
! Parameter
! Calculated 
! Observed 
! Deviation
|-
| Age (billions of years) 
| 14.624 
| 13.8
| 6%
|-
| Dark matter density 
| 0.21 x 10&lt;sup&gt;-26&lt;/sup&gt; kg.m-3 
| 0.226 x 10&lt;sup&gt;-26&lt;/sup&gt; kg.m-3 
| 6.7%
|-
| Radiation energy density  
| 0.417  x 10&lt;sup&gt;-13&lt;/sup&gt; kg.m-1.s-2 
| 0.417  x 10&lt;sup&gt;-13&lt;/sup&gt; kg.m-1.s-2 
| 
|-
| Hubble constant 
| 66.86 km/s/Mp
| 67.74 km/s/Mp
| 1.3%
|-
| CMB temperature  
| 2.7272K
| 2.7255K
| 
|-
| Casimir length 
| 0.41mm
| 
|
|}


=== Mass density ===

Setting ''bh'' as the sum universe and t&lt;sub&gt;sec&lt;/sub&gt; as time measured in seconds;

:&lt;math&gt;mass:\; m_{bh} = 2 t_{age} m_P&lt;/math&gt;

:&lt;math&gt;volume:\; v_{bh} = \frac{4 \pi r^3}{3} \;\;\; (r=4 l_p t_{age} = 2 c t_{sec})&lt;/math&gt;

:&lt;math&gt;\frac{m_{bh}}{v_{bh}} = {2 t_{age} m_P}.\;\frac{3}{4 \pi {(4 l_p t_{age})}^3} = \frac{3 m_P}{128 \pi t_{age}^2 l_p^3} \; (\frac{kg}{m^3})&lt;/math&gt;

Gravitation constant ''G'' in Planck units;

:&lt;math&gt;G = \frac{c^2 l_p}{m_P}&lt;/math&gt;

:&lt;math&gt;\frac{m_{bh}}{v_{bh}} = \frac{3}{32 \pi t_{sec}^2 G} &lt;/math&gt;

From the [[w:Friedmann_equations |Friedman equation]]; replacing ''p'' with the above mass density formula, ''√(λ)'' reduces to the radius of the universe;

:&lt;math&gt;\lambda = \frac{3 c^2}{8 \pi G p} = 4 c^2 t_{sec}^2 &lt;/math&gt;

:&lt;math&gt;\sqrt{\lambda} = radius \; r = 2 c t_{sec} \;(m) &lt;/math&gt;


=== Temperature ===

Measured in terms of Planck temperature T&lt;sub&gt;P&lt;/sub&gt;;

:&lt;math&gt;T_{bh}  =  \frac{T_P}{8 \pi \sqrt{t_{age}}}\; (K) &lt;/math&gt;

The ''mass/volume'' formula uses ''t&lt;sub&gt;age&lt;/sub&gt;&lt;sup&gt;2&lt;/sup&gt;'', the ''temperature'' formula uses ''√(t&lt;sub&gt;age&lt;/sub&gt;)''. We may therefore eliminate the age variable ''t&lt;sub&gt;age&lt;/sub&gt;'' and combine both formulas into a single constant of proportionality that resembles the [[w:Stefan–Boltzmann_constant  |radiation density constant]].

:&lt;math&gt;T_p = \frac{m_P c^2}{k_B} = \sqrt{\frac{h c^5}{2\pi G {k_B}^2}}&lt;/math&gt; 

:&lt;math&gt;\frac{m_{bh}}{v_{bh} T_{bh}^4} = \frac{2^5 3 \pi^3 m_P}{l_p^3 T_P^4} = \frac{2^8 3 \pi^6 k_B^4}{h^3 c^5}  &lt;/math&gt;  


=== Radiation energy density ===

From Stefan Boltzmann constant ''σ&lt;sub&gt;SB&lt;/sub&gt;''

:&lt;math&gt;\sigma_{SB} = \frac{2 \pi^5 k_B^4}{15 h^3 c^2} &lt;/math&gt;

:&lt;math&gt;\frac{4\sigma_{SB}}{c}.T_{bh}^4 = \frac{c^2}{1440 \pi}. \frac{ m_{bh}}{v_{bh}}&lt;/math&gt;  

 
=== Casimir formula ===
[[File:simulation_hypothesis_Casimir.png|thumb|right|345px|y-axis = mPa, x-axis = d&lt;sub&gt;c&lt;/sub&gt;2l&lt;sub&gt;p&lt;/sub&gt; (nm)}]]
The Casimir force per unit area for idealized, perfectly conducting plates with vacuum between them; F = force, A = plate area,  ''d&lt;sub&gt;c&lt;/sub&gt; 2 l&lt;sub&gt;p&lt;/sub&gt;'' = distance between plates in units of Planck length

:&lt;math&gt;{-F_c}{A} = \frac{\pi h c}{480 {(d_c 2 l_p)}^4}&lt;/math&gt;

if ''d&lt;sub&gt;c&lt;/sub&gt; = 2 π √t&lt;sub&gt;age&lt;/sub&gt;'' then the Casimir force equates to the radiation energy density formula.

:&lt;math&gt;\frac{-F_c}{A} = \frac{c^2}{1440 \pi}. \frac{m_{bh}}{v_{bh}} &lt;/math&gt;  

The diagram (right) plots Casimir length d&lt;sub&gt;c&lt;/sub&gt;2l&lt;sub&gt;p&lt;/sub&gt; against radiation energy density pressure measured in mPa for different t&lt;sub&gt;age&lt;/sub&gt; with a vertex around 1Pa. A radiation energy density pressure of 1Pa occurs around t&lt;sub&gt;age&lt;/sub&gt; = 0.8743 10&lt;sup&gt;54&lt;/sup&gt; t&lt;sub&gt;p&lt;/sub&gt; (2987 years), with Casimir length = 189.89nm and temperature T&lt;sub&gt;BH&lt;/sub&gt; = 6034 K.


=== Hubble constant ===

1 Mpc = 3.08567758 x 10&lt;sup&gt;22&lt;/sup&gt;. 

:&lt;math&gt;H = \frac{1 Mpc}{t_{sec}} &lt;/math&gt;


=== Black body peak frequency ===

:&lt;math&gt;\frac{x e^x}{e^x-1} - 3 = 0, x = 2.821439372... &lt;/math&gt;

:&lt;math&gt;f_{peak} = \frac{k_B T_{bh} x}{h} = \frac{x}{8 \pi^2 \sqrt{t_{age}} t_p}&lt;/math&gt;


=== Cosmological constant ===

Riess and Perlmutter using Type 1a supernovae to show that the universe is accelerating. This discovery provided the first direct evidence that ''Ω'' is non-zero giving the cosmological constant as ~ 10&lt;sup&gt;71&lt;/sup&gt; years; 

:&lt;math&gt;t_{end} \sim 1.7 x 10^{-121} \sim 0.588 x 10^{121}&lt;/math&gt; units of Planck time;

This remarkable discovery has highlighted the question of why ''Ω'' has this unusually small value. So far, no explanations have been offered for the proximity of ''Ω'' to ''1/t&lt;sub&gt;univ&lt;/sub&gt;&lt;sup&gt;2&lt;/sup&gt; ~ 1.6 x 10&lt;sup&gt;-122&lt;/sup&gt;'', where ''t&lt;sub&gt;univ&lt;/sub&gt; ~ 8 x 10&lt;sup&gt;60&lt;/sup&gt;'' is the present expansion age of the universe in Planck time units. Attempts to explain why ''Ω ~ 1/t&lt;sub&gt;univ&lt;/sub&gt;&lt;sup&gt;2&lt;/sup&gt;'' have relied upon ensembles of possible universes, in which all possible values of ''Ω'' are found &lt;ref&gt;J. Barrow, D. J. Shaw; The Value of the Cosmological Constant, arXiv:1105.3105v1 [gr-qc] 16 May 2011&lt;/ref&gt; .


The maximum temperature ''T&lt;sub&gt;max&lt;/sub&gt;'' would be when ''t&lt;sub&gt;age&lt;/sub&gt;'' = 1. What is of equal importance is the minimum possible temperature ''T&lt;sub&gt;min&lt;/sub&gt;'' - that temperature 1 Planck unit above absolute zero, this temperature would signify the limit of expansion; ''t&lt;sub&gt;age&lt;/sub&gt; = the_end''  (the 'universe' could expand no further). For example, taking the inverse of Planck temperature;
 
:&lt;math&gt;T_{min}  \sim \frac{1}{T_{max}} \sim \frac{8 \pi}{T_P} \sim  0.177\;10^{-30}\; K &lt;/math&gt;
 
This then gives us a value for the final age in units of Planck time (about 0.35 x 10&lt;sup&gt;73&lt;/sup&gt; yrs);  
 
:&lt;math&gt;t_{end}  = T_{max}^4 \sim 1.014 \;10^{123} &lt;/math&gt;
 
The mid way point (T&lt;sub&gt;universe&lt;/sub&gt; = 1K) would be when (about 108.77 billion years);

:&lt;math&gt;t_u = T_{max}^2 \sim 3.18 \;10^{61} &lt;/math&gt;


=== Spiral expansion ===
[[File:Planck pixel.jpg|thumb|right|345px|Planck black-hole universe; Planck units mapped onto a Theodorus spiral giving universe mass, size, temperature per value of ''t''&lt;sub&gt;age&lt;/sub&gt;]]
In this geometrical approach, the only free parameter used in the above calculations is the universe clock-rate. This clock-rate may also have geometrical origins rather than an externally imposed 'loop'. By expanding according to the geometry of the [[w:Spiral of Theodorus |Spiral of Theodorus]], where each triangle refers to 1 increment to t&lt;sub&gt;age&lt;/sub&gt;, we can map the mass and volume components as integral steps of ''t&lt;sub&gt;age&lt;/sub&gt;'' (the spiral circumference) and the radiation domain as a sqrt progression (the spiral arm). A spiral universe can rotate with respect to itself differentiating between an L and R universe without recourse to an external reference.
 
If [[w:mathematical constant |mathematical constants]] are also a function of ''t&lt;sub&gt;age&lt;/sub&gt;'', then their precision would depend on ''t&lt;sub&gt;age&lt;/sub&gt;'', for example we can construct pi using this progression;

:&lt;math&gt; \frac{\pi^2}{6} = \frac{1}{1^2} + \frac{1}{2^2} + \frac{1}{3^2} + \frac{1}{4^2} + \cdots&lt;/math&gt;

Mathematical constants may thus be naturally occurring, their accuracy improving as the universe ages.


==Article series==
The following are HTML transcripts of journal articles
* [[https://simulationuniverse.org/ simulationuniverse.org]]: Home page

===The 3 levels===
A model overview from the sub Planck scale to the container universe
* [[https://codingthecosmos.org/1a-CMB_from_Planck_unit_scaffolding.html 1a. Planck unit CMB.html]]: Part 1. A CMB from Planck units
* [[https://codingthecosmos.org/1b-Sub_Planck_scale_from_tau_loop.html  1b. The Minimal Complexity Algorithm of the Planck Scaffolding]]: Part 2. The sub-Planck scale and the tau-loop
* [[https://codingthecosmos.org/1c-the_Heavens_a_container_universe.html 1c. the Heavens.html]]: Part 3. The Heavens (the container universe)

===General articles===
* [[https://codingthecosmos.org/2-Relativity_as_mathematics_of_perspective.html 2-Relativity-hypersphere.html]]: Relativity as the mathematics of perspective 
* [[https://codingthecosmos.org/3-Gravity_via_n-body_particle_orbitals.html 3-Gravitational-orbitals.html]]: Gravity as sum of n-body rotating orbital particle-particle pairs
* [[https://codingthecosmos.org/4-Atomic-orbital_transition_using_Gravity_simulator.html 4-Atomic-orbitals.html]]: Atomic orbitals as single rotating orbital particle-particle pairs
* [[https://codingthecosmos.org/5-Atomic_transition_via_photon_orbital_hybrid.html 5-w_axis.html]]: Imaginary number axis (radiation domain)
* [[https://codingthecosmos.org/6-Natural_Planck_units_MTP_Fine_Structure_Constant_alpha.html 6-Physical-constant-anomalies.html]]: Derivation of the fine structure constant alpha from physical constant anomalies
* [[https://codingthecosmos.org/7-Mathematical_electron_magnetic_monopole-quarks.html 7-Monopole-quarks.html]]: Quarks as magnetic monopoles
* [[https://codingthecosmos.org/8-Holographic_universe_2D_plus_Compton_wavelength.html 8-Holographic-universe.html]]: Hypersphere surface as 2-D analogue

===Wiki series===
Introductions to principle concepts (for more detailed discussion see General articles)
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_units_(geometrical)]]: Planck units MLTPA as geometrical objects
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Electron_(mathematical)]]: Mathematical electron formula
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Gravity_via_Atomic_orbitals]]: Gravity as a function of atomic orbitals 
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Relativity]]: Relativity as a translation between 2 co-ordinate systems
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Sqrt_Planck_momentum]]: Link between charge and mass
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/God_(programmer)]]: Introduction to a Planck scale Programmer God Simulation Hypothesis model

== External links == 
* [[w:Simulation_hypothesis | The Simulation hypothesis]]
* [https://codingthecosmos.com/ Programming at the Planck scale using geometrical objects]


== References ==
{{Reflist}}


[[Category:Physics]]
[[Category:Philosophy of science| ]]
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'''The mathematical electron model'''

In the mathematical electron model &lt;ref&gt;Macleod, M.J. {{Cite journal |title= Programming Planck units from a mathematical electron; a Simulation Hypothesis |journal=Eur. Phys. J. Plus |volume=113 |pages=278 |date=22 March 2018 | doi=10.1140/epjp/i2018-12094-x }}&lt;/ref&gt;, the electron is a geometrical object denoted by the formula (ψ), itself the geometry of 3 numbers; the (inverse) [[w:fine-structure constant | fine structure constant alpha]] = 137.035 999 139 (CODATA 2014), a mathematical constant Omega, and pi (Omega itself is a construct of pi and Euler's number [[w:E_(mathematical_constant) |e]] = 2.718281828459). 

:&lt;math&gt;\psi = 4\pi^2(2^6 3 \pi^2 \alpha^{-1} \Omega^5)^3 = .23895453... \times 10^{23},\;unit = 1&lt;/math&gt; (unit-less)

:&lt;math&gt;\Omega = \sqrt{ \left(\pi^e e^{(1-e)}\right)}  = 2.0071349543... &lt;/math&gt;


Although dimensionless, this formula ψ encodes the information required to make the physical electron parameters (wavelength, frequency, mass, charge). It does this by embedding within its own geometry objects for [[w:Planck_units |Planck units]] analogues; M for mass &lt;math&gt;m_P&lt;/math&gt;, L for length &lt;math&gt;l_p&lt;/math&gt;, T for time &lt;math&gt;t_p&lt;/math&gt; and A for charge &lt;math&gt;A&lt;/math&gt;, and ψ also dictates the frequency of these geometrical (Planck) objects. For example; 

[[w:Compton wavelength | electron wavelength]]
:&lt;math&gt;\lambda_e = 2\pi l_p \psi&lt;/math&gt;  

[[w:electron mass | electron mass]] 
:&lt;math&gt;m_e = \frac{m_P}{\psi}&lt;/math&gt; 


=== Geometrical objects MLTA ===
{{main|User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_units_(geometrical)}}

Key:
:&lt;math&gt;\frac{ P^{15} T^2}{M^{12}} = \pi^2 \Omega^{15},\;\;\text{units} = \left(\frac{{kg m}}{{s}}\right)^{15/2} \times \frac{{s}^2}{{kg}^{12}} = \frac{{m}^{15/2}}{{kg}^{9/2} \,{s}^{11/2}} = 1&lt;/math&gt; (natural Planck units)
:&lt;math&gt;v = 11 843 707.905 ...,\; units = \frac{m}{s}&lt;/math&gt;
:&lt;math&gt;r = 0.712 562 514 304 ...,\; units = (\frac{kg.m}{s})^{1/4}&lt;/math&gt;
{| class=&quot;wikitable&quot;
|+ Table 1. Geometrical objects (reference table)
! Attribute
! Formula
! Object
! Scalars
! Numerical
! &lt;math&gt;\theta&lt;/math&gt;
! [[v:User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_units_(geometrical)#Dimensionless_f(x) |Units*]]
|-
| M (mass) 
| ''fundamental'' 
| &lt;math&gt;(1)&lt;/math&gt;
| &lt;math&gt;\dfrac{r^4}{v}&lt;/math&gt;
| 0.217672825e-7
| &lt;math&gt;u^{15}&lt;/math&gt;
| &lt;math&gt;kg&lt;/math&gt;
|-
| T (time) 
| ''fundamental''  
| &lt;math&gt;(\pi)&lt;/math&gt;
| &lt;math&gt;\dfrac{r^9}{v^6}&lt;/math&gt;
| 0.539051838e-43
| &lt;math&gt;u^{-30}&lt;/math&gt;
| &lt;math&gt;s&lt;/math&gt;
|-
| P (sqrt of momentum)  
| ''fundamental'' 
| &lt;math&gt;(\Omega)&lt;/math&gt;
| &lt;math&gt;r^2&lt;/math&gt;
| 1.019113428
| &lt;math&gt;u^{16}&lt;/math&gt;
| &lt;math&gt;\sqrt{\frac{kg\;m}{s}}&lt;/math&gt;
|-
| V (velocity)  
| &lt;math&gt;\dfrac{2\pi P^2}{M}&lt;/math&gt; 
| &lt;math&gt;(2\pi\Omega^2)&lt;/math&gt;
| &lt;math&gt;v&lt;/math&gt;
| 299792458
| &lt;math&gt;u^{17}&lt;/math&gt;
| &lt;math&gt;\frac{m}{s}&lt;/math&gt;
|-
| L (length)  
| &lt;math&gt;VT &lt;/math&gt; 
| &lt;math&gt;(2\pi^2\Omega^2)&lt;/math&gt;
| &lt;math&gt;\dfrac{r^9}{v^5}&lt;/math&gt;
| 0.161603675e-34
| &lt;math&gt;u^{-13}&lt;/math&gt;
| &lt;math&gt;m&lt;/math&gt;
|-
| A (ampere) 
| &lt;math&gt;\dfrac{2^4 V^3 \alpha}{P^3}&lt;/math&gt; 
| &lt;math&gt;(2^7\pi^3 \alpha \Omega^3)&lt;/math&gt;
| &lt;math&gt;\dfrac{v^3}{r^6}&lt;/math&gt;
| 0.297221257e25
| &lt;math&gt;u^{3}&lt;/math&gt;
| &lt;math&gt;\frac{m^{3/2}}{kg^{3/2} s^{3/2}}&lt;/math&gt;
|-
| K (temperature) 
| &lt;math&gt;\dfrac{AV}{2\pi}&lt;/math&gt; 
| &lt;math&gt;(2^7 \pi^3 \alpha \Omega^5)&lt;/math&gt;
| &lt;math&gt;\dfrac{v^4}{r^6}&lt;/math&gt;
| 0.141814520e33
| &lt;math&gt;u^{20}&lt;/math&gt;
| &lt;math&gt;\left(\frac{A \; m}{s}\right)&lt;/math&gt;
|}


=== Scalars ===
As alpha and Omega can be assigned numerical values, so too the MLTA objects can be expressed numerically. We can then convert these objects to their Planck unit equivalents by including a dimensioned scalar. For example; 

:If we use scalar ''k''&lt;sub&gt;SI&lt;/sub&gt; to convert ''M'' (M=1) to the SI Planck mass (M*''k''&lt;sub&gt;SI&lt;/sub&gt; = &lt;math&gt;m_P&lt;/math&gt;), then ''k''&lt;sub&gt;SI&lt;/sub&gt; = 0.2176728e-7kg ([[w:SI_units |SI units]])

:SI ''c'' = object V * scalar ''v''&lt;sub&gt;SI&lt;/sub&gt; = 299792458m/s ([[w:SI_units |SI units]])

:Imperial ''c'' = object V * scalar ''v''&lt;sub&gt;imp&lt;/sub&gt; = 186282miles/s ([[w:Imperial_units |imperial units]])


==== Scalar relationships ====
Scalars that translate to the SI unit system must therefore carry not only the numerical conversion values but also the unit (for scalars we will refer to the SI unit system by default), i.e.: scalar ''v'' = 11843707.905 m/s. This also means that the scalars must also follow the unit number relationship θ. 

{| class=&quot;wikitable&quot;
|+Table 2. Geometrical units
! Attribute
! Geometrical object
! Scalar 
! Unit ''u''&lt;sup&gt;θ&lt;/sup&gt;
|-
| mass 
| &lt;math&gt;M = (1)&lt;/math&gt;  
| ''k''
| &lt;math&gt;u^{15}&lt;/math&gt;
|-
| time 
| &lt;math&gt;T = (\pi)&lt;/math&gt;  
| ''t''
| &lt;math&gt;u^{-30}&lt;/math&gt;
|-
| [[v:User:Platos Cave (physics)/Simulation_Hypothesis/Sqrt_Planck_momentum | sqrt(momentum)]]
| &lt;math&gt;P = (\Omega)&lt;/math&gt;
| ''r''&lt;sup&gt;2&lt;/sup&gt;
| &lt;math&gt;u^{16}&lt;/math&gt;
|-
| velocity  
| &lt;math&gt;V = (2\pi\Omega^2)&lt;/math&gt;  
| ''v''
| &lt;math&gt;u^{17}&lt;/math&gt;
|-
| length  
| &lt;math&gt;L = (2\pi^2\Omega^2)&lt;/math&gt; 
| ''l''
| &lt;math&gt;u^{-13}&lt;/math&gt;
|-
| ampere 
| &lt;math&gt;A = (\frac{2^7 \pi^3 \Omega^3}{a})&lt;/math&gt; 
| ''q''
| &lt;math&gt;u^3&lt;/math&gt;
|}


Here are examples where units = 1, as such ''only 2 scalars are required'', for example, if we know the numerical value for ''q'' and for ''l'' then we know the numerical value for ''t'' ('''t = q&lt;sup&gt;3&lt;/sup&gt;l&lt;sup&gt;3&lt;/sup&gt;'''), and from ''l'' and ''t'' we know the value for ''k''. 

:&lt;math&gt;\frac{u^{3*3} u^{-13*3}}{u^{-30}}\;(\frac{q^3 l^3}{t}) = \frac{u^{-13*15}}{u^{15*9} u^{-30*11}} \;(\frac{l^{15}}{k^9 t^{11}}) = \;...\; =1&lt;/math&gt;


In other words, once any 2 scalars have been assigned values, the other scalars are then defined by default, consequently the CODATA 2014 values are used here as only 2 constants (c, [[w:permeability of vacuum|μ&lt;sub&gt;0&lt;/sub&gt;]]) are assigned exact values, following the [[w:2019 redefinition of SI base units|2019 redefinition of SI base units]] a total of 4 constants now have independently exact values assigned which is problematic in terms of this model. 


Scalars ''r'' (θ = 8) and ''v'' (θ = 17) are chosen here for demonstration as they can be derived directly from the 2 constants with exact values; ''c'' and ''μ&lt;sub&gt;0&lt;/sub&gt;''.
:&lt;math&gt;c = 299792458&lt;/math&gt; m/s
:&lt;math&gt;\mu_0 = 4\pi / 10^7&lt;/math&gt;
:&lt;math&gt;v = \frac{c}{2 \pi \Omega^2}= 11 843 707.905 ...,\; units = \frac{m}{s}&lt;/math&gt;
:&lt;math&gt;r^7 = \frac{2^{11} \pi^5 \Omega^4 \mu_0}{a};\; r = 0.712 562 514 304 ...,\; units = (\frac{kg.m}{s})^{1/4}&lt;/math&gt;

{| class=&quot;wikitable&quot;
|+Table 3. Geometrical objects
! attribute
! geometrical object
! unit number θ
! scalar r(8), v(17)
|-
| mass 
| &lt;math&gt;M = (1)&lt;/math&gt;
| 15 = 8*4-17
| &lt;math&gt;k = \frac{r^4}{v}&lt;/math&gt;
|-
| time 
| &lt;math&gt;T = (\pi)&lt;/math&gt;
|  -30 = 8*9-17*6 
| &lt;math&gt;t = \frac{r^9}{v^6}&lt;/math&gt;
|-
| sqrt(momentum)  
| &lt;math&gt;P = (\Omega)&lt;/math&gt;
| 16
| &lt;math&gt;r^2&lt;/math&gt;
|-
| velocity  
| &lt;math&gt;V = (2\pi\Omega^2)&lt;/math&gt;
| 17
| &lt;math&gt;v&lt;/math&gt;
|-
| length  
| &lt;math&gt;L = (2\pi^2\Omega^2)&lt;/math&gt; 
| -13 = 8*9-17*5
| &lt;math&gt;l = \frac{r^9}{v^5}&lt;/math&gt;
|-
| ampere 
| &lt;math&gt;A = (\frac{2^7 \pi^3 \Omega^3}{a})&lt;/math&gt; 
| 3 = 17*3-8*6
| &lt;math&gt;\frac{v^3}{r^6}&lt;/math&gt;
|}


=== Mathematical electron ===

The mathematical electron formula ψ incorporates the dimensioned Planck units but itself is dimension-less (units = scalars = 1). Here ψ is defined in terms of ''σ&lt;sub&gt;e&lt;/sub&gt;'', where AL is an ampere-meter (ampere-length = ''e*c'' are the units for a [[w:magnetic monopole | magnetic monopole]]). 

:&lt;math&gt;T = \pi,\; unit = u^{-30},\;scalars = \frac{r^9}{v^6}&lt;/math&gt;

:&lt;math&gt;\sigma_{e} = \frac{3 \alpha_{inv}^2 A L}{2\pi^2} = {2^7 3 \pi^3 \alpha_{inv} \Omega^5},\; unit = u^{(3 \;-13 \;= \;-10)},\; scalars = \frac{r^3}{v^2}&lt;/math&gt;

:&lt;math&gt;\psi = \frac{\sigma_{e}^3}{2 T} = \frac{(2^7 3 \pi^3 \alpha_{inv} \Omega^5)^3}{2\pi},\; unit = \frac{(u^{-10})^3}{u^{-30}} = 1, scalars = (\frac{r^3}{v^2})^3 \frac{v^6}{r^9} = 1&lt;/math&gt;

:&lt;math&gt;\psi = 4\pi^2(2^6 3 \pi^2 \alpha_{inv} \Omega^5)^3 = .23895453...x10^{23},\;unit = 1&lt;/math&gt; (unit-less)

Both units and scalars cancel. 


===== Electron parameters =====
We can solve the electron parameters; electron mass, wavelength, frequency, charge ... as the frequency of the Planck units themselves, and this frequency is ψ.
:&lt;math&gt;v = 11 843 707.905 ...,\; units = \frac{m}{s}&lt;/math&gt;
:&lt;math&gt;r = 0.712 562 514 304 ...,\; units = (\frac{kg.m}{s})^{1/4}&lt;/math&gt;

[[w:Compton wavelength | electron wavelength]] λ&lt;sub&gt;e&lt;/sub&gt; = 2.4263102367e-12m (CODATA 2014)
:&lt;math&gt;\lambda_e^* = 2\pi L \psi&lt;/math&gt; = 2.4263102386e-12m  (L ⇔ [[w:Planck length | Planck length]])


[[w:electron mass | electron mass]] m&lt;sub&gt;e&lt;/sub&gt; = 9.10938356e-31kg (CODATA 2014)
:&lt;math&gt;m_e^* = \frac{M}{\psi}&lt;/math&gt; = 9.1093823211e-31kg (M ⇔ [[w:Planck mass | Planck mass]]) 


[[w:elementary charge | elementary charge]] e = 1.6021766208e-19C (CODATA 2014)   
:&lt;math&gt;e^* = A\;T&lt;/math&gt; = 1.6021765130e-19 (T ⇔ [[w:Planck time | Planck time]])


[[w:Rydberg constant | Rydberg constant]] R = 10973731.568508/m  (CODATA 2014)
:&lt;math&gt;R^* = (\frac{m_e}{4 \pi L \alpha_{inv}^2 M}) = \frac{1}{2^{23} 3^3 \pi^{11} \alpha_{inv}^5 \Omega^{17}}\frac{v^5}{r^9}\;u^{13}&lt;/math&gt; = 10973731.568508


From the above formulas, we see that wavelength is ψ units of Planck length, frequency is ψ units of Planck time ... however the electron mass is only 1 unit of Planck mass.


===== Electron Mass =====
Particle mass is a unit of Planck mass that occurs only once per ψ units of Planck time, the other parameters are continuums of the Planck units.
:units &lt;math&gt;\psi = \frac{(AL)^3}{T}&lt;/math&gt; = 1

This may be interpreted as; for ψ units of Planck time the electron has wavelength L, charge A ... and then the AL combine with time T (A&lt;sup&gt;3&lt;/sup&gt;L&lt;sup&gt;3&lt;/sup&gt;/T) and the units (and scalars) cancel. The electron is now mass (for 1 unit of Planck time). In this consideration, the electron is an event that oscillates over time between an electric wave state (duration ψ units of Planck time) to a unit of Planck mass point state (1 unit of Planck time). The electron is a quantum scale event, it does not exist at the discrete Planck scale (and so therefore neither does the quantum scale).

As electron mass is the frequency of the geometrical Planck mass M = 1, which is a point (and so with point co-ordinates), then we have a model for a [[w:black hole electron |black-hole electron]], the electron function ψ centered around this unit of Planck mass. When the wave-state (A*L)&lt;sup&gt;3&lt;/sup&gt;/T units collapse, this black-hole center (point) is exposed for 1 unit of (Planck) time. The electron is 'now' (a unit of Planck) mass.

Mass in this consideration is not a constant property of the particle, rather the measured particle mass ''m'' would refer to the average mass, the average occurrence of the discrete Planck mass point-state over time. The formula ''E = hf'' is a measure of the frequency ''f'' of occurrence of [[w:Planck constant |Planck's constant ''h'']] and applies to the electric wave-state. As for each wave-state there is a corresponding mass point-state, then for a particle ''hf == mc2''. Notably however the ''c'' term is a fixed constant unlike the ''f'' term, and so the ''m'' term is the frequency term, it is referring to an average mass (mass which is measured over time) rather than a constant mass (mass as a constant property of the particle at unit Planck time). Thus as noted, when we refer to mass as a constant property, we are referring to average mass at the quantum scale, and the electron as a quantum-state particle.

If the [[v:User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_unit_scaffolding |scaffolding of the universe]] includes units of Planck mass '''M''', then it is not necessary for a particle itself to have mass, what we define as electron mass could be the absence of electron &lt;ref&gt;Macleod, Malcolm J.; {{Cite journal |title= 1. Planck unit scaffolding correlates with the Cosmic Microwave Background |journal=SSRN |date=Feb 2011 |  doi=10.2139/ssrn.3333513}}&lt;/ref&gt;.  


===== Quarks and Spin=====
The charge on the electron derives from the embedded ampere A and length L, the electron formula ψ itself is dimensionless. These AL magnetic monopoles would seem to be analogous to quarks (there are 3 monopoles per electron), but due to the symmetry and so stability of the geometrical ψ there is no clear fracture point by which an electron could decay, and so this would be difficult to test. We can however conjecture on what a quark solution might look like, the advantage with this approach being that we do not need to introduce new 'entities' for our quarks, the Planck units embedded within the electron suffice &lt;ref&gt;Macleod, M.J. {{Cite journal |title= 7. Geometric Origin of Quarks and Spin, the Mathematical Electron extended |journal=RG | doi=10.13140/RG.2.2.21695.16808/1 }}&lt;/ref&gt;.

====== Quarks======
Electron formula
:&lt;math&gt;\psi = 2^{20} \pi^8 3^3 \alpha_{inv}^3 \Omega^{15},\; unit = 1, scalars = 1&lt;/math&gt;

Time
:&lt;math&gt;T = \pi \frac{r^9}{v^6},\; u^{-30}&lt;/math&gt;


AL magnetic monopole
:&lt;math&gt;\sigma_{e} = \frac{3 \alpha_{inv}^2 A L}{2\pi^2} = {2^7 3 \pi^3 \alpha_{inv} \Omega^5},\; u^{-10}, \;scalars = \frac{r^3}{v^2}&lt;/math&gt;

:&lt;math&gt;\psi = \frac{\sigma_{e}^3}{2 T} = \frac{(2^7 3 \pi^3 \alpha_{inv} \Omega^5)^3}{2\pi} = 2^{20} 3^3 \pi^8 \alpha_{inv}^3 \Omega^{15},\; unit = \frac{(u^{-10})^3}{u^{-30}} = 1, scalars = (\frac{r^3}{v^2})^3 \frac{v^6}{r^9} = 1&lt;/math&gt;

If &lt;math&gt;\sigma_{e}&lt;/math&gt; could equate to a quark with an [[w:electric charge|electric charge]] of {{sfrac|-1|3}}[[w:elementary charge|''e'']], then it would be an analogue of the '''D''' quark. 3 of these D quarks would constitute the electron as DDD = (AL)*(AL)*(AL). 


We would assume that the charge on the [[w:positron |positron]] (anti-matter electron) is just the inverse of the above, however there is 1 problem, the AL (A; θ=3, L; θ=-13) units = -10, and if we look at the [[v:User:Platos Cave (physics)/Simulation_Hypothesis/Planck_units_(geometrical)#Table_of_Constants |table of constants]], there is no 'units = +10' combination that can include A. We cannot make an inverse electron. However we can make a [[w:Planck temperature|Planck temperature T&lt;sub&gt;p&lt;/sub&gt;]] AV ''monopole'' (ampere-velocity).

:&lt;math&gt;T_p = \frac{2^7 \pi^3 \Omega^5}{\alpha_{inv}},\; u^{20}, \;scalars = \frac{r^9}{v^6}&lt;/math&gt;

:&lt;math&gt;\sigma_{t} = \frac{3 \alpha_{inv}^2 T_p}{2\pi} = \frac{3 \alpha_{inv}^2 A V}{2\pi^2} = ({2^6 3 \pi^2 \alpha_{inv} \Omega^5}),\; u^{20},\;scalars = \frac{v^4}{r^6}&lt;/math&gt;

:&lt;math&gt;\psi = (2T) \sigma_{t}^2 \sigma_{e} = 2^{20} 3^3 \pi^8 \alpha_{inv}^3 \Omega^{15},\; unit = (u^{-30}) (u^{20})^2 (u^{-10}) = 1, scalars = (\frac{r^9}{v^6}) (\frac{v^4}{r^6})^2   \frac{r^3}{v^2} = 1&lt;/math&gt;


The units for &lt;math&gt;\sigma_{t}&lt;/math&gt; = +20, and so if units = -10 equates to {{sfrac|-1|3}}e, then we may conjecture that units = +20  equates to {{sfrac|2|3}}e, which would be the analogue of the '''U''' quark. Our plus charge now becomes DUU, and so although the positron has the same wavelength, frequency, mass and charge magnitude as the electron (both solve to ψ), internally its charge structure resembles that of the proton, the positron is not simply an inverse of the electron. This could have implications for the missing anti-matter, and for why the charge magnitude of the proton is ''exactly'' the charge magnitude of the electron.

:&lt;math&gt;D = \sigma_{e},\; unit = u^{-10},\; charge = \frac{-1e}{3}, \;scalars = \frac{r^3}{v^2}&lt;/math&gt;

:&lt;math&gt;U = \sigma_{t},\; unit = u^{20},\; charge = \frac{2e}{3}, \;scalars = \frac{v^4}{r^6}&lt;/math&gt;


Numerically:

Adding a proton and electron gives (proton) UUD &amp; DDD (electron) = 2(UDD) = 20 -10 -10 = 0 (zero charge), scalars = 0.

Converting between U and D via U &amp; DDD (electron) = 20 -10 -10 -10 = -10 (D), scalars = &lt;math&gt;\frac{r^3}{v^2}&lt;/math&gt;


====== Spin ======
[[v:User:Platos_Cave_(physics)/Simulation_Hypothesis/Relativity |Relativity at the Planck scale]] can be described by a translation between 2 co-ordinate systems; an expanding (in Planck steps at the speed of light) 4-axis hyper-sphere projecting onto a 3-D space &lt;ref&gt;Macleod, M.J. {{Cite journal |title= 2. Relativity as the mathematics of perspective in a hyper-sphere universe |journal=SSRN | doi=10.2139/ssrn.3334282 }}&lt;/ref&gt;. In this scenario, particles (with mass) are pulled along by the expansion of the hyper-sphere, this then requires particles to have an axis; generically labeled N-S, with the N denoting the direction of particle travel within the hyper-sphere. Changing the direction of travel involves changing the orientation of the particle N-S axis. We can link that external N--S axis to the internal monopole (DDD) geometry, and from this show how the three internal phases produce the spin-½ transformation law under spatial rotations about the N-S direction &lt;ref&gt;Macleod, M.J. {{Cite journal |title= 7. Geometric Origin of Quarks and Spin, the Mathematical Electron extended |journal=RG | doi=10.13140/RG.2.2.21695.16808/1 }}&lt;/ref&gt;.


==Article series==
The following are HTML transcripts of journal articles
* [[https://simulationuniverse.org/ simulationuniverse.org]]: Home page

===The 3 levels===
A model overview from the sub Planck scale to the container universe
* [[https://codingthecosmos.org/1a-CMB_from_Planck_unit_scaffolding.html 1a. Planck unit CMB.html]]: Part 1. A CMB from Planck units
* [[https://codingthecosmos.org/1b-Sub_Planck_scale_from_tau_loop.html  1b. The Minimal Complexity Algorithm of the Planck Scaffolding]]: Part 2. The sub-Planck scale and the tau-loop
* [[https://codingthecosmos.org/1c-the_Heavens_a_container_universe.html 1c. the Heavens.html]]: Part 3. The Heavens (the container universe)

===General articles===
* [[https://codingthecosmos.org/2-Relativity_as_mathematics_of_perspective.html 2-Relativity-hypersphere.html]]: Relativity as the mathematics of perspective 
* [[https://codingthecosmos.org/3-Gravity_via_n-body_particle_orbitals.html 3-Gravitational-orbitals.html]]: Gravity as sum of n-body rotating orbital particle-particle pairs
* [[https://codingthecosmos.org/4-Atomic-orbital_transition_using_Gravity_simulator.html 4-Atomic-orbitals.html]]: Atomic orbitals as single rotating orbital particle-particle pairs
* [[https://codingthecosmos.org/5-Atomic_transition_via_photon_orbital_hybrid.html 5-w_axis.html]]: Imaginary number axis (radiation domain)
* [[https://codingthecosmos.org/6-Natural_Planck_units_MTP_Fine_Structure_Constant_alpha.html 6-Physical-constant-anomalies.html]]: Derivation of the fine structure constant alpha from physical constant anomalies
* [[https://codingthecosmos.org/7-Mathematical_electron_magnetic_monopole-quarks.html 7-Monopole-quarks.html]]: Quarks as magnetic monopoles
* [[https://codingthecosmos.org/8-Holographic_universe_2D_plus_Compton_wavelength.html 8-Holographic-universe.html]]: Hypersphere surface as 2-D analogue

===Wiki series===
Introductions to principle concepts (for more detailed discussion see General articles)
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_units_(geometrical)]]: Planck units MLTPA as geometrical objects
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Gravity_via_Atomic_orbitals]]: Gravity as a function of atomic orbitals 
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Relativity]]: Relativity as a translation between 2 co-ordinate systems
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_unit_scaffolding]]: CMB and a Planck unit universe scaffolding
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Sqrt_Planck_momentum]]: Link between charge and mass
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/God_(programmer)]]: Introduction to a Planck scale Programmer God Simulation Hypothesis model

== External links == 
* [https://codingthecosmos.com/ Programming at the Planck scale using geometrical objects] -Malcolm Macleod's website
* [http://www.simulation-argument.com/ Simulation Argument] -Nick Bostrom's website
* [https://www.amazon.com/Our-Mathematical-Universe-Ultimate-Reality/dp/0307599809 Our Mathematical Universe: My Quest for the Ultimate Nature of Reality] -Max Tegmark (Book)
* [https://link.springer.com/article/10.1134/S0202289308020011/ Dirac-Kerr-Newman black-hole electron] -Alexander Burinskii (article)
* [https://www.imdb.com/title/tt0133093/ The Matrix, (1999)]
* [https://plato.stanford.edu/entries/pythagoras/ Pythagoras &quot;all is number&quot;] - Stanford University
* [[w:Simulation Hypothesis | Simulation Hypothesis]]
* [[w:Mathematical universe hypothesis | Mathematical universe hypothesis]]
* [[w:Philosophy of mathematics | Philosophy of mathematics]]
* [[w:Philosophy of physics | Philosophy of physics]]
* [[w:Platonism | Platonism]]


== References == 
{{Reflist}}


[[Category: Physics]]
[[Category: Philosophy of science]]
__INDEX__</text>
      <sha1>qgojrb91axoy1h92b1atncaw0myweju</sha1>
    </revision>
  </page>
  <page>
    <title>User:Platos Cave (physics)/Simulation Hypothesis/Gravity via Atomic orbitals</title>
    <ns>2</ns>
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    <revision>
      <id>2834277</id>
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        <username>Platos Cave (physics)</username>
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      <text bytes="61415" sha1="g39bmk93f7m8wcyrj4h5z6iodb4s2mf" xml:space="preserve">{{Original research}}


'''Simulating gravitational and atomic orbits via n-body rotating particle-particle orbital pairs at the Planck scale'''

The following describes a geometrical method for simulating gravitational orbits &lt;ref&gt;Macleod, Malcolm J.; {{Cite journal |title=3. Gravitational orbits from n-body rotating particle-particle orbital pairs |journal=SSRN |date=Dec 2021 | doi=10.2139/ssrn.3444571}}&lt;/ref&gt; and atomic orbitals  &lt;ref&gt;Macleod, Malcolm J.; {{Cite journal |title=4. Geometrical origins of quantization in H atom electron transitions |journal=SSRN |date=Dec 2022 | doi=10.2139/ssrn.3703266}}&lt;/ref&gt; via an n-body network of rotating individual particle-particle orbital pairs . Although the simulation is dimensionless (the only physical constant used is the [[w:fine structure constant |fine structure constant alpha]]), it can translate via the [[w:Planck_units |Planck units]] for comparisons with real world orbits. The orbits generated by this dimensionless geometrical approach can be formulated, and despite not using Newtonian physics these formulas demonstrate consistency; for example the derived formulas for radius R, period T and (M + m) will reduce [[v:Quantum_gravity_(Planck)#Kepler's_formula_=_G |Kepler's formula]] to '''G''' &lt;ref&gt;https://codingthecosmos.com/orbitals/maple-code-Kepler.html maple code&lt;/ref&gt;. Likewise the atomic orbital shells naturally quantize according to pi without relying on built-in postulates.

[[File:Gravitational-regular-3body-orbit.gif|thumb|right|640px|A regular 3-body orbit. The simulation begins with the start (x, y) co-ordinates of each point. No other parameters are required. r0=2*α; x1=1789.5722983; y1=0; x2=cos(pi*2/3)*r0; y2=sin(pi*2/3)*r0; x3=cos(pi*2/3)*r0; y3=sin(pi*2/3)*r0]]
:&lt;math&gt;\frac{4 \pi^2 R^3}{(M+m) T^2} = \frac{l_p c^2}{m_P} = G&lt;/math&gt;


The simulation source code(s) used here are listed below, these give a precise description of this orbital model and so can be used as reference &lt;ref&gt;https://codingthecosmos.com/orbitals/ Orbital model simulation source codes&lt;/ref&gt;.

 
For simulating gravity, orbiting objects ''A'', ''B'', ''C''... are sub-divided into discrete points, each point can be represented as 1 unit of [[w:Planck mass |Planck mass]] ''m''&lt;sub&gt;P&lt;/sub&gt; (for example, a 1kg satellite would be divided into 1kg/''m''&lt;sub&gt;P&lt;/sub&gt; = 45940509 points). Each point in object ''A'' then forms an orbital pair with every point in objects ''B'', ''C''..., resulting in a universe-wide, n-body network of rotating point-to-point orbital pairs . 

Each orbital pair rotates 1 unit of length per unit of time, when these orbital pair rotations are summed and mapped over time, gravitational orbits emerge between the objects ''A'', ''B'', ''C''... 

The base simulation requires only the start position (''x'', ''y'' coordinates) of each point, as it maps only rotations of the points within their respective orbital pairs then information regarding the macro objects ''A'', ''B'', ''C''...; momentum, center of mass, barycenter etc ... is not required (each orbital is calculated independently of all other orbitals). 


For simulating electron transition within the atom, the same program is used. The electron is assigned as a single point, the nucleus as multiple points clustered together (a 2-body orbit), and an incoming 'photon' (a unit of length) is added to (increases) the electron - proton orbital radius in a series of discrete steps (rather than a single 'jump' between orbital shells). As the electron continues to orbit the nucleus during this transition phase, the electron path traces a [[w:hyperbolic spiral |hyperbolic spiral]]. Although we are mapping the electron transition as a gravitational orbit on a 2-D plane, periodically the transition spiral angles converge to give an integer orbital radius (360°=4''r'', 360+120°=9''r'', 360+180°=16''r'', 360+216°=25''r'' ... 720°=∞''r''), a radial quantization (as a function of pi and so of geometrical origin) naturally emerges. Furthermore, the transition steps between these radius can then be used to solve the transition frequency, replicating the Bohr model. The gravitational orbit returns results analogous to the Bohr model and the 2-photon orbital model approach complements the (electric wave-state) [[w:Schrodinger equation |Schrodinger wave equation]].


[[File:complex-orbit-pts26-r17-1-7-1.gif|thumb|right|640px|By selecting the start co-ordinates on a 2-D plane for each point accordingly, we can 'design' the required orbits. The 26 points orbit each other resulting in 325 point-point orbitals.]]
=== Theory ===
In the simulation, particles are treated as an electric wave-state to (Planck) mass point-state oscillation, the wave-state as the duration of particle frequency in Planck time units, the point-state duration as 1 unit of Planck time (as a point, this state can be assigned mapping coordinates), the particle itself is a continuous oscillation between these 2 states (i.e.: the particle is not a fixed entity). For example, an electron has a frequency (wave-state duration) = 10&lt;sup&gt;23&lt;/sup&gt; units of Planck time followed by the mass state (1 unit of Planck time). The background to this oscillation is given in the [[v:Electron (mathematical) |mathematical electron]] model.

If the electron '''has (is)''' mass (1 unit of Planck mass) for 1 unit of Planck time, and then '''no''' mass for 10&lt;sup&gt;23&lt;/sup&gt; units of Planck time (the wave-state), then in order for a (hypothetical) object composed only of electrons to '''have (be)''' 1 unit of Planck mass at every unit of Planck time, the object will require 10&lt;sup&gt;23&lt;/sup&gt; electrons. This is because orbital rotation occurs at each unit of Planck time and so the simulation requires this object to have a unit of Planck mass at each unit of Planck time (i.e.: on average there will always be 1 electron in the mass point state). We would then measure the mass of this object as 1 Planck mass (the measured mass of an object reflects the average number of units of Planck mass per unit of Planck time). For the simulation program, this Planck mass object can now be defined as a point (it will have point co-ordinates at each unit of Planck time and so can be mapped). As the simulation is dividing the mass of objects into these Planck mass size points and then rotating these points around each other as point-to-point orbital pairs, then by definition gravity is a mass to mass interaction. 

Nevertheless, although this is a mass-point to mass-point rotation, and so referred to here as a point-point orbital, it is still a particle to particle orbital, albeit the particles are both in the mass state. We can also map individual particle to particle orbitals albeit as gravitational orbits, the H atom is a well-researched particle-to-particle orbital pair (an electron orbiting a proton) and so can be used as reference. To map orbital transitions between energy levels, the simulation uses the [[v:Quantum_gravity_(Planck)#Photon_orbital_model |photon-orbital model]], in which the orbital (Bohr) radius is treated as a 'physical wave' akin to the photon albeit of inverse or reverse phase. The photon can be considered as a moving wave, the orbital radius as a standing/rotating wave (trapped between the electron and proton). 

Orbital momentum derives from this orbital radius, it is the rotation of the orbital radius that pulls the electron, resulting in the electron orbit around the nucleus. Furthermore, orbital transition (between orbitals) occurs between the orbital radius and the photon, the electron has a passive role. Transition (the electron path) follows a specific [[v:Fine-structure_constant_(spiral) |hyperbolic spiral]] for which the angle component periodically converges to give integer radius where ''r'' = Bohr radius; at 360° radius =4''r'', 360+120°=9''r'', 360+180°=16''r'', 360+216°=25''r'' ... 720°=∞''r''. As these spiral angles (360°, 360+120°, 360+180°, 360+216° ...) are linked directly to pi, and as the electron is following a semi-classical gravitational orbit, this particular quantization has a geometrical origin.

Although the simulation is not optimized for atomic orbitals (the nucleus is treated simply as a cluster of points), the transition period '''t''' measured between these integer radius can be used to solve the transition frequencies '''f''' via the general formula &lt;math&gt;f/c = t \lambda_H/(n_f^2-n_i^2)&lt;/math&gt;. 
 
In summary, both gravitational and atomic orbitals reflect the same particle-to-particle orbital pairing, the distinction being the state of the particles; gravitational orbitals are mass to mass whereas atomic orbitals are predominately wave to wave. There are not 2 separate forces used by the simulation, instead particles are treated as oscillations between the 2 states (electric wave and mass point). The transition spiral provides the geometric structure; the photon-orbital hybrid (2-Photon model) provides the angular momentum content. 


=== N-body orbitals ===
[[File:8body-27orbital-gravitational-orbit.gif|thumb|right|640px|8-body (8 mass points, 28 orbitals), the resulting orbit is a function of the start positions of each point]]

The simulation universe is a 4-axis hypersphere expanding in increments &lt;ref&gt;Macleod, Malcolm; {{Cite journal |title=1. Planck unit scaffolding correlates with the Cosmic Microwave Background |journal=SSRN |date=26 March 2014 | doi=10.2139/ssrn.3333513 }}&lt;/ref&gt; with 3-axis (the [[v:User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_unit_scaffolding  |hypersphere surface]]) projected onto an (''x'', ''y'') plane with the ''z'' axis as the simulation timeline (the expansion axis). Each point is assigned start (''x'', ''y'', ''z'' = 0) co-ordinates and forms pairs with all other points, resulting in a universe-wide n-body network of point-point orbital pairs. The barycenter for each orbital pairing is its center, the points located at each orbital 'pole'.

The simulation itself is dimensionless, simply rotating circles. To translate to dimensioned gravitational or atomic orbits, we can use the Planck units ([[w:Planck mass |Planck mass m&lt;sub&gt;P&lt;/sub&gt;]], [[w:Planck length |Planck length l&lt;sub&gt;p&lt;/sub&gt;]], [[w:Planck time |Planck time t&lt;sub&gt;p&lt;/sub&gt;]]), such that the simulation increments in discrete steps (each step assigned as 1 unit of Planck time), during each step (for each unit of Planck time), the orbitals rotate 1 unit of (Planck) length (at velocity ''c'' = ''l''&lt;sub&gt;p&lt;/sub&gt;/''t''&lt;sub&gt;p&lt;/sub&gt;) in hyper-sphere co-ordinates. These rotations are then all summed and averaged to give new point co-ordinates. As this occurs for every point before the next increment to the simulation clock (the next unit of Planck time), the orbits can be updated in 'real time' (simulation time) on a serial processor. 


Setting &lt;math&gt;\alpha_{inv} = \frac{1}{\alpha}&lt;/math&gt; = 137.035999177⁠ (CODATA 2022)

Orbital pair rotation on the (''x'', ''y'') plane occurs in discrete steps according to an angle '''β'''  as defined by the orbital pair radius (the atomic orbital '''β''' has an additional alpha term). 

:&lt;math&gt;\beta_{gravity} = \frac{1}{r_{ij} r_{orbital} \sqrt{r_{orbital}}}&lt;/math&gt; 

:&lt;math&gt;\beta_{atomic} = \frac{1}{\sqrt{2\alpha_{inv}} r_{orbital} \sqrt{r_{orbital}}}&lt;/math&gt;


As the simulation treats each (point-point) orbital independently (independent of all other orbitals), no information regarding the points (other than their initial start coordinates) is required by the simulation.

Although orbital and so point rotation occurs at ''c'', the [[v:Relativity (Planck) |hyper-sphere expansion]] &lt;ref&gt;Macleod, Malcolm; {{Cite journal |title=2. Relativity as the mathematics of perspective in a hyper-sphere universe |journal=SSRN |date=26 March 2014 | doi=10.2139/ssrn.3334282 }}&lt;/ref&gt; is equidistant and so `invisible' to the observer. Instead observers (being constrained to 3D space) will register these 4-axis orbits (in hyper-sphere co-ordinates) as a circular motion on a 2-D plane (in 3-D space). An apparent [[w:Time_dilation |time dilation]] effect emerges as a consequence.


[[File:4body-orbital-3x10x-gravitational-orbit.gif|thumb|right|640px|Symmetrical 4 body orbit; (3 center mass points, 1 orbiting point, 6 orbital pairs). Note that all points orbit each other.]]
==== 2 body orbits ('''x, y''' plane) ====
For simple 2-body orbits, to reduce computation only 1 point is assigned as the orbiting point and the remaining points are assigned as the central mass. For example the ratio of earth mass to moon mass is 81:1 and so we can simulate this orbit accordingly. However we note that the only actual distinction between a 2-body orbit and a complex orbit being that the central mass points are assigned ('''x, y''') co-ordinates relatively close to each other, and the orbiting point is assigned ('''x, y''') co-ordinates distant from the central points (this becomes the orbital radius) ... this is because the simulation treats all points equally, the center points also orbiting each other according to their orbital radius, for the simulation itself there is no difference between simple 2-body and complex n-body orbits. 

The [[w:Schwarzschild radius |Schwarzschild radius]] formula in Planck units

:&lt;math&gt;r_s = \frac{2 l_p M}{m_P}&lt;/math&gt;

As the simulation itself is dimensionless, we can remove the dimensioned length component &lt;math&gt;2 l_p&lt;/math&gt;, and as each point is analogous to 1 unit of Planck mass &lt;math&gt;m_P&lt;/math&gt;, then the Schwarzschild radius for the simulation becomes the number of central mass points. We then assign ('''x, y''') co-ordinates (to the central mass points) within a circle radius &lt;math&gt;r_s&lt;/math&gt; = number of central points = total points - 1 (the orbiting point).


After every orbital has rotated 1 length unit (anti-clockwise in these examples), the new co-ordinates for each rotation per point are then averaged and summed, the process then repeats. After 1 complete orbit (return to the start position by the orbiting point), the period '''t''' (as the number of increments to the simulation clock) and the ('''x, y''') plane orbit length '''l''' (distance as measured on the 2-D plane) are noted. 

'''Key''':

1. '''i''' = r&lt;sub&gt;s&lt;/sub&gt;; the number of center mass points (the orbited object). 

2. '''j''' = total number of points, as here there is only 1 orbiting point; '''j''' = '''i''' + 1

3. '''k&lt;sub&gt;r&lt;/sub&gt;''' is a mass to radius co-efficient in the form &lt;math&gt;j_{max} = (k_r i + 1)&lt;/math&gt;. This function defines orbital radius in terms of the central mass Schwarzschild radius (&lt;math&gt;i&lt;/math&gt;) and the orbiting point (1), thus quantizing the radius. When &lt;math&gt;k_r&lt;/math&gt; = 1 then &lt;math&gt;j_{max} = j&lt;/math&gt;, and the radius is at a minimum giving an analogue gravitational principal quantum number &lt;math&gt;n_g = j_{max}/j&lt;/math&gt;.

4. '''x, y''' = start co-ordinates for each point (on a 2-D plane), '''z''' = 0. 

5. '''r&lt;sub&gt;α&lt;/sub&gt;''' = a radius constant, here r&lt;sub&gt;α&lt;/sub&gt; = sqrt(2/α) = 16.55512; where alpha = inverse [[w:fine structure constant |fine structure constant]] = 137.035 999 084 (CODATA 2018). This constant adapts the simulation specifically to gravitational and atomic orbitals.

:&lt;math&gt;r_{\alpha} = \sqrt{2\alpha_{inv}} &lt;/math&gt;

:&lt;math&gt;r_{orbit} = {r_{\alpha_{inv}}}^2 \;*\; r_{wavelength} &lt;/math&gt;

6. Rotation angle β
:&lt;math&gt;\beta_{orbital} = \frac{1}{r_{ij} r_{orbital} \sqrt{r_{orbital}}}&lt;/math&gt; 

:&lt;math&gt;r_{ij} = \sqrt{\frac{2 j}{i}}&lt;/math&gt; (for each gravitational orbital in the simulation)

:&lt;math&gt;r_{ij} = \sqrt{2 \alpha_{inv}}&lt;/math&gt; (for each atomic orbital in the simulation)


==== Orbital formulas (2-D plane)====

:&lt;math&gt;j = i +  1&lt;/math&gt;

:&lt;math&gt;r_{orbit} = 2 \alpha_{inv} 2 \frac{(k_r i + 1)^2}{i^2}&lt;/math&gt;, orbital radius (center mass to point)

:&lt;math&gt;r_{ij} = \sqrt{\frac{i}{j}}&lt;/math&gt; (averaged for each orbit)

:&lt;math&gt;t_{orbit} = \frac{2\pi}{ \beta_{orbit}} = 16 \pi {\alpha_{inv}}^{3/2} \frac{{(k_r i + 1)}^3}{i^{5/2} j^{1/2}}&lt;/math&gt;, orbiting point period

:&lt;math&gt;r_{barycenter} = \frac{r_{orbit}}{j}&lt;/math&gt;

:&lt;math&gt;l_{orbit} = 2 \pi (r_{orbit} - r_{barycenter})&lt;/math&gt;, distance travelled by orbiting point

:&lt;math&gt;v_{orbit} = \sqrt{\frac{i}{r_{orbit}j}}&lt;/math&gt;, orbiting point velocity  


Example (dimensionless). The simulation parameters agree closely with the calculated parameters:
:points = 8 (1 orbiting point and 7 center mass points) &lt;ref&gt;https://codingthecosmos.com/orbitals/ Gravitational-orbital-simulation-2body.c&lt;/ref&gt;
:i = 7, j = 8
:k&lt;sub&gt;r&lt;/sub&gt; = 32
:&lt;math&gt;\sqrt{2j/i}&lt;/math&gt; = 1.511858


Calculated
:calculated orbit period = 2504836149.00059
:calculated orbit radius = 566322.241497
:calculated orbit length = 3113519.13854
:calculated orbit barycenter = 70790.280187, 0
:n&lt;sub&gt;g&lt;/sub&gt; = (k&lt;sub&gt;r&lt;/sub&gt; i + 1)/j = 28.125 


Simulation
 simulation orbit period = 2504836141      
 simulation orbit length = 3113519.130546298             
 simulation orbit barycenter; x = 70790.28092,  y = 0.000732


===== Earth moon orbit===== 
The earth to moon mass ratio approximates 81:1 and so can be simulated as a 2-body orbit with the moon as a single orbiting point as in the above example. Here we use the orbital parameters to determine the value for the mass to radius coefficient k&lt;sub&gt;r&lt;/sub&gt;. Planck length &lt;math&gt;l_p&lt;/math&gt;, Planck mass &lt;math&gt;m_P&lt;/math&gt; and &lt;math&gt;c&lt;/math&gt; are used to convert between the dimensionless formulas and dimensioned SI units.

Reference values

:&lt;math&gt;M&lt;/math&gt; = 5.9722 x 10&lt;sup&gt;24&lt;/sup&gt;kg (earth)

:&lt;math&gt;m&lt;/math&gt; = 7.346 x 10&lt;sup&gt;22&lt;/sup&gt;kg (moon)

:&lt;math&gt;T_{orbit}&lt;/math&gt; = 27.321661*86400 = 2360591.51s


To simplify, we assume a circular orbit which then gives us this radius

:&lt;math&gt;R_{orbit} = (\frac{G (M+m) T_{orbit}^2}{4 \pi^2})^{(1/3)}&lt;/math&gt; = 384714027m 

:&lt;math&gt;G = \frac{l_p c^2}{m_P}&lt;/math&gt; = 0.66725e-10 


The mass ratio

:&lt;math&gt;i = \frac{M}{m}&lt;/math&gt; = 81.298666, j = i + 1


We then find a value for &lt;math&gt;k_r&lt;/math&gt; using T&lt;sub&gt;orbit&lt;/sub&gt; as our reference (reversing the orbit period equation). 

:&lt;math&gt;T_o = T_{orbit} \frac{m_P}{M} \frac{c}{l_p} = 16 \pi {\alpha_{inv}}^{3/2} \frac{(k_r i + 1)^3}{i^{5/2} j^{1/2}}&lt;/math&gt; (dimensionless orbital period) 

:&lt;math&gt;k_r = \frac{1}{i} {(\frac{T_o i^{5/2} j^{1/2}}{16 \pi {\alpha_{inv}}^{3/2}})}^{(1/3)} - \frac{1}{i}&lt;/math&gt; = 12581.4468


Dimensionless solutions

:&lt;math&gt;r_{orbit} = 2 \alpha_{inv} 2 \frac{(k_r i + 1)^2}{i^2}&lt;/math&gt; = 86767420100 

:&lt;math&gt;t_{orbit} = 16 \pi {\alpha_{inv}}^{3/2} \frac{{(k_r i + 1)}^3}{i^{5/2} j^{1/2}}&lt;/math&gt; = 0.159610040233 x 10&lt;sup&gt;18&lt;/sup&gt;

:&lt;math&gt;r_{barycenter} = \frac{r_{orbit}}{j}&lt;/math&gt; = 1054299229.62

:&lt;math&gt;l_{orbit} = 2 \pi (r_{orbit} - r_{barycenter})&lt;/math&gt; = 538551421685

:&lt;math&gt;v = \sqrt{\frac{i}{r_{orbit}j}}&lt;/math&gt; = 0.33741701 x 10&lt;sup&gt;-5&lt;/sup&gt;


Converting back to dimensioned values

:&lt;math&gt;R = r_{orbit} l_p \frac{M}{m_P} = R_{orbit}&lt;/math&gt; = 384714027m 

:&lt;math&gt;T = t_{orbit} \frac{l_p}{c} \frac{M}{m_P} = T_{orbit}&lt;/math&gt; = 2360591.51s

:&lt;math&gt;B = \frac{R}{j}&lt;/math&gt; = 4674608.301m (barycenter)

:&lt;math&gt;L = 2\pi (R - B)&lt;/math&gt; = 2387858091.51m (distance moon travelled around the barycenter)

:&lt;math&gt;V = c \sqrt{\frac{i}{r_{orbit}j}}&lt;/math&gt; = 1011.551m/s (velocity of the moon around the barycenter)


If we expand the velocity term

:&lt;math&gt;v_{orbit} = c \sqrt{\frac{i}{r_{orbit}j}}&lt;/math&gt;

:&lt;math&gt;v_{orbit}^3 = \frac{G M}{T_{orbit}} 2\pi \frac{i^2}{j^2}&lt;/math&gt;


Note: The [[w:standard gravitational parameter | standard gravitational parameter]] ''μ'' is the product of the gravitational constant ''G'' and the mass ''M'' of that body. For several objects in the Solar System, the value of ''μ'' is known to greater accuracy than either ''G'' or ''M''.

:&lt;math&gt;\mu_{earth}&lt;/math&gt; = 3.986004418(8)e14
:&lt;math&gt;\mu_{moon}&lt;/math&gt; = 4.9048695(9)e12
:&lt;math&gt;i = \frac{\mu_{earth}}{\mu_{moon}}&lt;/math&gt; = 81.2662685

:&lt;math&gt;k_r = \frac{c}{2 \sqrt{\alpha_{inv}}} {(\frac{T_{orbit}}{2 \pi \mu_{earth}})}^{1/3} \frac{(i+1)}{i}^{1/6} - \frac{1}{i}&lt;/math&gt; = 12580.3462

:&lt;math&gt;t_{orbit}&lt;/math&gt; = 0.15956776936 x 10&lt;sup&gt;18&lt;/sup&gt;

:&lt;math&gt;r_{orbit}&lt;/math&gt; = 86752239934 

 
===== Kepler's formula = G=====
Kepler's formula reduces to G &lt;ref&gt;https://codingthecosmos.com/orbitals/maple-code-Kepler.html maple code&lt;/ref&gt;

:&lt;math&gt;R = 2 \alpha_{inv} 2 (\frac{k_r i + 1}{i})^2 l_p \frac{M}{m_P}&lt;/math&gt;

:&lt;math&gt;T = 16 \pi {\alpha_{inv}}^{3/2} \frac{{(k_r i + 1)}^3}{i^{5/2} (i+1)^{1/2}} \frac{l_p}{c} \frac{M}{m_P}&lt;/math&gt;

:&lt;math&gt;M+m = M (\frac{i+1}{i})&lt;/math&gt;

:&lt;math&gt;\frac{4 \pi^2 R^3}{(M+m) T^2} = \frac{l_p c^2}{m_P} = G&lt;/math&gt;


Maple code
: R:=(2/alpha_{inv})*2*((kr*i+1)^2/i^2)*lp*(M/mP):
: T:=(16*Pi/alpha_{inv}^(3/2))*((kr*i+1)^3/(i^(5/2)*(i+1)^(1/2)))*(lp/c)*(M/mP):
: Mm:=M*(i+1)/i:
: simplify(4*Pi^2*R^3/(Mm*T^2));
: Output: lp*c^2/mP


[[File:Gravitational-potential-energy-8body-1-2.gif|thumb|right|640px|8-body circular orbit plus 1-body with opposing orbitals 1:2]]
==== Orbital alignment ====
Orbital trajectory is a measure of alignment of the orbitals. In the above examples, all orbitals rotate in the same direction = aligned. If all orbitals are unaligned the object will appear to 'fall' = straight line orbit.

In this example, for comparison, onto an 8-body orbit (blue circle orbiting the center mass green circle), is imposed a single point (yellow dot) with a ratio of 1 orbital (anti-clockwise around the center mass) to 2 orbitals (clockwise around the center mass) giving an elliptical orbit.

The change in orbit velocity (acceleration towards the center and deceleration from the center) derives automatically from the change in the orbital radius (there is no barycenter). 

An orbital drift (as determined where the blue and yellow meet) naturally occurs; the eccentricity (shape) of the orbit a function of center mass and the ratio of alignment of the orbitals. A near straight line orbit will have a greater drift and a greater eccentricity than a near circular orbit. The elliptical orbit has a longer period than the circular orbit (which has a 360 degree orbit, the sidereal period). The additional period is known as the anomalistic period and includes the precession angle (360 + precession angle). Note: in these simulations there are only 2 orbital types; clock-wise and anti-clockwise ... in a real world orbit there will be a mixture.


===== Precession =====
Precession is a change in the orientation of the rotational axis of a rotating body. The first of three tests to establish observational evidence for the theory of general relativity, as proposed by Albert Einstein in 1915, concerned the &quot;anomalous&quot; precession of the[[w:Tests_of_general_relativity | perihelion of Mercury]]. This precession is not predicted by Newtonian gravity.

The formula for precession uses the semi-major axis ''a'' (the maximum distance between center of mass) and the semi-minor axis ''b'' (the minimum distance between center of mass). 
:&lt;math&gt;e = \sqrt{1-\frac{b^2}{a^2}}&lt;/math&gt;
:&lt;math&gt;\theta = \frac{6\pi G M}{a (1-e^2) c^2}&lt;/math&gt;
Where ''e'' is the eccentricity of the orbit and θ is the precession angle

The frequency of the center mass Schwarzschild radius = &lt;math&gt;i 2 l_p&lt;/math&gt;, where ''i'' is the number of Planck mass points in the center mass and ''l''&lt;sub&gt;p&lt;/sub&gt; is Planck length; ''a'' and ''b'' become
:&lt;math&gt;a = r_a i 2 l_p&lt;/math&gt; 
:&lt;math&gt;b = r_b i 2 l_p&lt;/math&gt;

The formula for &lt;math&gt;r_a&lt;/math&gt;
:&lt;math&gt;r_a = 2 \alpha 2 \frac{(k_r i + 1)^2}{i^2}&lt;/math&gt;

For example, the precession angle for Mercury
:&lt;math&gt;\theta = \frac{6\pi G M}{a (1-e^2) c^2} = \frac{6\pi \lambda_{sun} a}{2 b^2}&lt;/math&gt; = 0.501866 x 10-6 radians

The Schwarzschild radius of the sun &lt;math&gt;\lambda_{sun} = i 2 l_p&lt;/math&gt; = 2953.25m

The eccentricity of Mercury
:&lt;math&gt;e = \sqrt{1-\frac{b^2}{a^2}}&lt;/math&gt; = 0.203225 (where a = 57909050km and b = 56671523km)


In this simulation the ratio of anti-clockwise:clockwise orbitals = 108:1 with orbiting mass = 1 mass unit (k&lt;sub&gt;r&lt;/sub&gt; = 12) &lt;ref&gt;https://codingthecosmos.com/orbitals/ Orbital model source code repository&lt;/ref&gt;. 
{| class=&quot;wikitable&quot;
!Center mass!!angle θ!!θ*i!!eccentricity!!''r''&lt;sub&gt;a&lt;/sub&gt;, ''r''&lt;sub&gt;b&lt;/sub&gt;
|-
| 24
| 0.001175503
| 0.028212072
| 0.194749592
| 79481.8311615, 77959.9920879
|-
| 28
| 0.001009240
| 0.028022688
| 0.195433743
| 79403.2724007, 77872.1317383
|-
| 32
| 0.000884077
| 0.028290464
| 0.197440737
| 79344.3788203, 77782.4708225 
|-
| 36
| 0.000786489
| 0.028313604
| 0.197813449
| 79298.5878077, 77731.6227135
|-
| 40
| 0.000708274
| 0.028330960
| 0.198373657
| 79261.9645140, 77686.7492830
|-
| 44
| 0.000644252
| 0.028347088
| 0.199144931
| 79232.0062928, 77644.9930740
|-
| 48
| 0.000590779
| 0.028357392
| 0.200476249
| 79207.0454340, 77599.0285567
|-
| 52
| 0.000545493
| 0.028365636
| 0.200748008
| 79185.9277789, 77573.9329729
|-
| ...
| 
| 
|  
| 
|-
| ∞
| 0.000005888
| 
| 0.205660603 
| 
|}

[[File:Ellipse-extrapolation.png|thumb|right|379px|Extrapolation of simulated elliptical data using the rotating orbital gravity simulator]]
At a low mass ratio the mass influences the eccentricity, this influence reduces as mass increases and so the ratio 108:1 was chosen because extrapolating to infinity (the sun:mercury mass ratio = 6025000:1) gives an eccentricity ''e'' = 0.20566 close to that of the Mercury orbit ''e'' = 0.20563. Likewise the extrapolated precession angle = 0.000005888 is only slightly greater than the Mercury orbit angle θ = 0.000005019. 

Due to computational limitations, only a short radius ''r''&lt;sub&gt;a&lt;/sub&gt; and low central masses (''M'' 24...52) were simulated. A longer radius and larger central mass values are required for greater precision. Extrapolating over this scale is imprecise however the it does appear that the correlation is within 1-2 orders of magnitude.  

For the simulation program code &lt;ref&gt;https://codingthecosmos.com/orbitals/ Gravitational-orbital-elliptical-orbits.cpp&lt;/ref&gt; and the extrapolation code used &lt;ref&gt;https://codingthecosmos.com/orbitals/ Gravitational-orbital-ellipse-extrapolate.py&lt;/ref&gt;. 

[[w:Frame-dragging |Frame dragging]] can also impact the results as the central mass is still of itself a gravitational orbit (the center points also orbit each other), and so the center mass rotates at a relatively high velocity when compared with the orbiting point. Lense-Thirring in dimensionless form;

:&lt;math&gt;T = T_d \frac{m_P c}{M l_p}&lt;/math&gt;

:&lt;math&gt;R = R_d \frac{M l_p}{m_P}&lt;/math&gt;

:&lt;math&gt;J = J_d \frac{M R^2}{T}&lt;/math&gt;

:&lt;math&gt;\theta_f = \frac{2 G J T}{c^2 r^2} = 2\frac{J_d}{R_d}&lt;/math&gt;


==== Gravitational coupling constant ====
In the above, the points were assigned a mass as a theoretical unit of Planck mass. Conventionally, the [[w:Gravitational coupling constant | Gravitational coupling constant]] ''α&lt;sub&gt;G&lt;/sub&gt;'' characterizes the gravitational attraction between a given pair of elementary particles in terms of a particle (i.e.: electron) mass to Planck mass ratio;

:&lt;math&gt;\alpha_G = \frac{G m_e^2}{\hbar c} = (\frac{m_e}{m_P})(\frac{m_e}{m_P}) = 1.75... x10^{-45}&lt;/math&gt;

For the purposes of this simulation, particles are treated as an oscillation between an electric wave-state (duration particle frequency) and a mass point-state (duration 1 unit of Planck time). This inverse α&lt;sub&gt;G&lt;/sub&gt; then represents the probability that any 2 electrons will be in the mass point-state at any unit of Planck time ([[v:Electron_(mathematical) |wave-mass oscillation at the Planck scale]] &lt;ref&gt;Macleod, M.J. {{Cite journal |title= Programming Planck units from a mathematical electron; a Simulation Hypothesis |journal=Eur. Phys. J. Plus |volume=113 |pages=278 |date=22 March 2018 | doi=10.1140/epjp/i2018-12094-x }}&lt;/ref&gt;). 

:&lt;math&gt;{\alpha_G}^{-1} = \frac{m_P^2}{m_e^2} = 0.57... x10^{45}&lt;/math&gt;

As mass is not treated as a constant property of the particle, measured particle mass becomes the averaged frequency of discrete point mass at the Planck level. If 2 dice are thrown simultaneously and a win is 2 'sixes', then approximately every (1/6)x(1/6) = (1/36) = 36 throws (frequency) of the dice will result in a win. Likewise, the inverse of α&lt;sub&gt;G&lt;/sub&gt; is the frequency of occurrence of the mass point-state between the 2 electrons. As 1 second requires 10&lt;sup&gt;42&lt;/sup&gt; units of Planck time (&lt;math&gt;t_p = 10^{-42}s&lt;/math&gt;), this occurs about once every 3 minutes.

:&lt;math&gt;\frac{{\alpha_G}^{-1}}{t_p}&lt;/math&gt;

Gravity now has a similar magnitude to the strong force (at this, the Planck level), albeit this interaction occurs seldom (only once every 3 minutes between 2 electrons), and so when averaged over time (the macro level), gravity appears weak.  

If particles oscillate between an electric wave state to Planck mass (for 1 unit of Planck-time) point-state, then at any discrete unit of Planck time, a number of particles will simultaneously be in the mass point-state. If an assigned point contains only electrons, and as the frequency of the electron = f&lt;sub&gt;e&lt;/sub&gt;, then the point will require 10&lt;sup&gt;23&lt;/sup&gt; electrons so that, on average for each unit of Planck time there will be 1 electron in the mass point state, and so the point will have a mass equal to Planck mass (i.e.: experience continuous gravity at every unit of Planck time).

:&lt;math&gt;f_e = \frac{m_P}{m_e} = 10^{23}&lt;/math&gt;

For example a 1kg satellite orbits the earth, for any given unit of Planck time, satellite (B) will have &lt;math&gt;1kg/m_P = 45940509&lt;/math&gt; particles in the point-state. The earth (A) will have &lt;math&gt;5.9738 \;x10^{24} kg/m_P = 0.274 \;x10^{33}&lt;/math&gt; particles in the point-state, and so the earth-satellite coupling constant becomes the number of rotating orbital pairs (at unit of Planck time) between earth and the satellite;

:&lt;math&gt;N_{orbitals} =  (\frac{m_A}{m_P})(\frac{m_B}{m_P})  = 0.1261\; x10^{41}&lt;/math&gt;
 

Earthe parameters:

:&lt;math&gt;i = \frac{M_{earth}}{m_P} = 0.27444  \;x10^{33}&lt;/math&gt; (earth as the center mass)

:&lt;math&gt;i 2 l_p = 0.00887&lt;/math&gt; (earth Schwarzschild radius)

:&lt;math&gt;s = \frac{1kg}{m_P} = 45940509&lt;/math&gt; (1kg orbiting satellite)

:&lt;math&gt;N_{orbitals} = i*s = 0.1261  \;x10^{41}&lt;/math&gt;


The energy required to lift a 1 kg satellite into geosynchronous orbit is the difference between the energy of each of the 2 orbits (geosynchronous and earth). 

:&lt;math&gt;E_{orbital} = \frac{h c}{2 \pi r_{6371}} - \frac{h c}{2 \pi r_{42164}} = 0.412 x10^{-32}J&lt;/math&gt; (energy per orbital)

:&lt;math&gt;E_{total} = E_{orbital} N_{orbitals} = 53 MJ/kg&lt;/math&gt;


The orbital angular momentum of the planets derived from the angular momentum of the respective orbital pairs.

:&lt;math&gt;N_{orbitals} = \frac{M_{sun}}{m_P}  \frac{M_{planet}}{m_P}&lt;/math&gt;

:&lt;math&gt;n_g = \sqrt{\frac{R_{radius} m_P}{2 \alpha l_p M_{sun}}} &lt;/math&gt;

:&lt;math&gt;L_{oam} = 2\pi \frac{M r^2}{T} = N_{orbitals} n_g\frac{h}{2\pi} \sqrt{2 \alpha_{inv}},\;\frac{kg m^2}{s} &lt;/math&gt;

The orbital angular momentum of the planets;

 mercury = .9153 x10&lt;sup&gt;39&lt;/sup&gt;  
 venus    = .1844 x10&lt;sup&gt;41&lt;/sup&gt;  
 earth    = .2662 x10&lt;sup&gt;41&lt;/sup&gt; 
 mars     = .3530 x10&lt;sup&gt;40&lt;/sup&gt; 
 jupiter   = .1929 x10&lt;sup&gt;44&lt;/sup&gt;   
 pluto   = .365 x10&lt;sup&gt;39&lt;/sup&gt;   


[[File:Newton-vs-Orbital-trajectory_comparison.png|thumb|right|479px|Comparison of Newtonian and Orbital model simulations]]
==== Orbital vs. Newton ====
A 3-body orbit &lt;ref&gt;https://codingthecosmos.com/orbitals/ Newton-vs-Orbital_Newton.py&lt;/ref&gt;&lt;ref&gt;https://codingthecosmos.com/orbitals/ Newton-vs-Orbital_Orbital.py&lt;/ref&gt; is compared with the equivalent orbit using Newtonian dynamics. The start positions are the same
 r0=2*α; x1=3490.3069; y1=0; x2=cos(pi*2/3)*r0; y2=sin(pi*2/3)*r0; x3=cos(pi*2/3)*r0; y3=sin(pi*2/3)*r0
The orbiting point was used to determine the optimal G for the Newtonian orbit (G = 0.4956). 

Period of orbit (&lt;math&gt;k_r&lt;/math&gt; = 2.19006)
:&lt;math&gt;t_{calc}&lt;/math&gt; = 1122034 
:&lt;math&gt;t_{orbital}&lt;/math&gt; = 1121397
:&lt;math&gt;t_{newton}&lt;/math&gt; = 1125633


[[File:orbit-points32-orbitals496-clumping-over-time.gif|thumb|right|640px|32 mass points (496 orbitals) begin with random co-ordinates, after 2&lt;sup&gt;32&lt;/sup&gt; steps they have clumped to form 1 large mass and 2 orbiting masses.]]
==== Freely moving points ====
The simulation calculates each point as if freely moving in space, and so is useful with 'dust' clouds where the freedom of movement is not restricted.   

In this animation, 32 mass points begin with random co-ordinates (the only input parameter here are the start (''x'', ''y'') coordinates of each point). We then fast-forward 2&lt;sup&gt;32&lt;/sup&gt; steps to see that the points have now clumped to form 1 larger mass and 2 orbiting masses. The larger center mass is then zoomed in on to show the component points are still orbiting each other, there are still 32 freely orbiting points, only the proximity between them has changed, they have formed ''planets''. 


[[File:relativistic-quantum-gravity-orbitals-codingthecosmos.png|thumb|right|480px|Illustration of B's cylindrical orbit relative to A's time-line axis]]
==== Hyper-sphere orbit ====
{{main|User:Platos_Cave_(physics)/Simulation_Hypothesis/Relativity}}

Each point moves 1 unit of (Planck) length per 1 unit of (Planck) time in '''x, y, z''' (hyper-sphere) co-ordinates, the simulation 4-axis hyper-sphere universe expanding in uniform (Planck) steps (the simulation clock-rate) as the origin of the speed of light, and so (hyper-sphere) time and velocity are constants. Particles are pulled along by this expansion, the expansion as the origin of motion, and so all objects, including orbiting objects, travel at, and only at, the speed of light in these hyper-sphere co-ordinates &lt;ref&gt;Macleod, Malcolm; {{Cite journal |title=2. Relativity as the mathematics of perspective in a hyper-sphere universe |journal=SSRN |date=2014 | doi=10.2139/ssrn.3334282 }}&lt;/ref&gt;. Time becomes [[v:User:Platos Cave (physics)/Simulation_Hypothesis/God_(programmer)#Universe_time-line |time-line]]. 

While ''B'' (satellite) has a circular orbit period on a 2-axis plane (the horizontal axis representing 3-D space) around ''A'' (planet), it also follows a cylindrical orbit (from B&lt;sup&gt;1&lt;/sup&gt; to B&lt;sup&gt;11&lt;/sup&gt;) around the ''A'' time-line (vertical expansion) axis ('''t&lt;sub&gt;d&lt;/sub&gt;''') in hyper-sphere co-ordinates. ''A'' is moving with the universe expansion (along the time-line axis) at (''v = c''), but is stationary in 3-D space (''v'' = 0). ''B'' is orbiting ''A'' at (''v = c''), but the time-line axis motion is equivalent (and so `invisible') to both ''A'' and ''B'', as a result the orbital period and velocity measures will be defined in terms of 3-D space co-ordinates by observers on ''A'' and ''B''. 


=== Atomic orbitals ===
[[File:H-orbit-transitions-n1-n2-n3-n1.gif|thumb|right|640px|fig 5. H atom orbital transitions from n1-n2, n2-n3, n3-n1 via 2 photon capture, photons expand/contract the orbital radius. The spiral pattern emerges because the electron is continuously pulled in an anti-clockwise direction by the rotating orbital.]]

==== Gravitational orbit ====
In the context of the gravitational orbital pair model, the atomic orbital is treated as a 2-body orbit (the electron as a point orbiting an n-body central mass 'nucleus'). To simulate electron transition between orbitals, at each step a unit of length is added. As the electron still continues its orbit, instead of a circular path, it traces a spiral path outwards. 

Notes: 
1. Seen from the wave-point oscillation cycle model, the electron is predominately in the electric wave-state (which is a locally undefined state), the simulation program can only calculate the mass point-states, and so we are mapping only the gravitational orbital component of the electron orbit. For the gravitational orbit, the orbit co-ordinates were updated per unit of Planck time (with orbitals rotating 1 unit of Planck length). In the atomic orbital we have only 1 point (the electron), and it occurs as a point only after every wavelength cycle, and so we are updating our orbit only after every wavelength cycle. For example we find that at the lowest (''n'' = 1) orbit, there are about 471964 wave-point oscillations, and so we will map a polygon with 471964 sides (the wave state cannot be mapped). To compensate, the orbital rotation angle is modified such that 471964 steps are required to map 1 complete orbit ; 
:&lt;math&gt;\beta_{orbital} = \frac{1}{r_{ij} r_{orbital} \sqrt{r_{orbital}}}&lt;/math&gt; 

:&lt;math&gt;r_{ij} = \sqrt{2 \alpha}&lt;/math&gt;

2. During transition, at each step 1 unit of the photon is absorbed by the orbital radius, this continues until the photon is completely absorbed, the orbital radius extending proportionately. Photon absorption is not instantaneous, but instead occurs over time according to the photon wavelength. The number of steps required for this absorption then gives us the transition frequency.
 
Notably, at integer (''Bohr'') radius (4''r'', 9''r'', 16''r''...) the spiral angle is a function of pi (2pi, (8/3)pi, 3pi ...), and as this is a linear extrapolation (the orbital radius grows in steps), ''n'' level orbits can be interpreted as specific orbits (which are inherently stable) occurring along the semi-continuous transition orbital path traced by the electron. The electron does not jump between n-levels, but the interim state (the transition phase) between these quantized n-levels is an orbital-photon hybrid state and thus difficult to detect. We may then have the equivalent of a non-integer ''n'', but as it is interchangeable with spiral angle and radius, we need only 1 parameter to calculate the other 2, and as transition frequency can also be determined in terms of angle and radius, we have a simple geometrical model that provides a framework for the transition process yet uses only pi and alpha as inputs.


==== 2-Photon orbital model ====
The Lyman series energy formula can be decomposed:
:&lt;math&gt;\frac{1}{\lambda} = R_\infty\left(1 - \frac{1}{n^2}\right) = R_\infty - \frac{R_\infty}{n^2}&lt;/math&gt;
Mathematically (if not physically) we can divide into 2 waves
:&lt;math&gt;\text{Photon}_{n1} = R_\infty&lt;/math&gt;
:&lt;math&gt;\text{Photon}_{nfinal} = (- \frac{R_\infty}{n^2})&lt;/math&gt;
:&lt;math&gt;\text{Photon}_{\text{total}} = \text{Photon}_{n1} + (-\text{Photon}_{n\text{final}})&lt;/math&gt;


This (mathematical) approach permits us to divide the transition into two distinct geometric processes taking place between the incoming photon and the orbital radius, with the electron taking a relatively passive role. Rather than 2 actual distinct photons, we may presume two geometric phases of a single photon absorption, nevertheless the 2-photon image is easier to conceptualize. Note these processes are not instantaneous but rather occur over time in discrete steps;

'''Process 1 (Cancellation):''' A photon with energy corresponding to the ''n''=1 orbital frequency '''cancels''' the existing orbital structure.
:&lt;math&gt;\text{Photon}_{n1} +  \text{Orbital}_{n1} == zero&lt;/math&gt;

'''Process 2 (Creation):''' A (-) photon with energy corresponding to the &lt;math&gt;n_{\text{final}}&lt;/math&gt; orbital '''creates''' the new orbital structure.
:&lt;math&gt;\text{Photon}_{nfinal} == \text{Orbital}_{nfinal}&lt;/math&gt;

During transition, the system exists in a photon-orbital hybrid state. This is not a
quantum superposition but a geometric intermediate configuration where:
: The incoming photon’s momentum is being transferred incrementally
: The orbital structure is simultaneously being dismantled and reconstructed
: The electron mediates the momentum transfer through its position
: Each steps transfers a quantum of momentum


 The gravitational orbit returns results analogous to the Bohr model and the 2-photon approach complements the (electric wave-state) Schrodinger equation &lt;ref&gt;Macleod, Malcolm J.; {{Cite journal |title=4. Geometrical origins of quantization in H atom electron transitions |journal=SSRN |date=Dec 2022 | doi=10.2139/ssrn.3703266}}&lt;/ref&gt;. 


==== Theory ====
=====Hyperbolic spiral=====
[[File:Hyperbol-spiral-1.svg|thumb|right|320px|Hyperbolic spiral]]
A [[w:hyperbolic spiral |hyperbolic spiral]] is a type of [[w:spiral|spiral]] with a pitch angle that increases with distance from its center. As this curve widens (radius '''r''' increases), it approaches an [[w:asymptotic line|asymptotic line]] (the '''y'''-axis) with the limit set by a scaling factor '''a''' (as '''r''' approaches infinity, the '''y''' axis approaches '''a'''). 

For the particular spiral that the electron transition path maps, periodically the spiral angles converge to give integer radius, the general form for this type of spiral (beginning at the outer limit ranging inwards); 

:&lt;math&gt;x = a^2 \frac{cos(\varphi)}{\varphi^2},\; y = a^2 \frac{sin(\varphi)}{\varphi^2},\;0 &lt; \varphi &lt; 4\pi&lt;/math&gt;

:radius = &lt;math&gt;\sqrt(x^2 + y^2) r&lt;/math&gt; 

:&lt;math&gt;\varphi = (2)\pi, \; 4r&lt;/math&gt; (360°)
:&lt;math&gt;\varphi = (4/3)\pi,\; 9r&lt;/math&gt; (240°)
:&lt;math&gt;\varphi = (1)\pi, \;  16r&lt;/math&gt; (180°)
:&lt;math&gt;\varphi = (4/5)\pi, \; 25r&lt;/math&gt; (144°)
:&lt;math&gt;\varphi = (2/3)\pi, \; 36r&lt;/math&gt; (120°)


[[File:Bohr atom model (mul).svg|thumb|right|320px|Electron at different ''n'' level orbitals]]
=====Principal quantum number '''n'''=====
The H atom has 1 proton and 1 electron orbiting the proton, in the [[w:Bohr model |Bohr model]] (which approximates a gravitational orbit), the electron can be found at select radius ([[w:Bohr radius |the Bohr radius]]) from the proton (nucleus), these radius represent the permitted energy levels (orbital regions) at which the electron may orbit the proton. Electron transition (to a higher energy level) occurs when an incoming photon provides the required energy (momentum). Conversely emission of a photon will result in electron transition to a lower energy level.

The [[w:principal quantum number |principal quantum number ''n'']] denotes the energy level for each orbital. As ''n'' increases, the electron is at a higher energy level and is therefore less tightly bound to the nucleus (as ''n'' increases, the electron orbit is further from the nucleus). Each shell can accommodate up to ''n''&lt;sup&gt;2&lt;/sup&gt; (1, 4, 9, 16 ... ) electrons. Accounting for two states of spin this becomes 2''n''&lt;sup&gt;2&lt;/sup&gt; electrons. As these energy levels are fixed according to this integer ''n'', the orbitals may be said to be quantized.


=====(Bohr) orbital=====
Setting &lt;math&gt;\alpha_{inv} = \frac{1}{\alpha}&lt;/math&gt; = 137.035999177⁠ (CODATA 2022)

The Bohr radius has 2 components, the dimensionless (the [[w:fine structure constant|fine structure constant alpha]]) and the dimensioned (electron wavelength);
:&lt;math&gt;a_0 = \alpha_{inv} \times \lambda_e&lt;/math&gt;

The orbital radius of this model also includes the proton wavelength and so is slightly greater than 2x the Bohr radius
:&lt;math&gt;\lambda_0 = \lambda_p + \lambda_e&lt;/math&gt;

:&lt;math&gt;r_0 = 2 \alpha_{inv} \times \lambda_0&lt;/math&gt;

To reduce simulation computing time, only the alpha component is described here, the dimensioned components added later.

:&lt;math&gt;r_{orbital} = 2 \alpha_{inv} n^2&lt;/math&gt;

As a mass point, the electron orbits the proton at a fixed radius (&lt;math&gt;r_{orbital}&lt;/math&gt;) in a series of steps (the duration of each step corresponds to the wavelength component). The distance travelled per step (per wave-point oscillation) equates to the distance between mass point states and is the inverse of the radius.

[[File:atomic-orbital-rotation-step.png|thumb|right|208px|electron (blue dot) moving 1 step anti-clockwise along the alpha orbital circumference]]
length = &lt;math&gt;l_{step} = \frac{1}{r_{orbital}}&lt;/math&gt;

Duration = 1 step per wavelength and so velocity

velocity = &lt;math&gt;v_{orbital} = v_{step} = \frac{1}{2\alpha_{inv} n}&lt;/math&gt;


Giving period of orbit

period = &lt;math&gt;t_{orbital} = \frac{2\pi r_{orbital}} {v_{orbital}} = 2\pi 2\alpha_{inv} 2\alpha_{inv} n^3 &lt;/math&gt; 
 

The (reference) orbital (''n'' = 1)

:&lt;math&gt;t_{n1} = 2\pi 4 \alpha_{inv}^2&lt;/math&gt; = 471964.356...  


The angle of rotation depends on the orbital radius

:&lt;math&gt;\beta = \frac{1}{r_{orbital} \sqrt{r_{orbital}}\sqrt{2\alpha_{inv}}}&lt;/math&gt;


===== 2-Photon orbitals =====
The electron can jump between ''n'' energy levels via the absorption or emission of a photon. In the 2-photon orbital model &lt;ref&gt;Macleod, Malcolm J.; {{Cite journal |title=4. Geometrical origins of quantization in H atom electron transitions |journal=SSRN |date=Dec 2022 | doi=10.2139/ssrn.3703266}}&lt;/ref&gt;, the orbital (Bohr) radius is treated as a 'physical wave' (has physical properties) akin to the photon albeit an inverse such that &lt;math&gt;orbital \;radius + photon = zero&lt;/math&gt; (they cancel).

As such it is the orbital radius itself that absorbs or emits the photon during transition, in the process the orbital radius is extended or reduced (until the photon is completely absorbed/emitted). The electron has a `passive' role in the transition phase (mediating the exchange of momentun between the orbital and the photon). It is the rotation of the orbital radius that drives the electron motion, resulting in the electron orbit around the nucleus (orbital momentum comes from the orbital radius), and this rotation continues also during the transition phase resulting in the electron following a hyperbolic spiral path.


====== Spiral (mass point) ======
The photon is divided into 2 photons as per the Rydberg formula (denoted initial and final).

:&lt;math&gt;\lambda_{photon} = (+\lambda_i) - (+\lambda_f)&lt;/math&gt;


The wavelength of the (&lt;math&gt;\lambda_i&lt;/math&gt;) photon corresponds to the wavelength of the orbital radius. The (+&lt;math&gt;\lambda_i&lt;/math&gt;) will then delete the orbital radius as described above (''orbital'' + ''photon'' = ''zero''), however the (-&lt;math&gt;\lambda_f&lt;/math&gt;), because of the Rydberg minus term, will be equivalent to the orbital radius, and so conversely will increase the orbital radius. And so for the duration of the (+&lt;math&gt;\lambda_i&lt;/math&gt;) photon wavelength, the orbital radius does not change as the 2 photons cancel each other;

:&lt;math&gt;r_{orbital} = r_{orbital} + (\lambda_i - \lambda_f)&lt;/math&gt;


However, the (&lt;math&gt;\lambda_f&lt;/math&gt;) has the longer wavelength, and so after the (&lt;math&gt;\lambda_i&lt;/math&gt;) photon has been absorbed, and for the remaining duration of this (&lt;math&gt;\lambda_f&lt;/math&gt;) photon wavelength, the orbital radius will be extended until the (&lt;math&gt;\lambda_f&lt;/math&gt;) is also absorbed (the '''transition phase'''). For example, the electron is at the ''n'' = 1 orbital. To jump from an initial &lt;math&gt;n_i = 1&lt;/math&gt; orbital to a final &lt;math&gt;n_f = 2&lt;/math&gt; orbital, first the (&lt;math&gt;\lambda_i&lt;/math&gt;) photon is absorbed by the orbital radius (&lt;math&gt;\lambda_i + \lambda_{orbital} = zero&lt;/math&gt;), but simultaneously the (-&lt;math&gt;\lambda_f&lt;/math&gt;) photon adds to the orbital radius, and so the electron follows a normal ''n'' = 1 orbit (the '''orbital phase'''), then the remaining (&lt;math&gt;\lambda_f&lt;/math&gt;) photon continues until it too is absorbed (the '''transition phase''').

:&lt;math&gt;\lambda_i = 1 \times t_{n1}&lt;/math&gt; (initial orbital)

:&lt;math&gt;\lambda_f = n^2 \times t_{n1}&lt;/math&gt; (final orbital)


After the (&lt;math&gt;\lambda_i&lt;/math&gt;) photon is absorbed, the (&lt;math&gt;\lambda_f&lt;/math&gt;) photon still has &lt;math&gt;\lambda_f = (n_f^2 - n_i^2)t_{n1} = 3 t_{n1}&lt;/math&gt; steps remaining until it too is absorbed.


[[File:atomic-orbital-transition-alpha-steps.png|thumb|right|277px|orbital transition during orbital rotation]]
This process does not occur as a single `jump' between energy levels by the electron, but rather absorption/emission of the photon takes place in discrete steps, each step corresponds to a unit of &lt;math&gt;r_{incr}&lt;/math&gt; (both photon and orbital radius may be considered as constructs from multiple units of this geometry);

:&lt;math&gt;r_{incr} = -\frac{1}{2 \pi 2\alpha_{inv}}&lt;/math&gt;

At each step 1 unit of &lt;math&gt;r_{incr}&lt;/math&gt; is transferred from each photon to the orbital radius. During the orbital phase the &lt;math&gt;r_{incr}&lt;/math&gt; unit from the (&lt;math&gt;\lambda_i&lt;/math&gt;) photon is canceled by the (-)&lt;math&gt;r_{incr}&lt;/math&gt; unit from the (&lt;math&gt;\lambda_f&lt;/math&gt;) photon (&lt;math&gt;r_{incr}&lt;/math&gt; + (-)&lt;math&gt;r_{incr}&lt;/math&gt; = zero) and so the orbital radius does not change. After the (&lt;math&gt;\lambda_i&lt;/math&gt;) photon is fully absorbed, the orbital radius continues to absorb (-)&lt;math&gt;r_{incr}&lt;/math&gt; units from (what remains of) the (&lt;math&gt;\lambda_f&lt;/math&gt;) photon, and as the (&lt;math&gt;\lambda_f&lt;/math&gt;) photon is equivalent to the orbital radius, the orbital radius extends in these steps as a consequence. The number of steps &lt;math&gt;N_{steps}&lt;/math&gt; required determines (and so can be used to calculate) the transition frequency.

Furthermore at each step the orbital radius itself continues to rotate, the electron, being pulled along by this rotation according to angle β, thereby traces a spiral path as the orbital radius length changes.

:&lt;math&gt;\beta = \frac{1}{r_{orbital} \sqrt{r_{orbital}} r_{\alpha}}&lt;/math&gt;

The (accumulated) spiral angle &lt;math&gt;\Phi&lt;/math&gt; at each &lt;math&gt;n^2&lt;/math&gt;

:n = 1 to 2: &lt;math&gt;\Phi = 2\pi \; (r = 4 \times \; r_{orbital}) &lt;/math&gt;
:n = 1 to 3: &lt;math&gt;\Phi = \frac{8}{3} \pi \; (r = 9 \times \; r_{orbital}) &lt;/math&gt;
:n = 1 to 4: &lt;math&gt;\Phi = 3\pi \; (r = 16 \times \; r_{orbital}) &lt;/math&gt;
:n = 1 to 5: &lt;math&gt;\Phi = \frac{16}{5}\pi \; (r = 25 \times \; r_{orbital}) &lt;/math&gt;
:n = 1 to 6: &lt;math&gt;\Phi = \frac{10}{3}\pi \; (r = 36 \times \; r_{orbital}) &lt;/math&gt;
:n = 1 to 7: &lt;math&gt;\Phi = \frac{7}{4}\pi \; (r = 49 \times \; r_{orbital}) &lt;/math&gt;
:n = 1 to 8: &lt;math&gt;\Phi = \frac{7}{2}\pi \; (r = 64 \times \; r_{orbital}) &lt;/math&gt;


In the mass state we can divide the photon into 2 mathematical structures, the transition frequency is defined as the inverse of one oscillation period at the Compton scale, multiplied by the geometric phase factor (including the dimensioned terms). This gives us the solution for the transition frequency and the Bohr radius with a pi-based spiral acting as the transition 'guard-rail'. We are using only alpha and pi, yet the transition frequency can be solved with high precision using the gravity simulator. This gives a geometrical derivation for the Bohr model, which in this context is the gravitational component of the electron orbit.


====== Photon-Orbital Hybrid (wave-state) ======
In this model, atomic orbitals are '''physical rotating structures''' rather than probability distributions. The orbital possesses:
:Angular momentum: Quantized by discrete rotation steps
:Energy: Stored in the rotating configuration

The orbital rotates in discrete steps (β radians per step) rather than continuously. During transition, the system exists in a '''photon-orbital hybrid state'''. This is not a quantum superposition but a '''geometric intermediate configuration''' where:

:The incoming photon's momentum is being transferred incrementally
:The orbital structure is simultaneously being dismantled and reconstructed
:The electron mediates the momentum transfer through its position
:Each step transfers a quantum of momentum


We then note.

'''Standard QM''': Anti-realist---the wavefunction is a calculation tool, not a physical entity. Reality emerges only upon measurement.

'''2-photon model''': Realist---orbitals are real rotating structures. The electron follows definite trajectories, even when unobserved.


The geometric model thus establishes a '''two-layer architecture''' for encoding quantum states:

:Geometric Framework Layer: The hyperbolic spiral structure provides the spatial scaffold &lt;math&gt;(r, \theta, \phi)&lt;/math&gt; coordinates with built-in radial quantization &lt;math&gt;r \propto n^2&lt;/math&gt;
:Photon Information Layer: The absorbed photon carries angular momentum quantum numbers &lt;math&gt;(l, m_l)&lt;/math&gt; that modulate this scaffold


This separation offers that the Bohr model is not replaced by the Schrodinger equation but rather complements it (the mass-state provides the geometric structure; the photon-orbital hybrid provides the angular momentum content).


===== Simulation =====
[[File:Alpha-hyperbolic-spiral.gif|thumb|right|640px|Bohr radius during ionization, as the H atom electron reaches each ''n'' level, it completes 1 orbit (for illustration) then continues outward (actual velocity will become slower as radius increases according to angle β)]]
The gravity simulation (&lt;ref&gt;https://codingthecosmos.com/orbitals/ source code&lt;/ref&gt;) was setup with the electron as the orbiting point and 65 mass points to represent the nucleus (although the proton-electron mass ratio is 1836:1, this would be become a 1837-body set of orbiting points which is too computationally intensive).

The program was modified with the rotational angle β as
:&lt;math&gt;\beta = \frac{1}{r_{orbital} \sqrt{r_{orbital}} r_{\alpha}}&lt;/math&gt;


To simulate the transition phase, at each step 1 unit of &lt;math&gt;r_{incr} = \frac{1}{2 \pi 2\alpha_{inv}}&lt;/math&gt; was added to the proton-electron orbital radius.


To convert to frequency in Hz, the dimension components were added
:&lt;math&gt;f_H = \frac{2c}{\lambda_e + \lambda_p}&lt;/math&gt; = 0.155184298 10&lt;sup&gt;22&lt;/sup&gt;s&lt;sup&gt;-1&lt;/sup&gt;


For n = 1 to n = n&lt;sup&gt;2&lt;/sup&gt; 
:&lt;math&gt;f_n = 2\pi f_H \;\frac{n^2 - 1}{N_{steps}} &lt;/math&gt;


'''Results'''
{| class=&quot;wikitable&quot;
!&lt;math&gt;r/r_{orbital}&lt;/math&gt; !! &lt;math&gt;r/r_{orbital}&lt;/math&gt; !! N-steps !! &lt;math&gt;\Phi&lt;/math&gt; (deg) !! frequency Hz
|-
| 4.000000115
| 2.000004018
| 1887860.649
| 0.000017120
| 2466034304131826.5
|-
| 8.999994875
| 4.000003286
| 4247681.247
| 120.000001964
| 2922708926063928.0
|-
| 15.999987119
| 6.000002004
| 7551428.532
| 180.000002514
| 3082545855782738.5
|}


Experimental values for H(1s-ns) transitions.
:H(1s-2s) =  2466 061 413 187.035 kHz &lt;ref&gt;http://www2.mpq.mpg.de/~haensch/pdf/Improved%20Measurement%20of%20the%20Hydrogen%201S-2S%20Transition%20Frequency.pdf&lt;/ref&gt;  
:H(1s-3s) =  2922 743 278 665.79 kHz &lt;ref&gt;https://pubmed.ncbi.nlm.nih.gov/33243883/&lt;/ref&gt;  
:H(1s-4s) =  3082 581 563 822.63 kHz &lt;ref&gt;https://codata.org/&lt;/ref&gt;  


Although the simulation was a standard gravitational orbit (charge-less) and without a relativistic correction, the results were quite close;
:n = 1 to n = 2: margin = 100 * (experimental - simulated)/experimental = 0.001099%
:n = 1 to n = 3: margin = 0.001175%
:n = 1 to n = 4: margin = 0.001158%


====== Rydberg atom ======
Here a Rydberg atom is defined as an (idealized) atom with a nucleus of point size and an infinite mass and so the barycenter = atom center at co-ordinates (0, 0). 

We can simulate this as a simple transition beginning at the initial (''n''&lt;sub&gt;i&lt;/sub&gt; = 1) orbital.

:&lt;math&gt;\varphi = 0&lt;/math&gt; (start angle)

:&lt;math&gt;r_{orbital} = r_0 = 2\alpha&lt;/math&gt; (nb. Bohr radius = &lt;math&gt;\alpha \lambda_e&lt;/math&gt; = α*electron wavelength)  

:&lt;math&gt;x = r_{orbital},\; y = 0&lt;/math&gt; (start co-ordinates)


For each step during transition, setting t = step number (FOR t = 1 TO ...), we can calculate the radius ''r'' and &lt;math&gt;n_f&lt;/math&gt;.

:&lt;math&gt;r = r_{orbital} + \frac{t}{2\pi 2\alpha}&lt;/math&gt; (number of increments ''t'' of &lt;math&gt;r_{incr}&lt;/math&gt;)

:&lt;math&gt;\beta = \frac{1}{r_{orbital} \sqrt{r_{orbital}} \sqrt{2\alpha}}&lt;/math&gt; 

:&lt;math&gt;\varphi = \varphi + \beta&lt;/math&gt;

:&lt;math&gt;n_f^2 = 1 + \frac{t}{2\pi 4\alpha^2}&lt;/math&gt; (&lt;math&gt;n_f^2&lt;/math&gt; as a function of ''t'') 


The spiral angle and &lt;math&gt;n_f^2&lt;/math&gt; are interchangeable

:&lt;math&gt;\varphi = 4 \pi (1 - \frac{1}{{n_f}^2})&lt;/math&gt; 


We can then re-write (&lt;math&gt;n_f&lt;/math&gt; is only an integer at prescribed spiral angles);

:&lt;math&gt;\beta = \frac{1}{{r_{orbital}}^2 n_f^3}&lt;/math&gt;


''n'' orbital transition periods are multiples of the ''n'' = 1 orbital. If we include a relativistic term;
:&lt;math&gt;t_{n1} = 2\pi 4 \alpha_{inv}^2 \sqrt{(1 - \frac{1}{4 \alpha_{inv}^2})}&lt;/math&gt; = 471961.21478 


Then we can compare a theoretical Rydberg (also without including charge) and find a further improvement. For ionization, the second photon is of such long wavelength that its momentum contribution is negligible, and so the ionization transition frequency should correspond closely to the ''n'' = 1 orbital.
:H(1s-∞s) = 3288 086 857 127.60 kHz &lt;ref&gt;https://codata.org/ (109678.77174307cm-1)&lt;/ref&gt; (''n'' = ∞)


This would give us a H(n1) = 471959.2427762

:n = 1: margin = 100 * (H(n1) - t_{n1})/H(n1) = 0.001099%
:n = 1 to n = 2: margin = 100 * (experimental - 4 t_{n1})/experimental = 0.000267%
:n = 1 to n = 3: margin = 100 * (experimental - 9 t_{n1})/experimental = 0.000398%
:n = 1 to n = 4: margin = 100 * (experimental - 16 t_{n1})/experimental = 0.000422%


If we use the non-relativistic &lt;math&gt;t_{n1}&lt;/math&gt;, then our results are remarkably close to the results from the gravity simulation suggesting that central mass size does not have the major role in determining the transition frequency.
:n = 1 to n = 2: margin = 0.000932%
:n = 1 to n = 3: margin = 0.001063%
:n = 1 to n = 4: margin = 0.001088%


====== Barycenter correction ======
The experimental hydrogen transition frequencies deviate slightly from the ideal Rydberg formula. When normalized, these deviations exhibit a characteristic pattern: a minimum near ''n'' = 2, followed by a rising trend toward the ionization limit as the radius increases. 
:H(n1) = 471959.242776 
:H(n2) = 471959.956565
:H(n3) = 471959.338749
:H(n4) = 471959.222066


The gravity simulation results showed a similar trend suggesting in both cases a barycenter 'wobble'.
:sim(n1) = 471964.35638
:sim(n2) = 471965.14481
:sim(n3) = 471964.88601
:sim(n4) = 471964.68921


Therefore, given the possibilities of this gravity simulator as a research tool, the next step is to divide the proton into 3 parts resembling the 3 quarks, and then experiment with different configurations. For example, we could form a U quark cluster and a D quark cluster and then test different arrangements of the clusters (and also different mass ratios) to determine which, if any, reduces the margin. This could give potential insights into the protons internal structure. We can also give the electron further mass points to determine if it also becomes constrained and relaxed. 


==Article series==
The following are HTML transcripts of journal articles
* [[https://simulationuniverse.org/ simulationuniverse.org]]: Home page

===The 3 levels===
A model overview from the sub Planck scale to the container universe
* [[https://codingthecosmos.org/1a-CMB_from_Planck_unit_scaffolding.html 1a. Planck unit CMB.html]]: Part 1. A CMB from Planck units
* [[https://codingthecosmos.org/1b-Sub_Planck_scale_from_tau_loop.html  1b. The Minimal Complexity Algorithm of the Planck Scaffolding]]: Part 2. The sub-Planck scale and the tau-loop
* [[https://codingthecosmos.org/1c-the_Heavens_a_container_universe.html 1c. the Heavens.html]]: Part 3. The Heavens (the container universe)

===General articles===
* [[https://codingthecosmos.org/2-Relativity_as_mathematics_of_perspective.html 2-Relativity-hypersphere.html]]: Relativity as the mathematics of perspective 
* [[https://codingthecosmos.org/3-Gravity_via_n-body_particle_orbitals.html 3-Gravitational-orbitals.html]]: Gravity as sum of n-body rotating orbital particle-particle pairs
* [[https://codingthecosmos.org/4-Atomic-orbital_transition_using_Gravity_simulator.html 4-Atomic-orbitals.html]]: Atomic orbitals as single rotating orbital particle-particle pairs
* [[https://codingthecosmos.org/5-Atomic_transition_via_photon_orbital_hybrid.html 5-w_axis.html]]: Imaginary number axis (radiation domain)
* [[https://codingthecosmos.org/6-Natural_Planck_units_MTP_Fine_Structure_Constant_alpha.html 6-Physical-constant-anomalies.html]]: Derivation of the fine structure constant alpha from physical constant anomalies
* [[https://codingthecosmos.org/7-Mathematical_electron_magnetic_monopole-quarks.html 7-Monopole-quarks.html]]: Quarks as magnetic monopoles
* [[https://codingthecosmos.org/8-Holographic_universe_2D_plus_Compton_wavelength.html 8-Holographic-universe.html]]: Hypersphere surface as 2-D analogue

===Wiki series===
Introductions to principle concepts (for more detailed discussion see General articles)
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_units_(geometrical)]]: Planck units MLTPA as geometrical objects
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Electron_(mathematical)]]: Mathematical electron formula
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Relativity]]: Relativity as a translation between 2 co-ordinate systems
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_unit_scaffolding]]: CMB and a Planck unit universe scaffolding
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Sqrt_Planck_momentum]]: Link between charge and mass
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/God_(programmer)]]: Introduction to a Planck scale Programmer God Simulation Hypothesis model

== External links ==
* [https://codingthecosmos.com/ Planck scale modelling using geometrical objects] 
* [https://www.amazon.com/Our-Mathematical-Universe-Ultimate-Reality/dp/0307599809 Our Mathematical Universe: My Quest for the Ultimate Nature of Reality] -Max Tegmark (Book)
* [https://link.springer.com/article/10.1134/S0202289308020011/ Dirac-Kerr-Newman black-hole electron] -Alexander Burinskii (article)
* [https://plato.stanford.edu/entries/pythagoras/ Pythagoras &quot;all is number&quot;] - Stanford University
* [[w:Mathematical universe hypothesis | Mathematical universe hypothesis]]
* [[w:Philosophy of mathematics | Philosophy of mathematics]]
* [[w:Philosophy of physics | Philosophy of physics]]
* [[w:Platonism | Platonism]] 


==References==
{{Reflist}}
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      <text bytes="148790" sha1="bzc4zpwjwg21h7g3p8z5yemasuusu3o" xml:space="preserve">[[Social Victorians/Timeline/1840s|1840s]]  [[Social Victorians/Timeline/1850s |1850s]] [[Social Victorians/Timeline/1860s | 1860s]] [[Social Victorians/Timeline/1870s | 1870s]] [[Social Victorians/Timeline/1880s | 1880s Headlines]] [[Social Victorians/Timeline/1890s | 1890s Headlines]] 1890 [[Social Victorians/Timeline/1891 | 1891]] [[Social Victorians/Timeline/1892 | 1892]] [[Social Victorians/Timeline/1893 | 1893]] [[Social Victorians/Timeline/1894 | 1894]] [[Social Victorians/Timeline/1895 | 1895]] [[Social Victorians/Timeline/1896 | 1896]] [[Social Victorians/Timeline/1897 | 1897]] [[Social Victorians/Timeline/1898 | 1898]] [[Social Victorians/Timeline/1899 | 1899]]  [[Social Victorians/Timeline/1900s|1900s]] [[Social Victorians/Timeline/1910s|1910s]] [[Social Victorians/Timeline/1920s-30s|1920s-30s]]

==January 1890==
Sometime in January 1890, [[Social Victorians/People/Horniman|Annie Horniman]] was initiated into the Golden Dawn (Gilbert 86 144).

Sometime in 1890 Annie Besant and [[Social Victorians/People/Helena Blavatsky|Helena Blavatsky]] founded the Working Women's Club in the East End (Besant Chronology.pdf). Maye Dilke was a member (Crawford 170).

[[Social Victorians/People/Frank Harris|Frank Harris]] says,&lt;blockquote&gt;One day in 1890 I had George Meredith, Walter Pater and [[Social Victorians/People/Oscar Wilde|Oscar Wilde]] dining with me in Park Lane and the time of sex-awakening was discussed. Both Pater and Wilde spoke of it as a sign of puberty. Pater thought it began about thirteen or fourteen and Wilde to my amazement set it as late as sixteen. Meredith alone was inclined to put it earlier.&lt;ref&gt;Harris, Frank. ''My Life and Loves''.&lt;/ref&gt;&lt;/blockquote&gt;

===1 January 1890, Wednesday, New Year's Day===
&lt;blockquote&gt;Sharp frost was experienced over the East of England yesterday morning, and in South London the thermometer had been as low as 27deg., and 28deg. in Hyde-park. It rose during the day to 41deg., but in the evening frost again set in. Later the thermometer rose again to 32deg., and there was an appearance as of coming rain.&lt;ref&gt;&lt;cite&gt;The Morning Post. 1 January 1890 (No. 36,675): P. 4, Col. F.&lt;/cite&gt;&lt;/ref&gt;&lt;/blockquote&gt;Influenza is spreading all over Europe.

According to the &quot;Court Circular: Orders for Court Mourning&quot; in the Morning Post,&lt;blockquote&gt;A second supplement to the Gazette, issued last night, contains the following: —

&quot;Lord Chamberlain's Office, January 1.

&quot;Orders for the Court's going into mourning on Thursday next, the 2d instant, for her late Majesty the Empress of Brazil, viz.&quot; —

&quot;The ladies to wear black dresses, white gloves, black or white shoes, feathers, and fans, pearls, diamonds, or plain gold or silver ornaments. The gentlemen to wear black Court dress, with black swords and buckles.

&quot;The Court to change the mourning on Thursday, the 16th instant, viz.: — [new paragraph] The ladies to wear black dresses, with coloured ribbons, flowers, feathers, and ornaments, or grey or white dresses, with black ribbons, flowers, feathers, and ornaments. The gentlemen to continue the same mourning.

&quot;And on Thursday, the 23d instant, the Court to go out of mourning.&quot;&lt;ref&gt;&lt;cite&gt;&quot;Court Circular: Orders for Court Mourning.&quot; The Morning Post, 2 January 1890 (No. 36,676): page 5 Col. G.&lt;/cite&gt;&lt;/ref&gt;&lt;/blockquote&gt;

===9 January 1890, Thursday===

==== The York Hunt Ball ====
This account is from the ''Irish Society'', which explains which women's costumes are the focus:&lt;blockquote&gt;The fashionable world and his wife are out of town just now, having good times at country houses. They shed the light of their brilliant presence on those annual functions known as county balls, and enjoy themselves also at those popular and picturesque entertainments to which they are bidden by the masters and members of the various hunts.

One of the smartest dances of last week took place at York on Thursday evening. It was in fancy costume, and was in aid of funds for the York County Hospital. Once upon a time the journey from London to the Minster City of the North was a far cry, and one not lightly undertaken. Now it is luxurious and short. In consequence this hall presented the appearance of one in town in mid-season.

There was conspicuous for height and handsomeness the familiar figure and face of Countess de Grey. Lady Helen Duncombe, too, who shares with her Grace of Leinster, and Lady Cynthia Graham, the family beauty of the House of Feversham, was seen in the marvellously becoming (to her) costume of the Empire period. Lady Lilian Wemyss, a lady &quot;divinely tall,” and appropriately fair, was garbed in pink and white of a fashion hailing from the Empire. A &quot;square;” in which the lady dancers were all gowned empirically, was the event of the evening. An event worth remembering it was. The costumes were superb, but their attractions were nowhere in comparison with the charms the [Col. 1c–2a] wearers. These were all tall and each one handsome. Lady de Trafford’s pretty face and fine figure showed to great advantage in her gown of white satin, veiled with gold-bordered ''chiffon'', and with an Empire trained cloak from her shoulders of Rose du Barri velvet lined with white satin, and bordered with gold galon. The colour of the velvet in what is seen in the half-yellow, half-scarlet petals of the soft textured nasturtium bloom. [[Social Victorians/People/Bourke|Mrs Algernon Bourke]] looked a picture in a Gainsborough gown. The white satin skirt was flounced with sable and veiled with ''chiffon'', the setuage of which was left to show without being hemmed up. There was a broad sash of rose-pink silk and each buttonhole was filled round with crimped lisse. One might go on for long enough describing costume after costume, and then leave them half out. Therefore, we shall, like the judge &quot;sum up” and &quot;charge” for a verdict of the utmost brilliancy.&lt;ref&gt;&quot;Our London Letter.&quot; ''Irish Society'' (Dublin) 11 January 1890, Saturday: 17 [of 24], Col. 1b–2a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001939/18900111/042/0017. Same print title, p. 29.&lt;/ref&gt;&lt;/blockquote&gt;

===16 January 1890, Thursday===
&lt;blockquote&gt;About two hundred members of the newly formed Dulwich Literary and Scientific Association attended the conversazione given on Jan. 16 at Surrey House Museum, Forest Hill, when Mr. Horniman, F.R.G.S., acted as cicerone round the rooms, richly stored with historical relics, ornithological curiosities, and art treasures.&lt;ref&gt;''Illustrated London News'' (London, England), Saturday, January 25, 1890; pg. 120; Issue 2649, Col. 3.&lt;/ref&gt;&lt;/blockquote&gt;

=== 1890 January 29, Wednesday ===
The Marques and Marquesa of Santurce hosted a house party for the wedding of their daughter, Miss Clarita de Murietta, and the Duc de Santona.

==== The House Party ====
This ''Bedfordshire Mercury'' report includes both the house party and some information about the wedding as well. Given the focus on [[Social Victorians/People/Louisa Montagu Cavendish|Louisa, Duchess of Manchester]] and her daughter-in-law [[Social Victorians/People/Mandeville|Consuelo, Lady Mandeville]], the ''Bedfordshire Mercury'' looks like a paper local to them.&lt;blockquote&gt;The Duchess of Manchester, Vicountess Mandeville and Lord Kimbolton were among the guests entertained by the Marques and Marquesa de Santurce at their residence, Carlton House-terrace, London, on the occasion of the marriage of their younger daughter, Mdlle. Clarita de Murrieta, with the Due de Santona, last Wednesday. The ceremony took place at Brompton Oratory, where the floral  decorations were most elaborate, whole trees of white lilac and camelias, besides a profusion of arums and lilies of the valley, being artistically arranged about the sanctuary and in adjacent chapels. An orchestra of nearly 40 string instruments, with the organ, performed for three-quarters of hour before the time fixed, 11.30. The bridesmaids were Mdlle. de Mitjans (sister of the bridegroom), the Hon. Muriel and Hon. Marie Brassey, Miss Joan Nevill, Miss Violet  Gathorne-Hardy, and Miss Constance Barron. Mr Francis de Murrieta, cousin of the bride, was best man. The Bishop of Southwark performed the nuptial rite, and afterwards said Mass, assisted by the Rev. W. F. Gordon, and other Fathers; Gounod’s &quot;Messe Solennelle&quot; was sung by nearly 40 voices, and his &quot;Ave Maria,&quot; adapted from Bach, by a Master Hawkins. The Prince of Wales, the Duchess of Leinster and Lady Helen Duncombe, Viscountess Hood, Lady Frances and Lady Clementine Pratt, the Hon. C. R. and Mrs Spencer, Mr Grenfell, Mr and Mrs Hulse, &amp;c., were also of the bridal company. The Duchess of Manchester wore at the church a long velvet mantle trimmed with sable, which almost concealed her grey dress. The donors of wedding presents included the Empress Eugénie, the Prince and Princess of Wales, the Duke and (Princess Louise) Duchess of Fife, Mr Alfred Rothschild, &amp;c. The Duchess of Manchester gave the bride a pair of silver-gilt-topped scent bottles, and Lady Mandeville a small green leather travelling bag. The Due de Santona and his bride left town for Wadhurst Park.&lt;ref&gt;&quot;Kimbolton.&quot; ''Bedfordshire Mercury'' 1 February 1890, Saturday: 8 [of 8], Col. 3b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001290%2F18900201&amp;page=8&amp;article=101&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

==== The Wedding ====
This report from the Sussex Express took up about 2 1/3 full columns:&lt;blockquote&gt;Newspaper Title: Sussex Express

Publication Date: Saturday 1 February 1890

Page Number: 7

&quot;Marriage of Miss de Murrieta to the Duke of Santona.&quot;

The marriage was solemnised, on Wednesday, at Brompton Oratory, with imposing ceremonial, and under most auspicious circumstances, of Juan Manuel Mitjans, Duque de Santona, a grandee of Spain, to Clarita de Murrieta, younger daughter of the Marques and Marquesa de Santurce, of Wadhurst Park, Sussex, and 18, Carlton House-terrace. The [happy event?] we now record not only attracted a numerous and brilliant congregation of the fashionable world to the service at the Oratory and the subsequent festivities, but was [invested?] with considerable interest to the wide borders of Kent and Sussex, from the sea to beyond the Weald, the bride being connected by the marriage of her sister to Lord William Nevill, last year, with the noble local families of Nevill, Gathorne-Hardy, Brassey, and Egerton. Her father, too, the Marques de Santurce, is now quite a Sussex man, having for years past been seated at Wadhurst Park. The weather was all that could desired of a winter's day, presenting a bright and cheerful contrast to the storms which have lately proved so destructive and depressing. That is to say, the wind had moderated, the sun shone brightly, and the air was tinged with exhiliarating [sic] crispness. As early ten o'clock — an hour and half before the ceremony — the holders of tickets for admission to the sacred building began to arrive, and crowd to assemble round the gateways. At eleven every seat, except those reserved for the wedding party, was oocupied, and from that time till nearly one o’clock a long line of carriages occupied both sides of the broad roadway from the Oratory to beyond South Kensington Museum. The interior of the church, long before the arrival of the bride, presented a brilliant appearance. Rays of sunshine from the clerestory windows brought into relief the beautiful floral decorations within the sanctuary. Groups tall palms and camellia trees in blooms, interspersed with white lilac and arum lilies, were placed in front of the chancel, while on the fine marble balustrade were large brass bowls filled with white azaleas, lilies of the valley, and roses. Between the massive columns separating the transepts from the aisles, were also palms and ferns interspersed with rose-tinted camellias and other flowers. The altars were also richly decorated. On the high altar were eight large bouquets of choice white exotics. The altar of Our Lady in the East transept was decked in bouquets of white, orange, and a pale shade of yellow, while that of St. Philip the west transept, was arranged with palms and scarlet and white blooms.

THE CEREMONY.

The choral part of the service commenced at eleven o’clock, when the choir, numbering about one hundred performers, including trumpeters and stringed instrumentalists, commenced a programme of grand sacred music. The Duke de Santona, who was attended by the bride’s cousin, Mr. Francis Murrieta, as best man, arrived several minutes before the half-hour, and awaited, at a ''prie-Dieu'' placed in front of the chancel balustrades, the coming of his ''fiance'' [sic]. The bridesmaids reached the Oratory just afterwards in readiness to take their part in the bridal procession. They were Miss Marie Mitjans (sister of the bridegroom), Miss Joan Marion Nevill (daughter of Lord Henry Nevill), Miss Violet Gathorne-Hardy (daughter of the Hon. C. C. and Lady Cicely Louisa Gathorne-Hardy), Miss Barron (daughter of Capt. and Mrs. Barron), the Hon. Muriel Agnes Brassey,  and the Hon. Marie Adelaide Brassey (daughters of Lord Brassey, of Normanhurst). Then came the Prince of Wales, who had journeyed from Sandringham specially for the occasion. His Royal Highness, attended by  Colonel Teesdale, was conducted to a seat in front of the sanctuary. The Bishop of Southwark, the Rev. Canon Searle (of Tunbridge Wells), the Rev. Father Gordon, of the Oratory, who performed the ceremony, entered the church in procession, with their attendants, from the north door of the west transept, and took their position in front of the high altar. The bride was accompanied to church by her mother, and the Marques de Santurce received his daughter at the main entrance to the nave. The bridal procession was at once formed. The fair and stately bride — fairer than most of the daughters of the sunny south — was escorted by her father through the nave and transepts to the ''prie-Dieu'' in front of the entrance to the sanctuary, the bridesmaids following, and the instrumental part of the choir performing the spirited bridal match [sic] from Lohengrin. During the first few minutes of the holy ceremony, the bride and bridegroom  remained in prayer in front of the chancel. They were then conducted to the altar, before which, the marriage service was celebrated. It occupied but a few minutes[.] The clergy, the bride and bridegroom, the Prince of Wales, the parents of the happy pair, and several of their nearest relatives repaired to the vestry to sign the register. The Prince gave his arm to the Marquesa de Santurce, and signed the register as one of the witnesses. On returning to the church Nuptial Mass was celebrated, and the whole service which occupied less than an hour, was brought to a conclusion by the Bishop bestowing the blessing of the Church upon the young couple. The music was as follows:— Before service, slow movement of minuet and trio for Italian Symphony (Mendelssohn) and Allegretto from 8th Symphony (Beethoven). As the bride entered the church, &quot;Bridal march&quot; from Lohengrin. While the register was signed, offertoire from &quot;Messe Solennelle.&quot; During Mass, Gounod's &quot;Mess Solennelle,&quot; offertory, Gounod's &quot;Ave Maria,&quot; solo by Master Hawkins. Finale, Mendelssohn’s &quot;Wedding March.&quot;

THE DRESSES OF THE LADIES.

The Bride. — The bride’s dress was of rich white Venetian brocade, with a very long court train; the front was bordered round the hem with fringes and bouquets of orange blossom, a garland of the same being arranged on the left side. The bodice had a high collar of delicate lace and a softly-draped fichu of lace and fine muslin. She wore small crown of orange-flowers and a tulle veil fastened to the hair with diamond ornaments and carried a lovely bouquet of exotics.

The Bridesmaids. — The bridesmaids’ pretty costumes were of soft cream crepon, with sleeves and vests of apple green velvet; the straight skirts were edged with a single row of gold braid; and they wore sashes of pale mauve moiré, the ends of which fell from the waist in front to the feet. The two elder bridesmaids wore small bonnets of green velvet and gold braid, and the other four picturesque hats match, trimmed with the braid and several green ostrich feathers. The bridegroom's gift to each bridesmaid was also worn. It was a very handsome brooch formed of a horseshoe in diamonds and sapphires pierced by a diamond arrow; in the centre of the horseshoe were the initials &quot;J. C.&quot; in diamonds, with a ducal coronet above in rubies and diamonds. The bridesmaids carried bouquets of lilies of the valley and green orchids, tied with mauve and green ribbons.

The Bride’s Mother. — The Marquesa de Santurce's costume was entirely of dark reseda velvet, with the exception of the sleeves, which were of embossed silk with a design of foliage delicately outlined in gold. The straight collar was also of embossed brocade. The Marquesa’s bonnet was composed of two wing-like arrangements of reseda-green lisse, wrought with lines of gold, placed eave-like over the wearer's dark hair. The crown, a very tiny one, almost hidden by the wings, was of velvet embroidered in gold. The bouquet carried was an exquisite combination of white orchids, Maréchal Niel roses, and mimosa. It was tied with ribbon of the same colour as the costume.

The Bridegroom's Mother. — The Marquesa de Manzanedo, the bridegroom’s mother, wore train of almost courtly proportions. It, as well  as the bodice, was of dark heliotrope velvet. The bodice was made with puffed sleeves, very high on the shoulders, and a Medici collar This was faced, and the bodice bordered, with Russian sable. The skirt was of pearl-coloured brocade, backed with plaler heliotrope. It was deeply flounced with dark rich sable tail, and over it at one side a scarf of priceless Spanish lace was draped. A bonnet of lisse and velvet in corresponding tones of heliotrope colour was worn. The Marquesa carried a magnificent bouquet of orchids of the same shade her costume, arranged with varied foliage and tied with dark heliotrope ribbon.

The Bridegroom's Sister.—The Duquesa de Lecera, the bridegroom's sister, was attired in a striking costume of pale pink satin striped with black. It was princess in form the stripes symetrically converging towards the waist. The skirt was bordered with soft ruche of pale pink chiffon. A pretty little bonnet composed of lisse and velvet matched the dress, and the Duquesa carried a bouquet of pale pink carnations and orchids.

The Bride’s Sister.—Lady William Nevill’s dress was of Sicilienne and velvet. The form was of the polonaise order and the colour serpent-green. The skirt was quite plainly arranged, and entirely of Sicilienne. Lady William’s bonnet was of velvet, a ruche of pale pink China crêpe showing above the hair. Pink and green ospreys were placed at one side. Her bouquet was mass of pink blossoms arranged with fern fronds, and tied with serpent-green ribbon.

Lady Cicely Gathorne-Hardy's dress was a pretty combination of electric-blue velvet and cashmere. There was soft vest of white China crêpe. The bonnet was of velvet, similar that of the dress; a grey and white bird was coquettishly placed at one side. Lady Cicely’s bouquet was of white roses and pink carnations.

Lady Henry Nevill’s dress was made of light cloth of a pale tone of fawn-colour striped with narrow lines of brown. The sleeves and top portion of the bodice were of violet velvet. pointed panel of similar velvet showed at either side of the skirt. The cloth was drawn in folds  over the shoulders, and was caught under folds of velvet at the waist, showing deep V-shaped points of the bright-hued velvet in front and at the back. A bonnet of fawn-coloured silken gauze was covered with violet velvet pansies laid flatly on the crown. Lady Henry's bouquet was of shaded violets.

Lady George Nevill wore a long mantle of dark-brown cloth broché with red. The sleeves, made high at shoulders were of dark autumnal-brown velvet, and the bonnet was of velvet, of the same colour, amid loops of which dark-red plumaged birds were nestled.

Lady Idina Brassey's costume of ruby velvet was very effective, being flounced and bordered with dark fur. The hat was of felt, matching the dress in colour, and its flat crown was surrounded with dark red ostrich feathers.

Lady Rose Leigh was quietly dressed in a neat tailor-made tweed gown, dark blue in colour, intercepted by narrow lines of white. A hat of dark blue felt, bordered with cock’s feathers twisted into a curl over the flat crown, looked appropriate to the studied simplicity of the dress.

Lady Dorothy Nevill was attired in a long mantle of wall-flower red plush trimmed with bronze passementerie. Her headgear was a neat, closely-fitting bonnet, matching her mantle in color.

The Duchess of Manchester wore a dress of silver-grey silk brocaded with satin; a section of plain satin, arranged in straight pleats, formed the back. Her Grace's mantle was of velvet — of so dark a shade of [Col. 1c–2a] myrtle green as to appear black in the shadow — and it was trimmed with lines of jet embroidery. The bonnet worn by the Duchess was of sinrlar velvet, with a spray of jet across the front.

The Duchess of Leinster, who was accompanied by her sister, Lady Helen Duncombe, was attired in golden brown cloth trimmed with a design of foliage in velvet, applied to the surface of the cloth, with silk embroidery. Her Grace’s coat was of embossed silk of a delicate shade of stone colour slightly wrought with gold. The pretty but very small hat worn by the duchess was of brown felt, and her Grace's boa of ostrich feathers shaded from brown to pale stone colour. Lady Helen’s dress was of dark reddish brown woollen material, simple in form but of perfect style. Her hat was also of felt, matching her costume in colour.

Lady Algernon Gordon Lennox. — A strikingly-handsome costume was that worn by Lady Algernon Gordon-Lennox. It was of bright soft-red velvet trimmed with bands of red-gold embroidery. Her bonnet was a very small one of red velvet, with a spray of ferns  simulated in jet across the front. Lady Algernon wore a long boa of sable-tail.

The Dowager Countess Airlie. — Was costumed in her invariable sable robes of almost cloister-like severity, which so admirably suit her distinguished figure and beautiful face.

Lady Grisel [Griselda?] Ogilvy. — Wore a black skirt, with a broad sash of pale blue moire. Her cape was of fine steel beadwork, and she wore a Henry VIII. hat of black velvet, with a group of pale blue feathers at one side.

Mrs. Ronalds. — Wore a dress and mantle of black velvet bordered with sable tail, and a bonnet ''en suite''. Her daughter,

Mrs. Ritchie. — Was gowned in willow-green Royal silk, and wore a bonnet of green lisse and mantle made entirely of jet beadwork.

THE WEDDING GUESTS.

The company present the wedding ceremony, and afterwards at the breakfast at Carlton House-terrace, included, in addition to the Prince of Wales, the Marquesa de Manzanedo and Mdlle. Maria Mitjans, the Duque and Duquesa de Lecera, the Duchess of Leinster and Lady Helen Duncombe, the Duchess of Manchester, the Dowager Countess of Airlie and Lady Griselda Ogilvy, [[Social Victorians/People/Mandeville|Viscountess Mandeville and Lord Kimbolton]], Viscountess Hood, Lord and Lady Brooke and Lady Sybil St. Clair-Erskine, Lord and Lady William Nevill, Lord Brassey, Lord and Lady George Nevill, Hon. Thomas and Lady Idina Brassey, Lord and Lady Henry Nevill, the Bishop of Southwark, Lady Frances Pratt and Lady Clementine Pratt, Lady Lister-Kaye, Lady Dorothy Nevill, Lady Cicely Gathorne-Hardy, Lady Sandhurst, Lady Alice Morland, Lord Richard Nevill, Sir Frederick and Lady Milner, Hon. C. N. Spencer, M.P., and Mrs. Spencer, Mr. and Lady Margaret Douglas, Hon. Humphrey Sturt, Sir Oscar Clayton, Lady Constance Leslie and Miss Leslie, Sir William Gordon-Cumming, Hon. Mrs. Agar-Ellis and Miss Ellis, Mons. and Madame Escandon and Mdlle. Escandon, M. Calderon, M. Errazu, M. Galintz, Mr. Frank Lee, Major Swaine, Mr. and Mrs. Granville Ward, M. de Soveral, Mr. W. H. Mitchell, the Rev. Mr. Palmer, Mr. C. de Murrieta, Mr. A. de Murrieta, Mr. Mariano de Murrieta, Mr. C. J. de Murrieta, Mr. and Mrs. Barron, Mr. Hatch, Mr. Reginald Ronalds, Mrs.  Temple Soanes, Dr. and Mrs. Robson Roose, Mr. and Mrs M. Van Raalte, Mr. Grenfell, Mrs. Bischoffsheim, Mr. Hulse, M.P., and Mrs. Hulse, Mr. Wood, Dr. White, Mrs. Ronalds and Mrs. Ritchie, Mr. Leo Schuster, Mrs. Ince Anderton, Mr. Eldrid, Mr. and Mrs. Hammond, Mr. and Mrs. E. H. Eldrid, the Rev. J. S. Welby, Mr. F. O. Smithers, Mr. and Mrs. Moreton Frewen, Mr. and Mrs. Granville Ward, Mrs. and Miss Silvertop, Mr. Gerald Paget, Mr. and Mrs. Hwfa Williams, Mr. Charles Van Raalte, Mr. Albert Stopford, Hon. Mrs. Vaughan, Miss E. Vaughan, Miss Townshend, Mrs. Coupland, Mrs. and Miss Leigh, Mr. and Mrs. F. V. Williams, and the Spanish Consul-General.

THE WEDDING BREAKFAST

Was served at the residence of the parents of the bride,  18, Carlton House-terrace. The Prince of Wales arrived  there soon after the bride and bridegroom, when the Hungarian  band, stationed in the corridor at the top of the  grand staircase, played the National anthem.” Here,  again, the floral decorations were superb. The table at  which the Prince Wales sat, with the bride and groom  and their immediate relatives, was mass of white and  gold. The bridal colouring was supplied in the first instance  the colossal frosted structure of the cake,  flanked by crescents of white orchids, orange flower, and  branches of orange trees, bearing double burdens of fruit  and bloom. The other six tables in the dining-room were  decorated with white and the palest of blush pink,  favourite colour with the bride. The principal drawingroom  was made to appear almost tropical with gorgeously- j  hued orchids and foliage, combining tints of vivid scarlet  and bright yellow, with hundreds of shades of tender  green. A stand of white lilies and pink roses placed in  the entrance hall was much and deservedly admired.  Nor were the charms second drawing-room, adorned  with dozens upon dozens of double and single daffodils,  passed over in silence. In the ball-room where the  wedding presents were view,” was an atmosphere  laden with the subtle sweetness of fair white lilies,  j everywhere there were flowers, and the effect, combined  with that of the brilliant sunshine which crowned the  day, was banish the recollection of January and  suggest a vision of June. About three o’clock the  de Santona and his bride left by special train for  Wadhurst Park, where they will pass the early days of  the honeymoon. The bride went away in a costume of  grey velvet, of delicate shade, draped with Sicilienne,  and trimmed with rich steel piiesementerie; a broad baud  of grey velvet edged the skirt, and she wore a jacket and  hat to match, and sable boa and muff. 

PuiNCE and Princess of Wales, rnoonston  brooch&gt; wjth nlbies anfl diamonds.  princess Louise, Duchess of Fife, and the Duke   F][t s( , of silver . j salt-cellars.  The Empress Euoeme, large silver mirror.  I’hc Bridegroom, a magnificent sapphire and diamonc   ] . ,, sapphire and diamond bracelet, ruby anc diamond ring, pearl double-heart brooch, diamond pin  diamond and pearl brooch, gold and pearl studs, and goldThe han(ll( . hullting .   j Santruce, magnifi  cent diamond tiara.  Santurce, diamond half-hoop ring,  - Mitjans. father of the bridgegroom, three rows of  pearls, with diamond and emerald clasp,   mother of bridgeroom, ruby  iirnon( cluster necklace.   Lord and Lady Wilftiam Nf.vh.l, handsome dressing  w tortoiseshell gold fittings, and enamel and  Ihe dijimond Wlltc bracelet.  Chiustobal and Mr. Adriano pf. Murrieta,  d amond aigrette, and two pairs of carriage horses,  Mr. Muhiano i»f. Murrieta, silver-gilt tea service and  three silver-gilt candelabras, and set of silver-gilt   , dessert plates.   .Marquesa tie The Due and Duchesse Vistahamosa, complete set  f v( , r .pit dessert forks, knives, and spoons, and four * rs o | d English silver candlesticks,  Mr. Francis and Mr. C. Jde Murrieta, pair of large  . si lver-gilt repousse dishes.  Marques la Torreville, diamond double-heart  brooch .  M. Calderon, set of diamond hair pins,  Marchioness Abkhcavennv. black point lace and  tortoiseshell fan, with monogram in rubies and diamonds,  i) i- d Duchess of Newcastle, diamond and  eniera watch-bracelet.  Mr. Alfred Rothschild, diamond and pearl  brilcel&lt;&gt;t   , T Lord and Lady Sandhurst, gold 1890” sleevclinks.  Mdlle. Maria Mitjans, large carbuncle and diamond  p t.  Spanish Akbassador, six silver coffee cups,  Duchess of Manchester, pair of silver-gilt-toppcd  6Cent bottles.  Duchess of Leinster, old china box.  Hon. Robert and Mrs. Spencer, diamond pin.  Marquis of Abergavenny, writing set and candlestick.  Countess of Denrigh, embroidered silk blotting book,  Lady Alice Morland, silver vase,  jord Richard Nkvill, pigskin luncheon bag with  bodice was loose, and the folds were caught at the waist comi) i e silver fittings.  under a velvet girdle. The sleeves were of velvet. Ihe Hon. Thomas and Lady Idina Brassey, leather  carr e car d case, with gold mountings and monogram.  Lord and Lady Brooke, Dutch silver ornament,  Viscount and Lady Violet Dangan, old painted snuff  box.  r q Clayton, pair silver ash trays,   r William Gordon Gumming, silver-headed owl  ottle.  Viscountess Mandeville, small green leather travel-  bag.  Mrs.'Coitland. silver crucifix,  Canon Searle, benetier.  Lady Brougham and Vaux, old gold-mounted scent  bottle,  Lady Clifford and Miss Towneley, silver looking- I   Lord Ashburton, silver box.  Lady Algernon Gordon-Lennox, inlaid tortoiseshell I  “&quot;.  Dowager Duchess of Newcastle, silver tray.  Lord and Lady Charles Beresford, small Louis XVI j  i ,  I t y, r Fbf.deiiick and Lady Milner, silver tray,   . , , , B.m Ci sard, scent bottle with gold top set with i  f diamonds.  Mrs. G. Cavendish-Bentinck, pair of small old silver  vases.  , nf all d Mrs. Edward Sassoon, Sevres china ink  , stand   Jfr. J. B. and , Chippendale table.   Lord and Lady Henry Nevill, complete silver tea]    L Mr. Horace Farquhar, two girandoles  nai* tro Colonel Ralph Vivian, umbrella with gold handle.  I adv 1.1.0H 

 TllE Servants Park and 18, uilton  House-terrace, large silver salver. I  The Waduitist Tenants and Tn large silver  i ,« , • cup.  Puik Stablemen, driving whip and hunt-j  was attired in long mantle of Marquis Camden and Lady Clementine Pratt, silver [  china aml i  T  y  silk‘browed with satin?” Son llroi sapphire  Mrs, D. large silver bowl.  

  I Mr. F. V. and Miss Williams, four silver-gilt salt  | cellars.  j Miss Leigh, leather letter holders,  i Duqe and Duquesa de Fernan-Nunez, old Spanish  fan.  Duque and Duquesa Alba, old Spanish fan.  Mrs. and the Misses Carroll, silver hand-glass.  Lord George Nkvill, hunting crop.  Lady George Nkvill, silver photo frame.  TO THE BRIDEGROOM.  The Bride, turquoise and diamond pin, and ruby and  diamond ring, and sapphire and diamond sleeve  links.  his Parliamentary duties, proposed ” That this meeting  expresses its entire confidence in Lord Salisbury’s  Government, and pledges itself to a continued support of  Sir Henry Fletcher and the Unionist cause at the next  election, and that thanks be given to Sir Henry for his  post services.”  Mr. Harry Beard seconded.  Mr. St. Croix, in supporting, said the Unionist  Government were only waiting for the opportunity of  passing useful measures which had been impeded by the  attention which the Irish question had absorbed. There  had been an improvement since Sir Henry Fletcher was  there last. He saw Plumpton described on a railway  placard as &quot;pretty, prosperous, and pleasant Plumpton”  (laughter). Plumpton was the pivot of the Mid-Sussex  division, and he had no doubt that under Sir Henry  Fletcher’s guidance in Plumpton they would continue  prosperous. They had got creamery there now, and,  by and bye, when they hod got little more prosperous  they might have KavMigs' bank (laughter!. They might  also have some trains stop there (hear, hear).  The motion was carried.  The Marquesa df, Manzan edo, emerald and diamond  pin.  The Marquesa Santi rck, brougham, sapphire and  diamond pin, and ruby and diamond horseshoe pin.  Mr. C. and Mr A. Murrieta, pair of guns.  Lord and Lady William Nevill, set of crystal and  silver liqueur cups and bottles on crystal and silver tray.  Mr. Francis i*k Murrieta, silver looking-glass.  Mr. C. J. Murrieta, pearl pin.  Count Torrk-Auias, silver-mounted paper knife.  Comte Patella, pearl pin.  Count Ralii cart.  The and Duquesa Lkcera, gold links and  studs.  Sir Henry Fletcher briefly replied, and proposed a  vote of thanks to the Chairman, which was seconded by  Mr. Cottingham, and agreed to.  The Chairman, in returning thanks for the compliment,  said there was one thing their member omitted  mention, and that was probable Bill for farther  Due Alba, phaeton.  Mr. J. Grenfell, silver cigarette case.  Mr. Thomas Wood, umbrella and cigar case.  Lord Richard Nemll, leather box, containing cards,  counters, &amp;c.  Mr. P. GaLINDEZ, silver cigar case.  Madame Hekos, tea basket.  Duchesse Aliaoa, set books.  M. and Madame Escaudon, sapphire and diamond pin.  Count Estrados, gold match-box.  M. Ramon Errazu, silver-fitted dressing bag.  M. Luts de Ekrazu, diamond pin.  Sir William Gohdon-Cumming, old silver box.  The Servants Wadhurst and 18, Carlton Houseterrace,  pair of silver-mounted riding whips.   &lt;/blockquote&gt;This report from the Tunbridge Wells Journal is a good example of a regional paper covering an event from a local perspective.&lt;blockquote&gt;

On Wednesday morning, the Brompton Oratory was crowded to witness the nuptials of Miss Clarita de Murietta, daughter of the Marques and Marquesa de Santurce, of Wadhurst Park, Sussex, and Carlton House terrace, and the Duc de Santona. The event was invested with considerable interest to Kent and Sussex, the bride being connected by the marriage of her sister to Lord W. Nevill, with the families of Nevill, Gathorne-Hardy, Brassey, and Egerton. The Oratory was beautifully decorated with palms and ferns and white flowers. The service was fully choral and during the celebration of the nuptial mass selected music was rendered. The Prince of Wales, attended by Colonel Teesdale, was present. The Bishop or Southwark, assisted by Father Gordon and the Fathers of the Oratory, officiated. The bridge [sic] was conducted to the high altar by her father, the Marques de Santurce, who gave her away. A cousin of the bride, Mr Francis de Murietta, accompanied the Duc de Santona as best man. The bridesmaids wore dresses of soft cream crêpon, with sleeves and vests in vert pomme velvet edged with gold braid, straight skirts edged with the same, and slashes of pale mauve moiré. Two of the bridesmaids wore bonnets and the other four hats of green velvet  ornamented with gold braid and green ostrich feathers. The bridegroom's presents were a diamond arrow piercing a diamond and sapphire horseshoe, surmounted by ducal coronet in rubies and diamonds, and a &quot;good-year&quot; bouquet of lilies of the valley and green orchids tied with mauve streamers. The bridesmaids were Mdlle. Mara [?] Mitzans, slater of the bridegroom, Miss Constance Barrow, daughter of Captain and Mrs Barrow, Miss Ivan Marion Nevill, daughter of Lord and Lady H. G. R. Nevill, Miss Violet Gathorne-Hardy, daughter of the Hon. C. G. and Lady Cicely Louisa Gathorne-Hardy, the Hon. Muriel Agnes Brassey, and the Hon. Marie Adelaide Brassey, daughters of Lord Brassey. The bride's dress was of rich white Venetian brocade, with long train, the front being bordered with fringes and bouquets of orange blossoms. The bodice had a high collar of lace, and a fichu of lace and fine muslin, softly draped. She wore a small crown of real orange blossoms, surmounted by a fine tulle veil. After the ceremony, the wedding party proceeded to 18, Carlton House terrace, the town residence of the Marques and Marquisa de Santurce, where a déjeuner and reception were held, the Hungarian band playing selected airs on the grand staircase. The honeymoon is to be spent at Wadhurst Park. The bride's going away dress was of a delicate shade of grey velvet, draped with Siciliéune, and trimmed with rich steel passementerie, with hat to match. The following is a list of the more important presents:— [Col. 6b–c] 

To the Bride. —&lt;ref name=&quot;:1&quot;&gt;&quot;Marriage of Miss de Murietta.&quot; ''Tunbridge Wells Journal'' 6 February 1890, Thursday: 2 [of 8], Col. 6b–c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0004632%2F18900206&amp;page=2&amp;article=036&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt; [gifts list below set as unordered list to make it easier to read] 

* From the Prince and Princess of Wales, moonstone heart brooch, set with rubies and diamonds;
* Princess Louise, Duchess of Fife, and the Duke of Fife, a set of silver-gilt salt cellars;
* the Empress Eugénie, a large silver mirror;
* the bridegroom, a magnificent sapphire and diamond necklace, a sapphire and diamond bracelet, ruby and diamond ring, pearl double-heart brooch, diamond pin, diamond and pearl brooch, gold and pearl studs, and gold-handled hunting crop;
* the Marques and Marquesa de Santurce, a magnificent diamond tiara;
* Marquesa de Santurce, diamond half-loop ring;
* M. Mitzans, father of the bridegroom, three rows of large pearls, with diamond and emerald clasp;
* Marquesa de Manzanedo, mother of bridegroom, ruby and diamond cluster necklace;
* Lord and Lady William Nevill, handsome dressing bag with tortoiseshell and gold fittings, and enamel and diamond watch bracelet;
* Mr Christobal and Mr Adriano de Murietta, diamond aigrette, and two pairs of carriage horses;
* Mr Muriano de Murietta, silver-gilt tea service and tray, three sliver-gilt candelabras, and set of silver-gilt dessert plates;
* the Duc and Duchesse de Vistahamosa, complete set of silver-gilt dessert forks, knives and spoons, and four pairs of old English silver candlesticks;
* Mr Francis and Mr C. J. de Murietta, pair of large silver-gilt repoussé dishes;
* Marquess de Ia Torreville, diamond double-heart brooch;
* M. Calderon, set of diamond hairpins;
* Marchioness of Abergavenny, black point lace and tortoiseshell fan, with monogram in rubies and diamonds;
* Duke and Duchess of Newcastle, diamond and emerald watch-bracelet;
* Mr Alfred de Rothschild, diamond and pearl bracelet;
* Lord and Lady Sandhurst, gold &quot;1890&quot; sleeve links;
* Mdlle. Maria Mitzans, large carbuncle and diamond pendant;
* the Spanish Ambassador, six sliver coffee cups;
* Duchess of Manchester, pair of silver-gilt-topped scent bottles;
* Duchess of Leinster, old china box;
* Hon. Hobert and Mrs Spencer, diamond pin;
* Marquess of Abergavenny, writing set and candlestick;
* Countess of Denbigh, embroidered silk blotting book;
* Lady Alice Morland, silver vase;
* Lord Richard Nevill, pigskin luncheon bag, with complete silver fittings;
* Hon. Tomas and Lady Idina Brassey, leather carriage card-case with gold mountings and monogram;
* Lord and Lady Brooke, Dutch silver ornament;
* Viscount and Lady Violet Dangen, old painted snuff box;
* Sir Oscar Clayton, pair of silver ash trays;
* Sir William Gordon Cumming, silver-headed owl scent bottle;
* [[Social Victorians/People/Mandeville|Viscountess Mandeville]], small green leather travelling bag;
* Mrs Coupland, silver crucifix;
* Canon Searle, benetier [font for holy water];
* Lady Brougham and Vaux, old gold-mounted scent bottle;
* Lady Clifford and Miss Towneley, silver looking-glass;
* Lord Asburton, silver box;
* Lady Algernon Gordon Lennox, inlaid tortoiseshell box;
* Dowager Duchess of Newcastle, silver tray;
* Lord and Lady Charles Beresford, small Louis XVI. table;
* Sir Frederick and Lady Milner, silver tray;
* Sir Bache Cunard, scent bottle with gold top set with diamonds;
* Mrs G. Cavendish-Bentick [sic], pair of small old silver vases;
* Mr and Mrs  Edward Sassoon, Sèvres china inkstand;
* Mr J. B. and Lady Rose Leigh, Chippendale table;
* Lord and Lady Henry Nevill, complete silver tea set;
* Mr Horace Farquhar, two girandoles;
* Colonel Ralph Vivian, umbrella with gold handle;
* the servants at Wadhurst Park and 18, Carlton House terrace, large silver salver;
* the Wadhurst tenants and tradesmen, large silver cup;
* Wadhurst Park stablemen, driving whip and hunting crop.
To the Bridegroom. —

* From the bride, turquoise and diamond pin, ruby and diamond ring;
* Marquesa de Santurce, a brougham, sapphire and diamond pin, ruby and diamond horseshoe pin;
* Mr C. and Mr A. de Murietta, pair of guns;
* Lord and Lady William Nevill, set of crystal and sliver liqueur cups and bottles on crystal and silver tray;
* Count Terro-Arias, silver-mounted paper knife;
* Duc de Alba, phaeton;
* Mr J. Grenfell, silver cigarette case;
* Lord Richard Nevill, leather box, containing cards, counters, &amp;c.;
* Sir W. Gordon Cumming, old silver box;
* Duchess de Alto, set of books;
* M. and Mdme. Escandon, sapphire and diamond pin;
* Count Estrados, gold match box.&lt;ref name=&quot;:1&quot; /&gt;&lt;/blockquote&gt;

==February 1890==

=== 1890 February 6, Thursday ===

Before 6 February but not long before. The prize-fighter Pete Jackson fought a match at the New Pelican Club.&lt;blockquote&gt;It is always well to hear that distinguished visitors have enjoyed the hospitality which we have extended to them. This satisfaction is afforded us in full measure by the eminent &quot;Parson&quot; Davis, manager of Pete Jackson, the prize-fighter, who has just been regaling an American interviewer with an account of his experiences in England :—

He had been treated in splendid style, and Jackson was received well everywhere. Nothing would give him greater pleasure than to revisit England, and he hoped soon to do so. &quot;I shook a paw with the Prince,” said the parson. &quot;We had a high old time with Albert E. His Royal Highness was exceptionally friendly with Jackson, and actually made a pump handle of his arm. He shook hands with him again and again. The Prince is in capital  health, and&quot; ——

But at this point the interviewer mysteriously breaks off.

The Prince, however, was not the only British notable to whom Parson Davis referred. He explained that the cause of the trouble with Smith at the New Pelican Club was that the gloves furnished Jackson were too small in the fingers, and when he closed his hand he almost split them, and could not fight. The matter was explained to the officers of the Club, where the fight took place, and other gloves were procured for Jackson :—

Fair play was given, and the audience, which included [[Social Victorians/People/Mandeville|Lords Mandeville]] and Lonsdale, were loud in their admiration of Jackson's skill.&lt;ref&gt;&quot;The Tittle Tattle of the Week.&quot; ''Pall Mall Budget'' 6 February 1890, Thursday: 4 [of 36], Col. 1b [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0005967%2F18900206&amp;page=4. Same print title, p. 162.&lt;/ref&gt;&lt;/blockquote&gt;

=== 1890 February 8, Saturday ===
Recent arrivals in Brighton are listed:&lt;blockquote&gt;Though a good many people have left Brighton, still fresh visitors arrive, and the front is crowded when the weather is a little kind. Amongst the most recent arrivals may be mentioned the Countess of Strafford, Lady Susan Byng, Lady Chelmsford, Lord and Lady Seaton, Lady Jane Grimston, [[Social Victorians/People/Mandeville|Lord Mandeville]], Lord Romilly and the Hon. John Romilly, Viscount and Viscountess Hampden, the Hon. R. Somerset, the Hon.  Thomas Dundas, the Hon. Sidney Greville, the Hon. A. W. Verney Cave, Lady Elizabeth Cartwright, Colonel Sir Alfred and Lady Kirby, Mr. Bazley White, M.P., and Lady Bazley White, Sir Hugh Montgomery, Sir Frederick and Lady Perkins, Lady Ellis, General Seymour, &amp;c., &amp;c.&lt;ref&gt;Dorothy. &quot;Brighton Notes.&quot; ''Lady's Pictorial'' 8 February 1890, Saturday: 51 [of 60], Col. 3a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0005980%2F18900208&amp;page=51&amp;article=671&amp;stringtohighlight=mandeville+viscount. Same print title, p. 203.&lt;/ref&gt;&lt;/blockquote&gt;

=== 12 February 1890, Wednesday ===

==== Lady Constance Leslie's Reception ====
&lt;blockquote&gt;On Wednesday last Lady Constance Leslie had an evening party at her residence in Stratford-place.

The numerous guests included Prince Ernest of Hohenlohe, Princess Victor of Hohenlohe, and the Countesses Gleichen, the Austro-Hungarian Ambassador, Count Mensdorf, Count and Countess Henry Lützow, Mr. and Mrs. Henry White, Baroness de Brienen and Mdlles de Brienen, the Duke of Abercorn, the Duchess of Cleveland, the Marchioness of Blandford and Lady Frances Spencer Churchill, Earl and Countess of Portarlington, Earl Stanhope, the Earl of Northbrook, the Earl and Countess of Arran, the Earl and Countess of Erne and the Ladies Cole, Julia Countess of Jersey and Mr. Brandling, Viscount Clifden, Viscountess Bary, Viscount Torrington, Viscount and Viscountess Castlerosse and Lady Louisa Beauclerk, Viscount and Viscountess de Vesci and Lady Sarah Spencer, Viscountess Galway, and Mr Caryl Ramsden, Lord de L'Isle and Dudley, Lord Alcester, Lord and Lady Wantage, Lord Ashbourne, Lady Henry Grosvenor and Lady G. Ogilvy, Lady Cloncurry, Lord Morris and Mr. M. Morris, Lady Charles Beresford, Lord Rowton, Lady Blanche Hozier, Lady Colville, Lady Rayleigh, Lady Constance Lytton and Mr. Charles Earle, Lady Evelyn Sutton, Lady Ernest Seymour and Ladies Fortescue, Lord and Lady Sandhurst, Lady Mary Lloyd, Lady Tweedmouth, Lady Windsor, Lord and Lady William Seymour, Lady Guy Campbell, Lady Egerton, Lady Fitzgerald, Baron d'Erlanger and Mr. Charles Derenberg, Hon. R. C. Spencer, M.P., and Mrs. Spencer, Hon. Evelyn Ashley, Hon. W. Mansfield, Hon. Lionel Ashley, Hon. A. Hood, Hon. William Lowther and Miss Lowther, Hon. Sydney Greville, Hon. Fitzroy and Mrs. Stewart, Hon. Frederick Leveson Gower, Hon. Kenneth Howard, Hon. Francis Villiers, Hon. Francis Bertie, Hon. Arthur Walsh, Colonel the Hon. Charles Edgcumbe, General Hon. John Bourke, General and Hon. Mrs. Ellis and Mrs. R. Sneyd and Miss Ellis, [[Social Victorians/People/Bourke|Hon. Algernon and Mrs. Bourke]], Hon. Alan and Hon. Evan Charteris, Hon. Alexander Yorke, Hon. Derek Keppel, General Sir Dighton Probyn, Hon. Percy Wyndham, Hon. Everard Baring and Hon. Susan Baring, Hon. Mrs. Brett, Hon. Claud Hay, the Right Hon. Henry Matthews, Sir George Arthur, Sir George Maude, Sir Philip Currie, C.B., Sir Redvers and Lady Audrey Buller, Sir Charles Grant, Sir Mackenzie Wallace, Sir Herbert Maxwell, M.P., Sir Oscar Clayton, Sir Robert Gresley, Sir Algernon West and Mr. Horace West, Sir George and Lady Russell and Miss Brackenbury, Sir Henry and Lady Longley, the Sub-Dean of the Chapels Royal, General Crealock, General Charles Fraser, Colonel Saunderson, M.P., and Hon. Mrs. Saunderson, Colonel and Mrs. Stewart and Miss Streatfeild [siv], Colonel and Miss Balfour, Colonel and Mrs. Stanley Clarke and Miss Clarke, Colonel R. Baring, Captain and Mrs. Jekyll, Captain and Mrs. J. Bagot, Captain Lambert Ward, Captain A. Bagot, Mr. Charles Hall, Q.C, M.P., Mr[.] Hussey Walsh, M.P., Mr and Mrs. W. Hartpole Lecky, Mr. and Mrs. Richard Combe, Mr Henry Foley, Mrs. Arbuthnot and Miss Guthrie, Mr. and Mrs. Heseltine and Miss Dorothy Heseltine and Lord Cantelupe, the Miss Stopford Brooke, Mr. and Mrs. Thackeray Ritchie, Mr Edmund Byng, Mr. and Mrs. Wilton Phipps, Professor Sidney Colvin, Mr. and Miss Tennant, Mr. Godfrey Webb, Mr. and Mrs. Turton and Mr. Sidney Ponsonby, Mrs. Adare, Mrs Cecil Paget and Mr. Hugo Wemyss, Mrs. L. Drummond, Mr. and Mrs E. Hope, Mrs. L. Seymour and Miss Seymour, Mr. Guy Repton, Mr. and Mrs. Julian Sturgis and Miss Beresford, Mr. Poynter, R.A., Mrs. Daniel Cooper, Mr. Hamilton Aïdé, Mr. Alwyne Maude, Mrs. C. Bentinck, Mrs. Bingham Mildmay, Mr. Philip Habord, Mr. and Mrs. George Bulteel, Mrs. Beerbohm Tree and Miss Julia Neilson, Mr. Hallé [Halle?], Mr. Rudolph Lehmann and Miss Lehmann, [[Social Victorians/People/Fanny Ronalds|Mr. R. Ronalds]], Mr. Ellice, Mr. Arthur, Madame Blumenthal, Miss Julia Leslie, Mr. and Mrs. Jeune, Mr and Mrs. Charles Stuart-Wortley and Misses Millais, Mrs. Arkwright, Mr Joachim, Mr. Gillett, Mr. Pulteney (Scots Guards), Colone| Cuthbert Larking, Mr. Harry Higgins, M. Tividar Nachez, Mr. G. Ross, Herr Johannes Woolff, Mrs. Charles Bagot and Miss Bagot, Mrs. Bischoffsheim, Mr. Henry Petre, Miss Balch, Mr. and Lady Maud Ramsden, Mr. Adolphus Liddell, Mr Knowles, Mr. Grenfell, Mr. Edward Hamilton, Mrs. Henry Gordon and Miss Gordon, Mr. Henry James, Mr. St. Leger, Mrs. Dacre Hamilton and the Misses Nugent, Mr. Harbord, Mr Somerset, Mr. Ruggles-Brise, Mr. and Miss Hughes of Kinmel, Mr. and Mrs Douglas Freshfield, Mrs. Homer, Mr. W. H. Mallock, Mr. and Mrs. Robert Benson, Mr. H. Seymour, Mr. Ernest Law, Mr. Hugh Grimston, Mr. Lionel Cust, Mr. Chappell, Mr. and Mrs. Du Maurier, Mr. Boughton, R.A., and Mrs. Boughton, Mr. R. Roche, Mr. Montagu Wilson, Mr. Herbert Hope, &amp;c.&lt;ref&gt;&quot;Lady Constance Leslie's Reception.&quot; ''Morning Post'' 15 February 1890, Saturday: 2 [of 8], Col. 5c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18900215/008/0002. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

=== 24 February 1890, Monday ===
Lilly Langtry starred in Shakespeare's ''As You Like It'' at the St. James's Theatre. The Daily Telegraph had a long review and mentioned more names:&lt;blockquote&gt;
The motto of Petronius, which is said to have adorned the Globe Theatre in Shakespeare's time, &quot;Totus mundus agit histrionem,&quot; and which is reproduced in Jaques' famous speech, may be said to have received a novel illustration in the brilliant audience which completely filled the St. James's Theatre last evening. A very distinguished section of the world &quot;played the actor&quot; in the stalls, boxes, and dress-circle, and evinced the keenest dramatic interest in the long-deferred production of &quot;As You Like It.&quot; The Prince and Princess of Wales, with the Duchess of Fife, surveyed the scene from the Royal box, while amongst the many who secured seats for the first were the Austrian Ambassador, the [[Social Victorians/People/Louisa Montagu Cavendish|Duchess of Manchester]], Countess de Grey, [[Social Victorians/People/Mandeville|Viscountess Mandeville]], Lady Colin Campbell, Lord Wolverton, Lord and Lady Coleridge, Sir Charles Russell, Sir Edward and Lady Guinness, Baroness de Stern, and Mr. Alfred Rothschild. Naturally enough there was much curiosity in seeing once more on the London stage an actress who has since her last appearance devoted so much serious study to her profession, and gained so much success both before American and provincial audiences; while the sympathy evoked by her recent severe illness, delaying for four weeks the production of the comedy, added an almost pathetic note to the general excitement and enthusiasm. In the second scene of the first act, when the tenderly attached cousins make their earliest appearance on the stage, Celia's first words, &quot;| pray thee, Rosalind, sweet, my coz, be merry,&quot; answered by Rosalind’s &quot;Dear Celia, I show more mirth than I am mistress of,&quot; were almost drowned in the applause which accompanied the  recognition of Mrs. Langtry. From time to time, whenever opportunity served, enthusiasm broke out anew, culminating in the triumph of plaudits which formed the fit ending to the gracefully-delivered epilogue with which Rosalind takes her farewell of her audience. There can be no doubt that, with all due allowance for the inevitable nervousness which accompanied a first production before a critical though sympathetic house, the revival of the immortal comedy was generally pronoanced to be a success.

The fancifally-named &quot;As You Like It&quot; — where even in nomenclature the author confesses his indebtedness to the romance of Thomas Lodge — with greater dullness than is usually the case with Shakespeare's plays. Indeed interest is hardly aroused till the scene before the Duke's Palace, where Rosalind and Celia witness the wrestling — which after a few more performances will probably go less stagily than it did last night — between Charles and Orlando. It is only when we are transported to the Forest of Arden that Shakespeare's romantic fancy allows itself full course, and it was only when she was accoutred in the doublet and hose that Mrs. Langtry exercised her full charm upon the audience. The difficulty for the actress in the character of Rosalind is the contrast between the early abandon of her frankly-expressed love for the son of Rowland de Bois and the subsequent archness and reserve with which she plays with her lover in the forest. Orlando goes through precisely an opposite change. From the careless desperateness of a man who is out of favour with fortune in the opening scene, he changes to the sentimental devotion of a &quot;love-shaked fancy-monger&quot; in the sylvan glades. If that interchange of parts be missed much is lost in the sprightly  contrasts of the drama. Unfortunately, no sooner did Orlando enter on the wrestling-ground last night, than he started and caught at his heart in obvious suggestion of love at first sight. Much is lost of the utter wonderment at Rosalind’s unexpected graciousness in giving him her chain, which keeps him tongue-tied later, if he betrays so early the fatal ravages of Cupid — a betrayal which is hardly likely in a man whom neglect and misery have driven to the last stage of reckless hardihood. Rosalind must love her champion before her winning thanks for his prowess have made the starred younger brother first marvel at and then adore the frank and generous advances of his benefactress. In the fine words, &quot;My father was no traitor,&quot; Mrs. Langtry rose to the full height of the character she was depicting. Throughout the greater part of the first act there was grace, loveableness, charm, but also a kind of flatness, or, at all events, an even and somewhat uninteresting level of characterisation which did not convey the promise of all that this loveliest creation in Shakespeare's gallery could do, when the Court life was exchanged for the freer and less conventional existence in the woods.

All the more praise, therefore, is Mrs. Langtry’s due, that when she finds herself in the Forest of Arden, she brings before us a truer Rosalind. The beautiful first scene between the disguised Ganymede and her amorous swain showed Mrs. Langtry at her best. The quick and nimble wit, the archness and pretty coquetry of a girl who is sick at heart with love and feeds her passion in a playful and adorable tyrannising over the unconscious lover, were depicted with a reality which won instant recognition from the spectators. For the rest, however, Mrs. Langtry’s Rosalind was an unequal performance, now rising with unexpected force into the regions of pure comedy, now sinking to an ordinary level of  uncomfortably-disguised womanishness. There were bright patches of power in the midst of a somewhat dull and colourless expanse. Much of this was, no doubt, due to the excitement and fatigue of a first night, to which also may be attributed possibly the sameness of some of her gestures and a restlessness which was something more than Rosalind's anxiety to win in her own incomparable way the happiness of which she was in search. A few nights hence firmness of carriage and self-control of manner will fill in the details of a character which was most graphically and sympathetically sketched in outline at the St. James’s last night. Mr Laurence Cautley as Orlando made most favourable impression on his audience. Through all the earlier scenes — with the exception of that wholly unnecessary lapse into amorousness on the lawn of Duke Frederick, which has been already noted — he sustained the character of a picturesque and youthful gallant with considerable success, though, possibly, a stronger dash of manly independence might not have come amiss to the Shakespearean hero. Touchstone is a more difficult part to play. Indeed, in some respects, he is the most difficult of all Shakespeare's clowns. He is on the borderland between the earlier, more conventional style of Costard, Launce, and Launcelot, and the far more elaborate and important clowns in &quot;Twelfth Night&quot; and &quot;King Lear.&quot; He is not so clever as Feste, not so human and real as that inimitable and tender-hearted Edgar who tries to solace the wild ravings of his discrowned king. He is halfway between such farcical beings as Kempe and Tarlton probably depicted, and that witty, self-conscious, irresponsible Jester, which Shakespeare ultimately made an entirely new creation on Elizabethan boards. It is no discredit to Mr. Sugden that he failed to realise so ingenious a conception. He presented a Touchstone who was full of amusing quips, and he went through all the catalogue of points in the Book of Honour in the fifth act with admirable skill; the Touchstone of &quot;As You Like It&quot; we are probably not likely to see often on the modern stage. Mr. Bourchier’s Jaques was a far higher piece of portraiture, grave and bitter and cynical as that early disciple of Schopenhauer should be, with touches of humour which only serve to show the depths of a naturally perverse and misanthropical nature. The celebrated &quot;Seven Ages&quot; speech  was capitally delivered, with a conscientious care and easy mastery which are rare enough in an actor who has so lately left the ranks of the amateurs. For the rest, the Adam of Mr Everill, and the Andrey of Miss Marion Lea seemed to give most pleasure to the audience, though she was sometimes — espectally in the pronunciation of the word &quot;poetry&quot; — inclined to represent the boorishness of the wench with an accent  which reproduced simulated inebriation rather than native clumsiness. Miss Armbruster as Hymen also deserves a word of praise. The piece was produced under the direction of the Hon. Lewis Wingfield, and the scenery, which in the Forest Glade of Acts II., III., and IV., formed a beautiful stage picture, was designed by Messrs. Perkins and Bruce Smith.

After all, was any one ever wholly satisfied with the representaton of one of Shakespeare's comedies? No thing is further from the truth as a general statement than the pedant’s theory that Shakespeare is for the study, and not for the boards. If ever, however, the paradox be true that a great dramatic artist suffers when his plays gain a dramatic representation, it is when &quot;As You Like It,&quot; &quot;Twelfth Night&quot; and &quot;Midsummer Night's Dream&quot; are brought face to face with a modern audience and amid nineteenth century surroundings. It ts not with impunity that the light that never was on sea and land is parodied by the glare of the footlights. For, honest stage-craftsman as Shakespeare was, in the full spring-tide of his poetic genius there was a divine and masterful intolerance of the real and the commonplace, a reckless flight into an ideal world, peopled by beings coined in the mint of his dainty imagination — aerial and disembodied creations whose actions and characters refuse to submit themselves to the narrow rules of the every-day world. In such a sphere banished lovers shall be predestined to meet and cement their happy unions, and lions and snakes shall be the habitual denizens of a forest where shepherds and shepherdesses prattle their erotic strains, and even a crafty Oliver shall repent of his past sins and fall in love with gentle Celia, owing to the poetic exigencies of Cloud Cuckoo Land. How can one  see all these things with the cynical eye of the modern ''Fin de Siècle'' and not feel an inevitable shock of dissatisfaction and surprise? How is it possible to avoid the jarring sense of discord when the dream picture is realised in the setting of prosaic reality? For Shakespeare's comedy is a romantic work of the mind, a refuge for all those delightful improbabilities which an indolent or whimsical fancy strings together to construct a series of complications and incidents which interest us, while they elude the sober tests of reason and judgment. But we must not carry this vein of thought too far. It is true that we have in such plays comedies of incident rather than of character. Yet Shakespeare is too and heart-whole to linger only at the Ivory gate. He throws even into these merry plots the force of that instinctive knowledge of human nature which produces real personages, tricked out in witty and imaginative guise. Shakespeare was able to pour everything into his comedies which he did into his tragedies, though in the one there is only suggestion, while in the other there is the elaboration of that is deep and tragic as well as humorous in life. Rosalid, Orlando, Touchstone, and Jaques are none the less real because they are ideal; and it is on these grounds that we can praise the conscientious and capable artists who presented these characters in flesh and blood on the St. James's stage. Nor does Shakespeare, as some have thought, intend in this play to preach [Col. 1c–2a]  any polemic against the life of the town, or compose any passionate encomium for the simple graces of the country. He is too great to be didactic on such narrow issues. Wherever men and women live, there they can be happy; or, as Touchstone says to Corin, when he expresses ignorance of the Court, one-sided enthusiasts for either streets or hedge-rows are truly damned, &quot;like an ill-roasted egg, all on one side.&quot; Equanimity, such that of the Duke and old Adam, carries with it, wherever it be, the gracious gentleness of an eternal Eden.&lt;ref&gt;&quot;St. James's Theatre.&quot; ''Daily Telegraph &amp; Courier'' (London) 25 February 1890, Tuesday: 5 [of 12], Col. 6a–7a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001112%2F18900225&amp;page=5&amp;article=048&amp;stringtohighlight=mandeville+viscount. Print title: ''The Daily Telegraph'', p. 5.

&lt;/ref&gt;&lt;/blockquote&gt;
The ''St. James's Gazette'' reported:&lt;blockquote&gt;
We came intending to like it very much, and we succeeded in our intention. Indeed, we spent a really pleasant evening at the St. James's Theatre, Many of us knew one another to nod to, and some of us had bowing acquaintance with the author of the play; so it was all very sociable and comfortable. There were just enough shop-window celebrities to give an air of distinction to the rest of the audience, and everybody had a right to hope that his neighbours were wondering who he was. The critics were quite at their ease, having nothing to criticise except the acting; not being expected to suggest any slight alterations in the play (such as cutting out Acts I., III., and V., and rewriting Acts II. and IV.), but just to accept it as it stood, without even tracing it back to the French vaudeville from which it was, no doubt, originally adapted.

The performance had many individual merits, but it also had two general faults. The first and least striking fault was that the interludes were  slurred over instead of being played up to. Now, the plot of &quot;As You Like It&quot; is so loose that a lengthy interlude (provided it be pretty) does not check the flow of interest; indeed, it gives a welcome rest and allows you to pick up your thoughts again. The other fault is one which may be, and is likely to be, remedied the play goes on. But at present it is neither smart nor spontaneous: the parts do not hang well together, and there is none of the enthusiasm which helps to pass off the interior performances of less skilful actors. The deficiency which we have noted was probably due to the serious illness from which Mrs. Langtry had been suffering and from which it was evident last night that she had not made a complete recovery. She worked very hard as Rosalind, and worked very well, and several times she made a really good hit; she was, perhaps, at her best in her indignant appeal to the usurper Duke against his unexpected and unjust decree of banishment. She was charming, again, in her embarrassment (as Miss Litton was charming before her) when she had her first meeting with her unconscious lover and she suggested very cleverly the absence of her skirts. She did her love-making archly and merrily; but though the pretended pretence gave her a right to go beyond the limits of maiden coyness, she seemed occasionally to assume the masculine Initiative when the feminine Suggestive would have been prettier. it was a pleasant though uneven performance, with plenty of grace in it and plenty of brains. The Touchstone of Mr. Sugden was in every way admirable — crisp, humorous, and distinctive. That his clowning was occasionally tedious was no fault of his. The palate of a modern audience does not relish these long-drawn pedantries of buffoonery. Our sense of humour is not more refined — it is different, and that's the end of it. But in the scenes with Audrey (and Miss Marion Lea made a capital Audrey — open-mouthed and innocently wicked or wickedly innocent) Mr. Sugden had a better opportunity and he made the most of it. There the humour was not conventional, and the audience enjoyed a laugh which was not scholarly. A word of praise must given to Mr. Brodie for his conscientious and effective rendering of the difficult and ungrateful part of the moonstruck lover of the wayward Phoebe. The first appearance of Mr. Bourchier in London attracted much interest. As an amateur at Oxford and elsewhere he was believed Iikely to to great things upon the stage, and his performance of Jaques was by no means a disappointment. The fault of it was that he did not suggest either the melancholy or the sententiousness which we associate with the character. The melancholy was but skin-deep, and the sententiousness simply was not there. But every actor has a right to read a part in his own way if it is a good way. And there is much to said for Mr. Bourchier's interpretation of Jaques. The temptation is to be stagy; Mr. Bourchier's tendency is to be natural. And he carried it out with great success in speaking the lines of the Seven Ages of Man. He caught up the Duke's phrase just as if it had dropped in the course of an ordinary conversation; and he played with it for a time until it seemed of itself to suggest to his mind the famous soliloquy. Certainly Mr. Bourchier’s method was effective, as it drew one of the heartiest rounds of applause in the whole evening.

Among the company were noticed the following well known persons:— His  Royal Highness the Prince of Wales, the Duke and Duchess of Fife, [[Social Victorians/People/Mandeville|Lady Mandeville]], Lord De Grey, Mr. Alfred De Rothschild, Lord Lurgan, Sir Charles Russell, Sir Edward Guinness, Lady Colin Campbell, Lady Curzon, Lady Londonderry, Lady Hothfield, Hon. Alan Charteris, Mr. Oscar Wilde, Mr. Akers Douglas, M.P., Mr. Justin McCarthy, M.P., Sir Allen Young, Lord and Lady Coleridge, the Austrian Ambassador, the Spanish Ambassador, Lady Hozier, Mr. George Lewis, Mr. Whistler, Lady Greville [&lt;nowiki/&gt;[[Social Victorians/People/Lady Violet Greville|Lady Violet Greville]]?].&lt;ref&gt;&quot;As You Like It.&quot;  ''St James's Gazette'' 25 February 1890, Tuesday: 5 [of 16], Col. 1b–c [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001485%2F18900225&amp;page=5&amp;article=027&amp;stringtohighlight=mandeville+viscount. Same print title and p.

&lt;/ref&gt;&lt;/blockquote&gt;
This report is from ''Blalud, The Bath Society Paper'':&lt;blockquote&gt;Happily, there was no disappointment in store for the friends and admirers of Mrs. Langtry, who gathered on Monday night at the St. James’s Theatre in great force, to welcome this popular lady back to London and receive her with an extra warmth of cordiality in token of satisfaction at her recovery from her recent severe illness. Eight years have elapsed since she last played Rosalind in London. Since then she has travelled much, both at home and abroad, and followed the study and practice of her art with unfailing spirit and determination. She returns to the character which all leading actresses aspire to play in Shakespeare’s glorious dream of the Court of Duke Frederick and the forest of Arden a far riper artist, and, says the ''Daily News'', she presented us on Monday with an impersonation which compared to her former efforts is as the finished portrait to the crude sketch. Her performance may lack the great high tide of girlish impulsiveness, but first nights before an exceptionally critical audience and some remains of the languor of her recent indisposition doubtless contributed to rob her acting of something of its force and impulse. But her ''Rosalind'' remains a most winning and beautiful performance. A handsomer ''Rosalind'', or one that has worn the doublet and hose with more grace and picturesqueness (Mrs, Langtry, we may here note, scorns the modern heresy of boots, and appears in the more orthodox hose cross-gartered), has certainly not been seen in our time. The performance is full of good points; as when at the words, &quot;here on the skirts of this forest like the fringe of a petticoat,&quot; she remembers with a momentary touch of maidenly shyness that petticoats no longer form part of her attire. Again, when in bantering her lover, who exhibits so strange an inability to recognize the voice and features of the woman whom he passionately loves, she pauses at &quot;a beard neglected,&quot; and pointing at ''Orlando’s'' smooth chin bursts into uncontrollable laughter; again, when in the mock marriage scene, with ''Celia'' for the priest, her mind for the moment seems to wander away into such a dream as this mockery might suggest to one so deeply in love. The distinguishing feature of the impersonation, indeed, is the subtle suggestion of serious passion that underlies the frolicsome and bantering moods, and exhibits itself again and again in many subtle forms. The play is beautifully put on the stage, and if some of the performers fall a long way short of ideal excellence there are several impersonations that stand forth in strong relief and are of far more than common excellence. The ''Phœbe'' and ''Silvius'' of Miss Beatrice Lamb and Mr. Matthew Brodie deserve special note: but the most brilliant success of all in the case of the minor characters was undoubtedly the ''Audrey'' of Miss Marion Lee, whose hoydenish, but not ungraceful antics, whose happy, contented ignorance, whose mingled wonderment and admiration at ''Touchstone's'' philosophical utterances were admirable. Everything that taste can suggest has been done to embellish the play; the musical features are strengthened by an efficient chorus, and the costumes designed by the Hon. Lewis Wingfield are rich and handsome. Perhaps it might be objected that Mrs. Langtry’s beautiful green velvet doublet, with its slashes, tags, and laces, her cinnamon jerkin, her black cap and jewelled buckle, and her rich and massive cloak were hardly suited to her daring enterprise on the highways and in the forests of the Duke’s dominions. The restoration of Hymen, gracefully represented by Miss Violet Armbruster, and the final morris dance in honour of the nuptials, gave the crowning fanciful touch to the performance, and prepared the spectators for the playful epilogue, which was spoken by Mrs. Langtry, in her simple nuptial white robe and leopard skin, with rare elocutionary grace and effect,. [sic]

The audience which greeted Mrs. Langtry was at once distinguished and interesting. The Royal box was occupied by the Prince and Princess of Wales, the Duchess of Fife, the Princesses Victoria and Maud of Wales, and the Duke of Fife. Among the representatives of &quot;Society&quot; were Lady Londonderry, [[Social Victorians/People/Mandeville|Lady Mandeville]], Lord de Grey, Lord and Lady Coleridge, Lady Curzon, Lady Hothfield, Lord Lurgan, Lady Greville [&lt;nowiki/&gt;[[Social Victorians/People/Lady Violet Greville|Lady Violet Greville]]?], Lady Hozier, Mr. Alfred de Rothschild, Sir Charles Russell, Sir Edward Guinness, Mr. Coningsby Disraeli, Mr. Akers Douglas, M.P., Mr. Justin M‘Carthy, M.P., Sir Allen Young, Lady Colin Campbell, Lady Monckton, Mrs. Labouchere, and the Austrian and Spanish Ambassadors. Pictorial art was represented by Mr. Whistler; music by Mdme. Antoinette Sterling; dramatic writing by Mr. H. A. Jones; and theatrical interests by Mrs. Bancroft, Miss Genevieve Ward, Mr. and Mrs. John Lart, Mrs. John Hare, Mr. M. L. Mayer, Mr. Augustus Harris, &amp;c.&lt;ref&gt;&quot;Mrs. Langtry.&quot; ''Bladud'' 26 February 1890, Wednesday: 9 [of 16], Col. 2b–c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0005771%2F18900226&amp;page=9&amp;article=055&amp;stringtohighlight=mandeville+viscount. Print title: ''Blalud, The Bath Society Paper'', p. 9.&lt;/ref&gt;&lt;/blockquote&gt;

=== 25 February 1890, Tuesday ===
On 5 March, the ''World'' reports on a party hosted by Mrs. Adair that must have been held the week before:&lt;blockquote&gt;Many smart people were present at Mrs. Adair's party in Curzon Street on Tuesday night. The rooms, lighted by electricity, looked their prettiest with floral decorations consisting entirely of tulips, the hostess appearing in a gown of terra-cotta velvet trimmed with dark fur. The Austrian Ambassador and Madame Waddington were among those who listened to Miss Damian’s rendering of a new song by Tosti, and to the glees sung by Mr. Avon Saxon's American quartet; and among others present were Lady Charles Beresford, [[Social Victorians/People/Mandeville|Lady Mandeville]], the Duchess of Marlborough, Lady Fanny Marjoribanks, who brought her sister, Lady Sarah Churchill, Sir Arthur Sullivan (just back from his annual sojourn at Monte Carlo), Lord and Lady Wharncliffe, Lady Howe and Lady Edith Curzon, Lord and Lady William Nevill, Mrs. Cavendish-Bentinck, General Charles Fraser, Lady Conyers, Madame de Brienen, and Sir Philip Currie.&lt;ref&gt;&quot;What the World Says.&quot; ''The World'' 5 March 1890, Wednesday: 19 [of 44], Col. 2a [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0006339%2F18900305&amp;page=19&amp;article=061&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;The ''Daily Telegraph'' covered the party with a few additional names:&lt;blockquote&gt;A casual passer-by in Curzon-street last night might almost have imagined from the long string of carriages assembled there that, in spite of the cold east wind blowing, the London season had already begun. Mrs. Adair had together to hear some beautiful music, including a celebrated quartette of American singers, a large and fashionable crowd, composed of the ''élite'' of London society, comprising among many others, the Austrian Ambassador, the French Ambassadress, the Marquis and Marchioness of Tweeddale, Lady Charles Beresford, Lady Fanny Marjoribanks and Lady Sarah Spencer-Churchill, Earl and Countess of Wharncliffe, Countess Howe and Lady Edith Curzon, Lord and Lady William Nevill, Lord George Nevill, Viscount and Viscountess Curzon, Countess of Sefton and Lady Rose Molyneux, Viscountess Mandeville, Julia Countess of Jersey and Mr Brandling, Viscount and Viscountess Bury and the Hon. Mary Keppel, the Countess of Crawford, the Earl of Clonmell, the Countess of Antrim and Lady Louisa Beauclerk, Viscountess Melgund, Lady Conyers, Hon. Lady Cotterell and Miss Cotterell, Lord Alington, Lord Alcester, Lord Greenock, Viscount de Vesci, Lady Hilda Brodrick, Hon. W. Lowther, M.P., and Mrs. Lowther, Hon. Mrs. Bampfylde, Hon. Hallyburton Campbell, Mrs. and Miss Campbell, Hon. Kenneth Howard, Hon. Derek Keppel, Hon. FitzRoy and Mrs. Stewart, Lady FitzGerald, Mrs. Bischoffsheim, Madame de Brienen, Lieutenant-General Sir Seymour Blane, General C. Fraser, M.P., Mr. Chamberlain, M.P., Mr. Howard Vincent, M.P., and Mrs Vincent, Mr. Charles Hall, M.P., Mrs. Cavendish-Bentinck, Sir C. Rivers Wilson, Sir Arthur Sullivan, Sir Philp Currie.&lt;ref&gt;&quot;London Day by Day.&quot; ''Daily Telegraph &amp; Courier'' (London) 26 February 1890, Wednesday: 5 [of 8], Col. 4a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001112%2F18900226&amp;page=5&amp;article=094&amp;stringtohighlight=mandeville+viscount. Print title: ''The Daily Telegraph'', p. 5.

&lt;/ref&gt;&lt;/blockquote&gt;The ''Sporting Gazette'' also had a report, on 1 March:&lt;blockquote&gt;Mrs. Adair's party in Curzon-street on Tuesday night was, as usual, exceedingly smart and dressy. The &quot;smarties&quot; turned out strong for this Anglo-American function, and wore their best frocks and jewels. Lady Tweeddale, Lady Howe, with Lady Edith Curzon, Lady Fanny Majoribanks chaperoning her younger sister, Lady Sarah Churchill, Lady Curzon, Lady Antrim with Lady Louisa Beauclerk, Lady William Nevill with some lovely diamonds, [[Social Victorians/People/Mandeville|Lady Mandeville]], Lord Alington, Sir Arthur Sullivan, Mrs Cavendish Bentinck, and others. The singing of an American quartette was ''the'' feature of the evening.&lt;ref&gt;&quot;The Man About Town.&quot; &quot;The County Gentleman.&quot; ''Sporting Gazette'' 1 March 1890, Saturday: 6 [of 38], Col. 2b [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0002525%2F18900301&amp;page=6&amp;article=053&amp;stringtohighlight=mandeville+viscount. Same print title, p. 274.&lt;/ref&gt;&lt;/blockquote&gt;

==March 1890==

=== 10 March 1890, Monday ===
The Prince and Princess of Wales hosted a ball in celebration of their wedding anniversary.

This report from the ''Bedfordshire Mercury'' is very brief:&lt;blockquote&gt;
The Prince and Princess of Wales, in celebration of the anniversary of their wedding on March 10, 1863, gave a dance at Marlborough House on Monday night. The Danish Minister and Madame de Falbe were among the company invited, also the Earl and Countess Brownlow, [[Social Victorians/People/Mandeville|Viscountess Mandeville]], Lord Alwyne Compton, Baron F. de Rothschild, &amp;c.&lt;ref&gt;&quot;Notes of the Aristocracy.&quot; ''Bedfordshire Mercury'' 15 March 1890, Saturday: 7 [of 8], Col. 4b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001290%2F18900315&amp;page=7&amp;article=073&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;
The report from the ''Morning Post'' suggests that this was a smaller party than usual for the Prince and Princess of Wales:&lt;blockquote&gt;In celebration of the anniversary of the Prince and Princess of Wales's wedding day, their Royal Highnesses gave an evening party (dancing) at Marlborough House last night.

His Royal Highness the Duke of Edinburgh, her Royal Highness Princess Beatrice (Princess Henry of Battenberg) and his Royal Highness Prince Henry of Battenberg, her Royal Highness the Princess Louise of Wales (Duchess of Fife) and the Duke of Fife, his Royal Highness Prince George of Wales, her Royal Highness the Princess Victoria of Wales, her Royal Highness the Princess Maud of Wales, her Royal Highness the Princess Mary Adelaide (Duchess of Teck), and his Highness the Duke of Teck and her Serene Highness the Princess Victoria of Teck and his Serene Highness Prince Francis of Teck, and their Serene Highnesses the Prince and Princess Victor of  Hohenlohe-Langenburg and the Countess Victoria Gleichen were present.

The following had the honour to receive invitations, but some amongst them were unavoidably prevented from attending: —

The French Ambassador (M. Waddington) and Madame Waddington, the German Ambassador (Count Hatzfeldt) and the Countess Marie Hatzfeldt, the Turkish Ambassador (Rustem Pasha), the Austro-Hungarian Ambassador (Count Deym) and the Countess Deym, the Italian Ambassador  (Count Tornielli), the Countess Tornielli, and Mademoiselle Virginia dei Conti Lazzari, the Danish Minister (M. de Falbe) and Madame de Falbe, the Russian Chargé d'Affaires (M. Bontineff), his Serene Highness Prince Louis Esterhazy, M. A. Kroupensky, M. A. de Stoeckl, Count Leyden, Count Albert Mensdorff, Count Reventlow, Mr. and Mrs. Henry White, M. de Soveral, the Marques and Marquesa de Santurce, Mr. A. de Murrieta, Mr. C. de Murrieta.

The Duke and Duchess of Leeds and Lady Alice Osborne, the Duke and Duchess of Buccleuch, the Duke and Duchess of Portland, the Duke and Duchess of Westminster, the Marchioness of Blandford and Lady Frances Spencer Churchill, the Marquis and Marchioness of Granby, the Marquis and Marchioness of Londonderry, the Marquis and Marchioness of Ormonde, the Marquis and Marchioness of Salisbury and Lady Gwendolen Cecil, the Marquis and Marchioness of Stafford, Count Gleichen, the Earl and Countess Brownlow, the Earl and Countess Cadogan and Lady Emily  Cadogan, the Earl and Countess of Clarendon, the Earl of Chesterfield, the Earl of Clonmell, the Earl of Dudley, the Earl and Countess of Dunraven and Lady Florence Wyndham Quin, the Earl and Countess Granville and Lady Victoria Leveson Gower, the Earl and Countess of Hardwicke, the Earl and Countess Howe and Lady Evelyn Curzon, the Earl and Countess of  Kilmorey, the Earl and Countess of Lathom and Lady Alice Wilbraham, the Earl and Countess of Lucan and Lady Rosalind Bingham, the Earl of Mount Edgcumbe and Lady Albertha Edgcumbe, the Earl and Countess of Romney and Lady Florence Marsham, the Earl and Countess of Rosebery, the Earl of Shaftesbury, the Earl of Stradbroke, the Earl and Countess of Sefton and Lady Gertrude Molyneux, the Earl and Countess Spencer, Viscount Drumlanrig, Lord and Lady Randolph Spencer Churchill, Lord Frederick Hamilton, Lord Ernest Hamilton, Lord and Lady Algernon Gordon Lennox, [[Social Victorians/People/Mandeville|Viscountess Mandeville]], Lord Charles Montagu, Viscount Chelsea, Viscount and Viscountess Coke and the Hon. Violet White, Viscount Curzon, Lady Georgina Curzon and Lady Sarah Spencer Churchill, Viscount Fincastle, Viscount Royston, Viscount Valletort, Lord and Lady Brooke, Lord Burghersh, Lord Capell, Lord and Lady Norreys and the Hon. Coralie Glyn, Lady Charles Beresford, Lord Marcus Beresford, Lord Alwyne Compton, Lord and Lady William Nevill, Lord Richard Nevill, Lord Henry Paulet, Lord Henry Vane Tempest, Lord Herbert Vane Tempest, Admiral Lord Alcester, Lady Ampthill and the Hon. Constance Russell, Lord Alington and the Hon. Winifred and Hon. Mildred Sturt, Lord and Lady Colville of Culross  and the Hon. Blanche Colville, Lord and Lady De  Ramsey, Lady Hastings, Lord and Lady Hindlip, Lord Lurgan, Lord and Lady Revelstoke and the Hon. Susan Baring, Lord and Lady Rothschild,  Lord Rowton, Lord Suffield and the Hon. Judith and Hon. Eleanor Harbord, Lord and Lady Wimborne and the Hon. Frances Guest, Lord Wolverton, Baron Ferdinand Rothschild, Captain the Hon. Maurice Bourke, R.N., Colonel the Hon. Henry Byng and the Misses Byng, the Hon. Alan Charteris, Lieutenant-Colonel the Hon. C. Edgcumbe, the Hon. Sir Spencer and Lady Ponsonby Fane, the Hon. Sidney Greville, Colonel the Hon. Oliver Montagu, the Hon. C. R. and Mrs. Spencer, the Hon. S. M'Donnell, the Hon. Alexander Yorke, the Hon. H. and Lady Feodora Sturt, the Hon. Arthur Walsh, the Hon. R. Winn, the Right Hon. W. E. and Mrs. Gladstone and Miss Gladstone, the Right Hon. A. J. Balfour, the Right Hon. H. Chaplin, the Right. Hon. Sir Henry James, the Right Hon. Sir C. L. Wyke, the Hon. S. C. Colville, the Hon. Assheton Harbord, the Hon. Julia Stonor, the Hon. H. Stonor, the Hon. E. Stonor, Captain the Hon. Henry White, Sir Edward and Lady Guinness, Sir Charles Hartopp, Sir Frederick Johnstone, Sir John and Lady Lister Kaye, Sir James and Lady  Mackenzie, Colonel Sir Nigel and Lady Emily Kingscote, Admiral Sir R. and the Hon. Lady Macdonald and Miss Macdonald, General Sir Dighton and Lady Probyn, Sir Francis and the Hon. Lady Knollys, Major-General Sir Christopher Teesdale, Sir Oscar Clayton, Sir Allen Young, Lieutenant-General Bateson, Lieutenant-General Charles Fraser, Major-General and the Hon. Mrs. Arthur Ellis and Miss Ellis, Colonel J. P. Brabazon, Colonel and Mrs. Stanley Clarke and the Misses Clarke, Captain H. F. Stephenson, R.N., Lieutenant-Colonel F. H. Poore, Lieutenant-Colonel R. Vivian, Major C. Swaine, Captain Douglas Dawson, Captain C. H. A. Hervey, the officers of the Queen's Guard, St. James's Palace, Mr. G. Byng, Mr. Henry Calcraft, Mr. Victor Cavendish, Mr. Henry Ellis, Mr. Horace Farquhar, Mr. and Mrs. George Forbes and Miss Forbes, Mr. Montagu Guest, Mr. Charles Hall, Mr. E. W. Hamilton, Mr. and Lady Hilda Higgins, Mr. Holzmann, Miss Knollys, Mr. and Mrs. F. R. Knollys, Mr. Ronald Moncrieffe, Mr. Alfred Montgomery, Mr. Arnold Morley, Mr. Henry Petre, Mr. Alfred de Rothschild, Mr. and Mrs. Leopold de Rothschild, Mr. Reuben Sassoon and Miss Sassoon, Mr. and Mrs. Arthur Sassoon, Mr. Edgar Sebright, Mr. and Mrs. Ralph Sneyd, Mr. Christopher Sykes, and Mr. O. G. St. George Williams.

Messrs. Coote and Tinney's band was in attendance.&lt;ref&gt;&quot;Marlborough House.&quot; ''Morning Post'' 11 March 1890, Tuesday: 5 [of 8]. Col. 6b–c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000174%2F18900311&amp;page=5&amp;article=055&amp;stringtohighlight=mandeville+viscount. Same print title and p.
&lt;/ref&gt;&lt;/blockquote&gt;

==April 1890==
Arnold Dolmetsch took out a three-day ticket to the Reading Room in April 1890 (Campbell 22).

=== 9 April 1890, Wednesday ===

==== The New Forest United Hunt Ball ====
&lt;blockquote&gt;This annual ball was beld at the New Forest Hall, Lyndhearst, on Wednesday night, and was a most brilliant gathering, upwards of 200 being present, not only the New Forest but also neighbouring hunts being well represented. Among those present were Earl and Countess of Londesborough, Lady Mildred Denison, Lady Lilian Denison, Hon. Louis Johnstone, Hon. Gerald and Mrs Lascelles, Major Downman, Capt. Sandbach, R.H.A., Col. and Mrs Sinkins, Col. Fitzroy Smyth, Lady Thursby and party, Mr Stanley Pearce (Master of the Foxhounds), Mr F. Lovell (Master of the Deerhounds) and party, Lady Adela Goff and party, Hon. Miss St. Leger Glyn and party, Mr A. H. Jeffreys, M.P., and Mrs Jeffreys, Hon. Mrs A. Peter, Mr Somerset H. Onslow, Mr Lancelot Orde, Lord Garioch, Mr and Mrs C. K. Francis, the Countess of Normandy, Lady Mary Agar, Lord Montagu, Hon. John Scott Montagu, Viscount Cantelupe, Prince Dhuleep Singh, Hon. D. Keppel, Col. Charles Needham (1st Life Guards), [[Social Victorians/People/Bourke|Hon. Mrs Algernon Bourke]], Mrs Cornwallis West, Mr and Mrs Shelley Bontein, Col. Gridley, Col. Newton, Col. Elliot, R.H.A., Lady Meyrick and party, Sir W. Jervois, Lady Jervois and  party, &amp;c.&lt;ref&gt;&quot;The New Forest United Hunt Ball.&quot; ''The Sportsman'' 11 April 1890, Friday: 2 [of 4], Col. 5c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001055/18900411/024/0002. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

==May 1890==
Leonora Braham appeared at the Opera Comique as Ruth Ferns in ''Gretna Green''.
===21 May 1890, Wednesday===
It was his pupil the young Countess Valda Gleichen who found a sponsor for Dolmetsch's first but brief appearance at a London concert on 21 May 1890, when the 'Magpie Minstrels' … gave one of their bi-annual performances at the Princes' Hall&quot; (Campbell 30).

==June 1890==

=== 3 June 1890, Tuesday ===

==== Dinner and Concert Hosted by Mrs. Arthur Williams and Ball by Mrs. Menzies ====
&lt;blockquote&gt;Yesterday evening society passed a large proportion of time on wheels, and the number of receptions was more than the most inveterate could get through wvith comfort. ... Meanwhile, the Duke of Clarence and Avondale dined with Mrs. Arthur Wilson in Grosvenor-place, and a small and select concert followed. The Duchess of Leinster was, as ever, the most beautiful among many beauties, the Hon. Helen Henniker, after her long mourning, was warmly greeted by swarms of friends, and the Countess of Lovelace, in grey satin, chaperoned her débutante niece, Miss Milbank.

Prince &quot;Eddie&quot; went from Mrs. Arthur Wilson's hospitable mansion to that of Mrs. J. Graham Menzies. It is unusual to find mother and daughter entertaining this illustrious young man on the same evening. Mrs. Menzies, who has succeeded Lord Suffield in his beautiful house in Upper Grosvenor-street, had one of the smartest and most successful balls of the present season. The Blue Hungarians played with immense vigour and owing to the postponement of Lady Carnarvon's ball, there was no competition for men and married women. Countess Howe, Lady Brougham and Vaux, Lady Aveland and Miss Willoughby, Viscountess Stormont, the Hon. Lady Grey Egerton and Miss Egerton, the Duchess of Buccleuch, the [[Social Victorians/People/Bourke|Hon. Mrs. Algernon Bourke]], the Earl of Craven, Countess of Coventry, Mrs. Mackay, Lady Sykes, the Marchioness of Granby, Mrs. Hwfa Williams, Lord Garioch, Sir Savile and Lady Crossley, Mr. and Mrs. Harry Lawson, and many others were present.&lt;ref&gt;&quot;Yesterday Evening Society.&quot; ''Pall Mall Gazette'' 4 June 1890, Wednesday: 4 [of 8], Col. 3a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000098/18900604/015/0004. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

==== Münster-Hay Wedding ====
Account of the wedding of Count Alexander Münster and Lady Muriel Henrietta Constance Hay. Count Bismarck sent a gift.&lt;blockquote&gt;St. Andrew's Church, Wells-street, was completely filled yesterday afternoon on the occasion of the marriage of Count Alexander Münster, son of Count Münster, German Ambassador in Paris, with Lady Muriel Henrietta Constance Hay, younger daughter of the Earl and Countess of Kinnoull. The ceremony was fixed for half-past two o'clock, but all the seats in the body of the church were occupied long before that time by invited guests. The rood screen was hidden with white flowers, and a number of tall palms were skilfully arranged in and about the chancel. The bridegroom was early in his place, and wore the splendid white and gold uniform of the Garde du Corps of the Emperor; his best man, Prince Hans Heinrich Pless, wearing the scarlet and gold uniform of the Garde Hussars. The six bridesmaids were Lady Mildred Denison, Lady Dorothea Stewart Murray, Hon. Marie Hay, Hon. Marjory Murray, Miss Rosalind Lovell, and Miss Gladys Hadow (niece of the bride). They wore pretty dresses of pale blue satin, veiled with white chiffon; the skirts were edged with a frill, and the bodices finished with quaint fichus of the chiffon, fastened in front with a bunch of forget-me-nots. They wore drawn hats of the chiffon, covered with forget-me-nots, and their posies were of the same flowers, intermixed with pink roses, and tied with narrow pink ribbons. Each wore a gold bangle with centre forming the initials &quot;A.M.,&quot; and a single turquoise drop. The bride entered the church at half-past two, and was received by her father, who led her to the chancel steps, preceded by the choristers singing a nuptial hymn. The bride's dress was of ivory satin made with a very long train. The front was fringed round the hem with orange blossoms and veiled with old Brussels lace, the gift of her mother; the bodice was entirely covered with beautiful old lace, and finished at the neck on one side with a cluster of orange blossoms. She wore a small wreath of orange blossoms and myrtle arranged in the hair at the back and a tulle veil falling almost to the end of the train and held by diamond stars, the gift of the bridegroom. The bride's other jewels included two diamond drop hairpins, the gift of Count Münster; an emerald and diamond brooch, from the bridegroom; enamel and diamond heartsease brooch, from Lady Mary Mills; a diamond and emerald bracelet, from the Duke of Beaufort; and a diamond bracelet, from the Duke and Duchess of Athole. Her train was held by her two little nephews, Masters Roland and Patrick Hadow, wearing Scotch dress with lace ruffles. The service, which was fully choral, was performed by the Rev. Provost Rorison, of St. Ninian's Cathedral, Perth, assisted by the Rev. W. T. Houldsworth, rector of St. Andrew's.

The Earl and Countess of Kinnoull afterwards entertained the bridal party at the residence of the Earl of Londesborough, uncle of the bride, in Grosvenor-square. Among the numerous guests were the Russian Ambassador and Madame de Staal, the German Ambassador, the Austrian Ambassador and Countess Deym, Count Münster and the Countesses Marie, Julia, and T. Münster, Prince Pless, Prince Louis Esterhazy, Count Donhoff, Baroness von Beckendorff-Hindenburg, Baron E. Fürstenberg, Count Paul Metternich, Geheimrath Schmettau, Countess Valentin, [[Social Victorians/People/de Soveral|M. de]] [[Social Victorians/People/de Soveral|Soveral]], Captain Hasenclever, Count Leyden, Herr von Rath, Count Francis Deym, Baron and Baroness Deichmann, Count Mensdorff, Herr Pilgrim Baltazzi, Count and Countess Henry Lützow, Baroness d' Erlanger [?], Herr von Kemnitz, Baron Cramm, Vicomte de Janzé, the Duke of Beaufort, the Duchess of Athole, and the Ladies Stewart Murray, the Marchioness of Downshire, the Marchioness of Stafford and Lady Sybil St. Clair Erskine, Maria Marchioness of Ailesbury, the Countess of Dunraven and Ladies Wyndham Quin, the Countess of Kilmorey, the Countess of Galloway and Miss Stewart, the Countess of Dudley and Lady Edith Ward, the Countess of Strathmore and Lady Constance Lyon, the Earl and Countess of Roden, Lady Willoughby de Eresby and Hon. Miss Willoughby, the Countess of Westmorland. Viscount and Viscountess Raincliffe, Viscountess Coke, Viscountess Stormont and Hon. MabeI Murray, Viscountess Malden and Hon. Miss Capel, Lord Hay of Kinfauns [?], Lady Delamere and Miss Cholmondeley, Lady Brougham, Lady Esher, Lord Saye and Sele and Hon. Maud and Hon. Gertrude Fiennes, Lady Helen MacGregor and Miss MacGregor, Lord and Lady Algernon Gordon Lennox and Lady Angela St. Clair Erskine, Lady Raglan, Lord Charles Innes Ker, Lady Elizabeth Bertie, Lady Frances Pratt and Lady Clementine Pratt, Lady Geraldine Somerset, Lady Dalton Fitzgerald and Miss Payne, Lady Mary Mills and Miss Pereira, Lady Dorchester, Lady Louisa Moncreiffe and Misses Moncreiffe, Lady Norreys, Lady Petre, Lady Jane Trefusis, Lord Frederic Hamilton, Baroness de Brienen and Miss de Brienen, Helen Lady Forbes and the Misses Forbes, Lady Scott, Miss Scott and Mrs. Green, Lord Zouche and Hon. Miss Curzon, Mr. and Lady Constance Hadow, Hon. Lady Campbell, Lady William Nevill and Miss Bannerman, Hon. Alastair and Mrs. Hay, Hon. Miss Greville, Captain Hon. Randolph Stewart, Hon. FitzRoy and Mrs. Stewart, Hon. Charles Walsh, Hon. William Walsh, [[Social Victorians/People/Bourke|Hon. Mrs. Algernon Bourke]], Colonel Hon. Charles and Mrs. Hay and Miss Maude Hay, Hon. Mrs. Greville Nugent, Hon. Mrs. Colville and Miss Streatfeild [sic], Hon. Claude Hay, Sir Charles and Lady Forbes of Newe, Laely Borthwick, Sir Francis Montefiore, Sir Henry Hoare, Sir George Arthur, Sir William Gordon Cumming, General and Mrs. Wilkinson, Colonel and Mrs. Chaine, Colonel Arthur Paget, Colonel H. M. Hozier, the Provost of St. Ninian's, Major Finch, Major Candy, Colonel Lloyd, Captain and Mrs. Stewart, Mr. and Mrs. Hay Drummond, Captain and Mrs. Lloyd, Mr. William Gillett, Mr. Hulse, M.P., and Mrs. Hulse, Captain Lumley, Captain Barrow, Major Anstruther, Mrs. Hwfa Williams, Mr. Arthur Hay, Mr. Raglan Somerset, Mr. and Mrs. George Cavendish Bentinck, Mrs. Villiers, Mr. Henry Petre, Mrs. Keighley, Mrs. E. Balfour and Miss Balfour and Miss Ellice, Mrs. Dick Cunynghame and Miss A. M'Gregor, Rev. C. Weidemann, Miss Balfour and Miss E. Balfour, Mrs. and Miss Halford, Mr. and Mrs. Toler, Mrs. and Miss Townley, Rev. Dr. M'Ewan, Mr. A. F. Levita, Mr. F. Stephens, Mrs. and Miss Leigh, Mr. and Mrs. George Forbes and Miss Forbes, Mrs. Luke Wheeler, Mrs. J. Beerbohm, Dr. and Mrs. W. M. Collins, Mrs. and Miss Orde, Mrs. Murray, Miss Glyn, Mrs. Godfrey Pearse, Mr. Balfour, Mr. Leopold Goldberg, Mr. and Miss Oswa d [Oswald], Mr. and Mrs. C. Bulteel, Mrs. Brydges Wyllyams, Mr. H. Balfour, the Misses Codrington, Miss Finch, Mrs. Barron and Miss Sullivan, Mr. Hamilton Aidé, Mr. Granville and Miss Berkeley, Mr. M'Gregor, Mrs. and Miss Needham, Mr. and Mrs. A. Consett and Miss Consett, Mrs. Herbert Naylor LeyIand, Mr. and Mrs. A. Darby, Mrs. Montefiore, Mrs. Charles Murray and Miss Murray, Mrs. Thomas Legh, the Rev. John F. Mitchell, Mr. and Mrs. Claud Hay, Mr. Fiztalan Manners, Mr. Albert Stopford, Mr. Hervey Pechell, and Mr. and Mrs. Charles Orde.

Later in the day Count Alexander Münster and his bride left for Hillingdon Court, Uxbridge, the residence of the Hon. A. Mills, where they will pass the early days of the honeymoon, and then proceed to Chàlet Sans Souci, Bellaggio, Lake of Como, lent by Mr. Hervey Pechell. They will afterwards go to Wiesbaden, and thence to Count Münster's German country seat, where a great reception awaits them.

The wedding presents were very numerous. Count Munster presented the bride with a diamond necklace and pair of diamond drop hairpins. The bridegroom's gifts to his bride included a tiara of three diamond stars, a brooch formed of an emerald of unusual size set in diamonds, large pearl pendant, gold bracelet set with turquoises, and diamond and turquoise ring. The Duke of Beaufort presented Lady Muriel with an emerald and diamond bracelet. The Earl and Countess of Kinnoull's presents included a quantity of plate and other articles. Prince Henry of Battenberg sent a large silver-mounted claret jug; Count Bismarck, a silver box; the Marchioness of Waterford, gold snake bracelet, with pearl head and ruby eyes; the Duke and Duchess of Athole, diamond &quot;M&quot; bangle; Lady Ermyntrude Malet, massive silver bowl; Countess Marie Münster, silver tea set and tray; Baron E. Fürstenberg, pair of gold-mounted claret jugs; Baron and Baroness Erlanger, large silver bowl; Baron and Baroness Gungberg, pair of antique silver mounted jugs.&lt;ref&gt;&quot;Marriage of Count Alexander Münster and Lady Muriel Hay.&quot; ''Morning Post'' 4 June 1890, Wednesday: 7 [of 12], Col. 7a–c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18900604/064/0007. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

===4 June 1890, Wednesday===
Derby Day.

According to the Morning Post, &lt;quote&gt;Lady Thurlow's first dance. / Mrs. Coddington's Ball. / The Fourth of June celebration at Eton. / ... Royal Society of Literature — Paper on &quot;Early England,&quot; by Mr. Carmichael, S. &lt;/quote&gt; (&quot;Arrangements for This Day.&quot; The Morning Post Wednesday, 4 June 1890: p. 7 [of 12], Col. 6A).

===13 June 1890, Friday===
? or on the 12th? Arnold Dolmetsch had a concert at which his students performed (Campbell 31). It was reviewed very positively in the 13 June Daily Graphic, especially Helene Dolmetsch's performance. They did Purcell's Fairy Queen. They used a harpsichord.

===26 June 1890, Thursday===
There was apparently a regular celebration of [[Social Victorians/People/Arthur Collins|Arthur Collins]]' birthday, 26 June, by Bret Harte, George Du Maurier, [[Social Victorians/People/Arthur Sullivan|Arthur Sullivan]], Alfred Cellier, Arthur Blunt, and John Hare (Nissen, Axel. Brent Harte: Prince and Pauper: 239. [http://books.google.com/books?id=WEDewmUnapcC]). Choosing 1885–1902 as the dates because those apparently are the dates of the close relationship between Harte and Collins, ending in Harte's death in 1902.

==July 1890==
===3 July 1890, Thursday===
&lt;blockquote&gt;On July 3, 1890, Besant’s house at 19 Avenue Road, St. John’s Wood, was inaugurated as a new center of Theosophical work, serving as the European headquarters of the [[Social Victorians/Theosophical Society|Theosophical Society]] and as HPB’s residence. That house became also the meeting place of HPB’s Inner Group, twelve of her students who were eager for more intense training than was feasible in a larger, more general gathering.&lt;/blockquote&gt;That Inner Group is different from the Esoteric Section.&lt;ref&gt;&quot;Esoteric World Chapter 23.&quot; ''The Theosophical Society of America, Online Resources''. http://www.theosophical.org/index.php?option=com_content&amp;view=article&amp;catid=23&amp;id=1725&amp;Itemid=53&lt;/ref&gt;&lt;blockquote&gt;The hall had a seating capacity of about 200. On the opening night [July 3, 1890] [sic] the room was crammed, and many were unable to gain admission. The speakers were Mrs. Besant, Mr. Sinnett, a Mrs. Woolff (of America), and Mr. [Bertram] Keightley. HPB was present but said nothing, on account of the critical state of her health.&lt;ref&gt;&quot;23a. Henry S. Olcott, July 1890, London [Olcott 1931, 4:254–6].&quot; Esoteric World Chapter 23. ''The Theosophical Society of America, Online Resources''. http://www.theosophical.org/index.php?option=com_content&amp;view=article&amp;catid=23&amp;id=1725&amp;Itemid=53.&lt;/ref&gt;&lt;/blockquote&gt;

=== 4 July 1890, Friday, 11 p.m. ===

==== The Queen's State Ball at Buckingham Palace ====
The Prince and Princess of Wales were hosts of this ball, as Queen Victoria was not present. Many of the Queen's children and their spouses were present.&lt;ref&gt;&quot;State Ball at Buckingham Palace.&quot; ''Morning Post'' 5 July 1890, Saturday: 5 [of 8], Col. 5a–7b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18900705/038/0005. Same print title and p.&lt;/ref&gt; The dancing commenced shortly after the Prince and Princess of Wales arrived at 11:00.

=== 1890 July 15, Tuesday ===

==== Garden Party at Marlborough House to Meet the Queen ====
The beginning of the ''Morning Post'' article, which is followed by a very long list of people invited:&lt;blockquote&gt;Their Royal Highnesses the Prince and Princess of Wales gave a garden party at Marlborough House yesterday afternoon to meet the Queen.

Her Majesty was accompanied by their Royal Highnesses the Princesses Victoria and Margaret of Prussia, and was attended by the Duchess of Roxburghe, Miss M'Neill, the Hon. Evelyn Moore, the Hon. Bertha Lambert, and Major-General Sir Henry Ewart and Major F. A. Bigge. Madlle. De Perpigna was in attendance on the Princesses Victoria and Margaret.

The following were present: — Their Royal Highnesses the Duke and Duchess of Edinburgh and Prince Alfred, and the Princesses Marie, Victoria, Alexandra, and Beatrice of Edinburgh; their Royal Highnesses the Duke and Duchess of Connaught and Prince Arthur, and the Princesses Margaret and Patricia of Connaught; their Royal Highnesses the Prince and Princess Christian of Schleswig-Holstein Sonderburg-Augustenburg and Princess Victoria and Princess Louisa of Schleswig-Holstein, her Royal Highness the Princess Louise, Marchioness of Lorne, and the Marquis of Lorne.

Her Royal Highness the Duchess of Albany, her Royal Highness the Princess Frederica and the Baron von Pawell-Rammingen, his Royal Highness the Duke of Cambridge, her Royal Highness Princess Mary Adelaide Duchess of Teck and his Highness the Duke of Teck and Princess Victoria of Teck, his Royal Highness the Duke d'Orleans and Princess Hélène d'Orleans, his Imperial Highness Don Pedro Augustus of Coburg and Braganza, his Serene Highness the Prince of Schaumburg-Lippe, his Serene Highness the Prince of Leiningen and their Serene Highnesses Prince and Princess Victor of Hohenlohe-Langenburg and the Countesses Gleichen, and Count Gleichen.&lt;ref&gt;&quot;Garden Party at Marlborough House.&quot; ''Morning Post'' 15 July 1890, Tuesday: 5 [of 8], Col. 3a–7c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18900715/044/0005. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

=== 19 July 1890, Saturday ===

==== Wedding of James Francis Harry St. Clair-Erskine and Violet Aline Vyner ====
This report from the ''Fife Free Press'' is missing a big piece of the 2nd paragraph, where the bridesmaids' and bride's dresses are described, because the page was damaged. The digitized copy is also generally poor.&lt;blockquote&gt;On Saturday forenoon, in Michael’s Church, Chester Square, London, was celebrated the marriage of Lord Loughhorough, eldest son of the Earl of Rosslyn with Miss Violet Aline Vyner, younger daughter of Mr R. C. Vyner, of Fairfield, Yorkshire. The chancel was beautifully decorated with palms and a profusion of lilies most artistically arranged. The Prince of Wales, Duke of Cambridge. Princess Mary Adelaide, Duchess and the Duke of Teck, and Princess Victoria, and the Right Hon. W. E. Gladstone were among those present.

The wedding party began to arrive at 11 o’clock, the bridesmaids being early in attendance. They were the Ladies Sybil and Angela St Clair Erskine, sisters of the bridegroom; Lady Anne Lambton, Miss Musgrave, Miss Rachel Gurney, and Miss Fleming. They were charmingly dressed in soft cream crepon, with violet velvet Zoave jackets, forming half sleeves and capes at the back, and pretty turn-down collars and cravats of white mosseline [mousseline?] chiffon, and the skirts were very plainly made. They wore large white hats lined with a band of violet velvet near the face, and trimmed on the crown with white ostrich plumes, a bunch of violets fastening the brim at the back. Each wore a brooch — the St Clair cross in rubies and diamonds set in a circle of the latter, and surmounted by a baron’s cornet of the same precious stones — the gift of the bri[degroom]; and carried a bouquet of Marechal Niel [roses?] ...ging sprays of the same, and tied w... ribbons. The bride entered the ... eleven o’clock, being received at ... father, who led her to the cha... her away. The service be... procession was preceded up ... choir, who sang &quot;The voic...&quot; The bride’s dress was ... with a long court train, ... white velvet being embro... ...und the train, and fasten... ...ver true lover’s knot. The picture... ...gh silver waistband, had full slee... mousseline chiffon; and a small ... blossoms was most becomingly arra... with a long tulle veil. The Earl of Chesterfield discharged the duties of best man.

The Rev. Canon Fleming, Chaplain in Ordinary to the Queen and Vicar of St Michael's, performed the marriage rite, assisted by the Rev. Edgar Sheppard, Sub-Dean of the Chapels Royal, and the Rev. J. Thomson, of Rosslyn, near Edinburgh. The hymn “Thine for ever! For of love,” was sung the end of the service. Canon Fleming afterwards delivered a most impressive address. After the benediction the clergy and bride and bridegroom passed to the vestry, the Prince of Wales following with Mrs Vyner. Pretty wedding favours of orange blossoms, Parma violets, and white heather were then distributed amongst the congregation.

Mr and Mrs Vyner afterwards welcomed the wedding party at Ashburnham House, Dover-street. The ''dejeuner'' was served in three rooms, one being reserved for the bride and bridegroom and the Royal party. The table in the latter room was decorated with several of Mr Vynet's racing trophies. The band of the Grenadier Guards performed in the garden during the reception. The Prince of Wales, Duke of Cambridge, the Duke and Duchess of Teck and Princess Victoria were present at the breakfast, and among the general company were Count Munster and Countess Maria Munster, the Marchese and Marchesa de Montagliari, the Marquis and Marchioness of Ripon, the Marquis and Marchioness of Stafford, the Marquis of Cholmondeley, the Marquis of Northampton, Maria Marchioness of Ailesbury, the Dowager Marchioness of Conyngham and Lady Blanche Conyngham, the Marchioness of Downshire, the Countess of Rosslyn, Earl and Countess Compton, the Earl of Feversham, the Earl of Durham, the Countess of Coventry and the Ladies Coventry, Countess Howe and Ladies Curzon, the Countess of Yarborough, the Earl of Clonmell, the Earl and Countess of Loudoun, the Countess of Kilmorey, Countess de Grey, Viscount Molyneux, the Bishop of Gibraltar and Mrs Sandford, Viscountess de Labrosse and Mdles. de Labrosse, Lord Greenock, Lord and Lady Algernon Lennox, Lady Lilian Wemyss, Lady Julia Wombwell and Miss Wombwell, Hon. Lady Campbell of Blythswood, Lady Constance Harris, Lady Florence Harris, Lord and Lady Burghley, Lady Dorchester, Lord Houghton, Lady Curzon, Lady Brougham and Vaux and Miss Musgrave, Baron de Hirsch, Helen Lady Forbes and the Misses Forbes, Baroness Burdett Coutts and Mr Burdett Coutts, M.P., Lady Astley, Lord and Lady William Nevill, Lord and Lady Brooke and Hon. Leopold and Hon. Marjorie Greville, Lady Dalton Fitzgerald and Miss Payne, Lord Elcho, Lady Willoughby de Eresby and the Misses Willoughby, Lady Ewart, Lady Hindlip, Lady Cecilia Rose, Lord Rowton, Lord Capell, Lady Mabel Compton, Lord and Lady Herries, Lady Sykes, Lord and Lady Alwyne Compton, Lady Ventry and Hon. Miss de Moleyns, Hon. Lady Knollys, Lady Manners, Hon. Lady Drummond and Misses Drummond, Hon. Sydney Greville, Hon. Assheton Harbord, Hon. Derek Keppel, Hon. Captain Bourke, Hon. Mrs Percy Mitford, Hon. Philip Harbord, Hon. and Rev. L. Tyrwhitt, Hon. Coralie Glyn, Hon. M. Lambton, Hon L. Greville, Hon. Alwyn Greville, Hon[.] Eva Greville, Hon. Frances Dawnay, Hon Evelyn Paget, Hon Mrs Algernon Grosvcnor, Hon and Mrs Lambton. Hon. Mrs Evelyn Pelham, Hon. Fitzroy St Clair Erskine, [[Social Victorians/People/Bourke|Hon. Mrs Algernon Bourke]], Hon. W. Maxwell, Hon. G. and Mrs Dawnay, Hon. Captain Lambton, General Sir Seymour Blane, Sir William Gordon Cumming, Sir Archibald and Miss Edmunstone, Sir Henry and Lady Meysey Thompson, Mrs Gladstone, Mr and Lady Margaret Cameron, Mr and Lady Florence Astley, Mr and Lady Elizabeth Melville Cartwright and Miss Melville Cartwright, General and Mrs Duff and Miss Duff, General Owen Williams, Colonel and Mrs Anstruther Thompson, Colonel Stopford Sackville, Colonel Craig, Colonel Brabazon, Colonel Forester, Colonel Stanley Clarke (in attendance on the Prince of Wales) and Miss Clarke, Major Davidson, Canon and Mrs Fleming, Captain St John Mildmay (in attendance on the Duke of Cambridge), Captain and Mrs FitzGeorge, Mrs William Portal, the Sub Dean of the Chapels Royal, Rev. W. M. and Mrs Wollaston, Rev. R. West, Mr and Miss Chamberlain. Mr and Mrs W. H. Grenfell, Mr Christopher Sykes, M.P., Mr Reuben Sassoon, Mr Arthur Sassoon, Mrs Bischoffsheim, Mr and Mrs Herbert Naylor Leyland, Dr and Mrs Anderson, Mrs Oswald, Mr and Mrs Surtees, Mr Fitzgerald, Mr and Mrs Menzies, Miss Willoughby and Miss Gertrude Willoughby, Mr Arthur Paget, Miss Christie, Mr Dowdall, Mrs Eastwood and the Misses Eastwood, Mr Frederick Warre, Mr William Williamson, Mrs Burton, Mrs Chaine, Captain and Mrs Livesey Wardle, Captain A. R. Hill, Miss Helby, Mrs and Miss Winslow, Mr and Miss Oswald, Mr Willoughby, Mr Quintin Hume, Mr F and Miss Fitzherbert, Mrs and Miss F. Hotham, Mr and Mrs Moreton Frewin, Mrs Charles Otway, Mr Calcraft, Mr Watson, Mr Fennick, Mr Montgomery, Mr Cecil Murray, Mr and Mrs Sneyd, Mr Leslie Stephen, Mr Edgar Sebright, Miss Fleetwood Wilson, Mrs and Miss Farmer of Nonsuch, Mr and Mrs Dennistoun and Miss Dennistoun, Mr and Mrs J. R. Lane Fox and Miss Lane Fox, &amp;c. 

The bride and bridegroom left early in the afternoon for Easton Lodge, Dunmow, the seat of Lord and Lady Brooke, in Essex, where they will spend the honeymoon. The bride travelled in a costume of biscuit coloured armure silk, the top of the bodice and sleeves being of pale pink mousseline de soie, and the lower part of the former inserted with pink velvet ribbons to form a high band, Tuscan straw-hat trimmed with pink crepe de chine, and biscuit feathers. The presents exceeded four hundred in number. The Prince of Wales presented the bride with a trefoil moonstone and diamond brooch and the bridegroom with a sapphire and diamond pin. The Princess of Wales's gift the bridegroom was a silver-necked claret jug. The Duke of Cambridge gave an amethyst and diamond pendant, and the bridegroom a pair of silver gilt candlesticks; and Princess Mary and the Duke of Teck presented the bride with a silver sugar basin. The bridegroom’s gifts to the bride were a diamond and sapphire watch bracelet, a diamond half-hoop ring, diamond brooch with pearl centre, diamond and turquoise brooch, formed of the St Clair badge in rubies and diamonds set in a circle of diamonds, surmounted by a baron’s coronet in the same precious stones, a large salts bottle with two heart-shaped moonstones set with rubies and diamonds and a silver sugar basin. The bride presented Lord Loughborough with a turquoise and diamond stud. The Earl of Rosslyn presented the bride with diamond necklet. The Countess of Rosslyn’s gifts were diamond orchid brooch and a pink feather fan. Mr R. C. Vyner’s gifts to his daughter were a diamond and pearl tiara and gold mounted dressing case, and Mrs Vyner gave her a sapphire and diamond ring. The Marchioness of Stafford gave a ruby and diamond pin; Lady Mary Vyner antique diamond tiara; the Ladies Angela and Sybil Erskine sapphire and diamond bracelet; Hon. Fitzroy St Clair Erskine with &quot;1890&quot; in rubies and diamonds; Lord and Lady A. Compton large diamond star; the Earl of Rosslyn presented his son with a large silver bowl and two silver dishes; the Countess of Rosslyn's present was a travelling bag; Mr Vyner gave him a luncheon basket; Mrs Vyner a silver ''entree'' dish; the Marchioness of Stafford case containing silver coffee and tea pots, urn and stand, sugar basin, and cream jug; Lord and Lady Brooke four antique silver sauce boats; Lord and Lady Algernon Gordon ['''Col. 1c–2a'''] Lennox three antique silver ''entree'' dishes. The Earl of Rosslyn's Fifeshire tenants presented Lord Loughborough with a beautiful antique silver bowl, two antique silver dessert dishes, and two antique sugar castors; and to the bride they gave an antique silver tea service. The congregation of Rosslyn Chapel presented the bridegroom with a complete and elegant writing set, whilst Lord Rosslyn's servants gave him a silver inkstand and pair of silver candlesticks. Mr Vyner's servants presented the bride with a silver salver and six ''liqueur'' cups. The servants of Newby Hall gave a silver coffee pot, and Mr Vyner’s Cheshire tenants presented a case containing silver tea pot, sugar basin, and cream jug. The bride also received from the Duchess of Portland a travelling bag; the Duchess de Luynes, sapphire and diamond ring; the Duke of Westminister, Indian necklace; the Marquis of Northampton, diamond bracelet; the Marquis of Ripon, sapphire and diamond bracelet; the Marchioness of Ripon, turquoise and diamond bangle, the Earl of Durham, a diamond half hoop bracelet; Earl and Countess Cowper, a diamond &quot;V V” brooch; Dowager Viscountess Downe, moonstone and diamond crescent; Lady Skyes [Sykes] ruby and diamond fish brooch; Lady Millbank, sapphire and diamond brooch Lord Douglas Compton, double heart brooch; Lord Herbert Vane Tempest, gold curb chain bracelet set with pearls; Earl and Countess Compton, bangle with “Vi” and “good luck” on it; the Duke and Duchess of St Albans, tea service with table; the Marchioness Conyngham, silver cream jug; the Marchioness of Tavistock, silver vase; the Countess of Rodin, a silver I bowl; the Countess of Yarborough, silver candlesticks; Viscountess Downe, silver tea caddie; Lady de Trafford, gold mounted salts bottle; the Hon. F. Dawnay, large silver candlesticks[;] Hon. F and Lady Lampton, travelling clock; Hon. W. Lambton, silver candlesticks; Sir R. and Lady Graham, silver salver; Sir Roderick and Miss Cameron, two silver dishes; General Williams, diamond bangle; Colonel and Mrs G. FitzGeorge, gold mounted bottle; Major and Mrs Egerton, pair of silver candlesticks; Major Stuart Wortley, diamond Swallow; Major Davidson, heart-shaped brooch in coral and diamonds; Captain and Lady Cecilia Rose, a brougham; Mr Beaumont, silver bowl; Miss Edmonstone, moonstone and diamond hat pins; Mrs Harris, sapphire and diamond bracelet; Mr Egerton, turquoise and diamond brooch; Sir Cecil Murray, sapphire and diamond pin; Mr A. Farquharson, diamond swallow brooch; Mr and Mrs Hulse, two small silver vases; Miss Fleetwood Wilson, diamond bangle; Mrs A. Wilson, tortoiseshell candlestick; Mr Quintin Hume, salts bottle mounted with diamonds and rubies; Miss Helbert, gold violet pin; Mr Chamberlain, pair of silver candlesticks; Hon. Arthur Coventry, gold mounted bottle with &quot;Vi&quot; in diamonds; Mrs Leopold de Rothschild, diamond hand brooch, together with a number of other gifts. Among the presents to the bridegroom were — from the Marchioness of Downshire, antique silver sugar sifter; the Marquis of Exeter, silver sandwich case; the Marchioness of Bath, antique Dutch silver box; the Marquis of Downshire, a gold pencil; Count Munster, cigarette case and match box; Count Alexander Munster, a hunting flask; the Countess of Lindsay, antique silver pen-tray; the Earl of Mar and Kellie, silver matchbox; the Earl and Countess of Loudoun, silver cigarette box; the Earl of Chesterfield, antique silver gilt inkstand; the Countess of Bradford, gold seal with agate; the Countess of Warwick, antique silver bowl; the Earl of Coventry, silver pen-tray; the Countess of Wharncliffe, two silver candlesticks; the Earl and Countess of Cromartie, two antique silver cups; Viscountess of Newport, silver paper knife; Mr and Mrs A. Sassoon, ruby and diamond pin; Lord John Cecil, silver salver; Lord and Lady Willoughby de Eresby, antique silver-mounted cruet stand; Lord William Nevtll, antique brandy carrier; Lady Margaret Spicer, silver match box; Lord Burghley, four silver salt cellars and spoons; Baron de Hirch [Hirsch?], silver inkstand; Lady W. E. Osborne Elphinstone, silver inkstand; Lord Kesteven, silver cream jug; Lord Capell, silver cigarette case; Lord and Lady Gerard, tortoiseshell and silver travelling clock; Lady Lilian Wemyss, silver cigarette case; Dad Alwyne Compton, umbrella containing matchbox and whistle; Lord and Lady Lennox, two antique silver ''entree'' dishes and bacon dish; Lord Burghersh, silver cigarette lighter; Lady Angela 8t Clair Erskine, four silver salt cellars; Lady Randolph Churchill, gold pencil case, with two sapphires; Lord Houghton, antique gold basket; Lady Sybil St Clair Erskine, umbrella; Lord and Lady Dorchester, large crystal seal; Hon. Derek P. Keppel, pair of silver candlesticks; Hon. E. and Mrs Pelham, silver inkstand; Hon. G. N. Curzon, silver gilt bowl; Hon. F. St Clair Erskine, four silver candle-sticks; [[Social Victorians/People/Bourke|Hon. A. and Mrs Bourke]], four small silver dessert dishes; Hon. Mrs Elliot Yorke, pair of silver candlesticks; Hon. Mr and Mrs L. Greville, tortoise-shell and silver box; Hon. R Somerset, diamond and pearl pin; Hon. G. H. Willoughby, silver ink-stand; Hon. H. and Mrs Grosvenor, umbrella; [[Social Victorians/People/Bourke|Hon. Mrs Algernon Bourke]], enamel and diamond pin; Captain Hon. Maurice Bourke, cigarette case and lighter; Hon. W. Maxwell, silver-backed clothes and hat brushes; Hon. Sidney Greville, saltspoons; Hon. M. C. Maxwell Scott, two silver ''menu'' plates; Hon. W. Edwardes, pin; [[Social Victorians/People/Greville|Captain Hon. A.]] and [[Social Victorians/People/Lady Violet Greville|Mrs Greville]], silver gilt bowl, fork, spoon, and ladle; Sir Frederick Milner, diamond and moonstone pin; Sir George Chetwynd, two long silver flagons; Sir M. and Lady Fitzgerald, two silver saltspoons; Sir N. Gordon Gumming, silver-handled paper knife, &amp;c.&lt;ref&gt;&quot;Marriage of Lord Loughborough with Miss Vyner.&quot; ''Fife Free Press'' 26 July 1890, Saturday: 2 [of 8], Col. 1a–2b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001110/18900726/015/0002. Same print title and p.&lt;/ref&gt; &lt;/blockquote&gt;

=== 24 July 1890, Thursday ===

==== Dinner and Dance Hosted by Lord Alington ====
Perhaps the date on this is uncertain, since the article in ''Truth'' would suggest it was held in late May or early June. The newspaper story in the ''Queen'' mentions another occasion in which the flowers were notable as well.

From ''Truth'':&lt;blockquote&gt;
But not a quarter of a mile distant [from a dinner and dance hosted by Lord Rothschild featuring Princess Louise and the Marquis of Lorne] a more important event was proceeding, for Lord Alington, having previously walked down the Row and invited his friends right and left to Alington House, South Audley-street, proceeded to give a dance which was honoured by the presence of the Prince and Princess of Wales, the Princesses Victoria and Maud, the Duke of Clarence, Princess Mary Adelaide, and Princess &quot;May&quot; and Prince and Princess Christian. This without exaggeration, with the exception of Lady Leconfield's, Lady Willoughby de Eresby's, and Lady Cadogan's, was the best ball hitherto given this season, and the prolific way ortolans [small songbirds regarded as a delicacy] were distributed at supper will long linger in the memories of those by whom these delicacies are cherished. One lady displayed her enthusiastic appreciation by devouring five of these, and it is to be hoped her devotion did not endanger her life. As for beauty, seldom before have so many pre-eminent for good looks been present at one gathering, as a mere enumeration of a few of these will prove. Of course the Duchess of Leinster heads the list, followed in quick succession by the Duchess of Portland, Lady de Grey, Lady Randolph Churchill, Lady Dudley, Lady Kilmorey, Lady Brooke, Lady de Trafford, Lady Helen Duncombe, Lady Hilda Dundas, Lady Sybil St. Clair Erskine, Lady Olivia Taylour, Miss Rachael Gurney, Lady Cardross, Miss Bourke, Lady Rose Leigh and her sister-in-law, Miss Leigh, Miss Berens (sister to Lady Cairns), Mrs. Ralph Sneyd, Lady Gerard, and a host of others far too numerous to mention. I often wonder that no painter has yet attempted to give us in one picture a permanent record of the chief beauties of our day. It would make a most interesting and exquisite group of lovely women, such as could not be found probably in any other country than this.&lt;ref&gt;Marmaduke, pseud. &quot;Letters from the Linkman.&quot; ''Truth'' 12 June 1890, Thursday: 26 [of 56], Col. 1a–b [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002961/18900612/064/0026. Same print title, p. 1212.&lt;/ref&gt;&lt;/blockquote&gt;
From the ''Queen'':&lt;blockquote&gt;The P&lt;small&gt;RINCE AND&lt;/small&gt; P&lt;small&gt;RINCESS OF&lt;/small&gt; W&lt;small&gt;ALES&lt;/small&gt; and the Princesses Victoria and Maud honoured L&lt;small&gt;ORD&lt;/small&gt; A&lt;small&gt;LINGTON&lt;/small&gt; by their presence at D&lt;small&gt;INNER&lt;/small&gt;, at A&lt;small&gt;LINGTON&lt;/small&gt; H&lt;small&gt;OUSE&lt;/small&gt;, South Audley-street, on the 24th ult., when a distinguished party was present to meet them, including, among others, the Duke and Duchess of Leinster, the Marquis of Hartington, the Marquis and Marchioness of Ormonde, Maria Marchioness of Ailesbury, Earl and Countess Cadogan and Lady Emily Cadogan, the Earl Countess of Lucan and Lady Rosaline Bingham, the Earl  of Hardwicke, the Countess of Dudley and Lady Edith Ward, the EarI of Chesterfield, the Earl of Stradbroke and Lady Hilda Rous, and Earl Annesley. Covers were laid for sixty. Lord Alington afterwards gave a dance to meet the Prince and Princess of Wales and their daughters. As on the previous occasion, the floral decorations were exquisite. The entrance hall and the approaches to the reception rooms were decorated with tall palms and a profusion of lilies, pelargoniums, ferns in every variety, and roses in every imaginable shade. The conservatories at the back were carpeted and furnished luxuriously, and blocks of ice, lighted by fairy lamps, were placed about with artistic effect, serving to keep the atmosphere cool and fresh. Feathery palms, hydrangeos [hydrangeas] and arums were here used freely, and a particularly pretty result was obtained by the windows being framed, one in a fringe of ferns and red pelargoniums, and the other in ferns and fuschias. The ballroom fireplaces were adorned on each side with palms reaching to the ceiling, the mantelpieces being hidden by a delicate arrangement of roses in various shades springing from banks of hydrangeas, calceolarias, pelargoniums, and marguerites, and the walls of the staircase leading from the conservatory to the ball-room were hung with half-balls of floral roses. The supper was served in the dining-room, the tables being embellished with the loveliest orchids and roses of the most delicate tints, intermixed with pancretia; the arrangement was so light and elegant that it was difficult to believe that hands had ever touched the flowers. On those tables with silver candelabra in the centre, the flowers were all pure white, and those having gold candelabra were treated with mauve orchids and the palest pink and yellow roses. A tent, arranged near the conservatory for the Prince of Wales, was draped with Oriental hangings, and outside were groups of flowers and myriads of fairy lamps. The company began to arrive at eleven o'clock, when dancing commenced to the strains of the Blue Hungarian Band. The Princess of Wales was dressed in white striped satin and silk, the front being embroidered in pale shades, and wore handsome diamond ornaments. The Princesses Victoria and Maud wore white tulle over satin, the front being sprinkled all over with tiny sprays of lilies of the valley, each laid on a single leaf. The Duchess of Wellington was in black satin, with a pink sash arranged very prettily across the back of the bodice, and falling to the feet; a cluster of pink flowers and a beautiful diamond spray were fastened in the front of the bodicea and a diamond rivière was arranged in the hair, a diamond necklace being also worn. The Duchess of Westminster was in white satin trimmed with gold embroidery, and veiled in white chiffon. The Marchioness of Ormonde wore white striped brocade and satin trimmed with white lace, and a splendid diamond tiara and other ornaments. Countess de Grey, palest blue satin, with front beautifully embroidered in beads, and a diamond and pearl coronet. Maria, Marchioness of Ailesbury, white brocade and lace, with splendid diamond and emerald ornaments. The Marchioness of Bath, cream an violet brocaded velvet, the front being covered with mauve [38, Col. 3c – 39, Col. 1a] violets. Lady Mary Mills, rose-pink satin, with front richly embroidered; Lady Cardross, white satin, trimmed round the bodice and train with silver embroidery; Lady William Nevill, pale yellow brocade, the front veiled with black net, trimmed up the side with jet leaves, and all round the skirt was a bordering of Maréchal Niel roses, over a flounce of black net; Countess Granville wore rich white brocade and beautiful jewels; the Countess of Sefton, black satin and diamonds; Viscountess Dungan, white mousseline de soie, the skirt edged with a deep flounce; Lady Brooke, pale blue satin, trimmed with silver; Lady Emma Crichton, white satin train, with front of white lisse, prettily embroidered in red; Lady Idina Brassey, pale mauve bengaline, with front of chiffon and a handsome diamon coronet; Lady Rose Molyneux, white cross crêpe de Chine, with a pale green sash, and prettily trimmed with pink roses; Lady Wimborne, pale grey satin; the Hon. Miss Guest, pink satin, veiled with white net, sparkling with silver; Lady Sarah Spencer Churchill, white satin, with a chiffon frill; Lady Chesham, white silk, with pink roses; the Countess of Normanton, pale grey satin, with front of fine old lace; Mrs Hulse, handsome white brocade, diamond tiara, &amp;c.; Mrs Bischoffsheim, white silk, embroidered with silver, and trimmed round the bottom of the skirt and train with a ruche of pale yellow crèpe; the Hon. Muriel Brassey, white chiffon, over satin, slightly trimmed with pink; and the [[Social Victorians/People/Bourke|Hon. Mrs Algernon Bourke]] was in pink, with magnificent diamonds.&lt;ref&gt;&quot;Entertainments, Balls, &amp;c.&quot; ''The Queen'' 2 August 1890, Saturday: 38, Col. 3c – 39 [of 82], Col. 1a–1c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/BL/0002627/18900802/237/0038 and https://www.britishnewspaperarchive.co.uk/viewer/bl/0002627/18900802/237/0039. Print: ''The Queen, The Lady's Newspaper'', pp. 170–171.&lt;/ref&gt;&lt;/blockquote&gt;This is the story from the ''Morning Post'':&lt;blockquote&gt;The Prince and Princess of Wales and the Princesses Victoria and Maud honoured Lord Alington by their company at dinner last evening at Alington House, South Audley-street. The guests present to meet their Royal Highnesses comprised the Duke and Duchess of Leinster, the Marquis of Hartington, the Marquis and Marchioness of Ormonde, Maria Marchioness of Ailesbury, Earl and Countess Cadogan and Lady Emily Cadogan, the Earl and Countess of Lucan and Lady Rosaline Bingham, the Earl of Hardwicke, the Countess of Dudley and Lady Edith Ward, the Earl of Chesterfield, Earl Annesley, the Earl of Stradbroke and Lady Hilda Rous, Lord and Lady Gerard, Lady Norreys, Lord Rowton, Lord Calthorpe, Lord Frederick Hamilton, Lord Charles Montagu, Lord Herbert Vane Tempest, Lord Arthur Grosvenor, Lady Lilian Wemyss, Colonel the Hon. Oliver Montagu, Sir John and Lady Lister Kaye, the Hon. Humphrey and Lady Feodore Sturt, the Hon. John Baring, the Hon. Henry and the Hon. Julia Stonor, the Hon. Gilbert Willoughby, Lady Suffield and Major-General Ellis, in waiting on the Prince and Princess of Wales; Sir Henry Calcraft, Mr. and Lady Rose Leigh, General and Mrs. Owen Williams, Mr. Mildmay, M.P., Mr. and Mrs. Arthur Sassoon, Mr. Montague Guest, Captain Orr-Ewing, Mrs. Bulkeley, Mr. Ricardo, and Mr. Caryl Craven.

Lord Alington afterwards gave a dance expressly to meet the Prince and Princess of Wales.

Among the company were— The Russian Ambassador, the Danish Minister, Prince Louis Esterhazy, Comte Costa de Beaunyardt, the Duchess of Buccleuch and Lady Evelyn Fitzmaurice, the Duchess of Westminster, the Dowager Duchess of Marlborough and Lady Sarah Spencer Churchill, the Duchess of Wellington and Lady Cardross, the Marquis and Marchioness of Granby and Miss Bourke, the Marchioness of Stafford and Lady Sybil St. Clair Erskine, the Marchioness of Bath and Lady Beatrice Thynne, the Marquis of Cholmondeley, the Marquese and Marquesa de Santurce and Lady Wilham Nevill, Countess Spencer, Countess Granville and Lady Victoria Leveson-Gower, Countess de Grey, the Earl of Dunraven, the Countess of Lathom and Lady Edith Wilbraham, the Countess of Enniskillen and Lady Christian Cole, the Earl of Ilchester, the Earl of Durham and Lady Anne Lambton, the Earl of Dalkeith and Lord Ernest Scott, the Countess of Sefton and Lady Rose Molyneux, Countess Howe and the Ladies Curzon, the Countess of Normanton and Lady Mary Agar and Miss Mary Liddell, Earl Craven, Viscount Clifden, Viscount Ennismore and Lady Beatrice Hare, Viscount Coke and the Hon. Violet White, Viscount and Viscountess Castlerosse and the Hon. Susan Baring, Viscountess Newport and the Hon. Miss Bruce, Viscount and Viscountess Melgund, Viscount and Viscountess Curzon, Viscount and Lady Violet Dangan and Lady Eva Wellesley, Viscount Dungarvan, Viscount Chelsea, Viscount Royston, Lady Hastings, Lord Capell, Lord and Lady Willoughby de Eresby and Hon. Margaret Willoughby, Lady Cloncurry and Hon. Miss Winn, Lord and Lady Brooke, Lady Wimborne and Hon. Miss Guest, Lord Sandhurst, Lord and Lady Edmund Talbot, Lord and Lady Alwyne Compton and Miss Gurney, Lord and Lady Chesham, Lady Rossmore and Miss Naylor, Lord Kenyon, Lord Garioch, Lady Alice Portal, Lady Margaret Levett and the Ladies Ashley, Lady W. Nevill, Lord Paulet, Lady Charles Beresford, Lady Forbes and Misses Forbes, Lady Claud Hamilton, Lord Carlow, Lady Mary Mills, Lord Lurgan, Lord Henry Vane Tempest, Lord and Lady Algernon Gordon Lennox, Lord Richard Nevill, the Hon. W. Coventry, the Hon. G. Joliffe, the Hon. Schomberg M'Donnell, the Hon. H. Coventry, Captain the Hon. E. Dawson, the Hon. Alistair and Mrs. Hay, the Hon. Mrs. Grosvenor, [[Social Victorians/People/Bourke|the Hon. Algernon and Mrs. Bourke]], the Hon. F. Dawnay, the Hon. E. J. Mills, the Hon. A. Johnstone, the Hon. Claude Hay, the Hon. Sidney Greville, the Hon. Mr. Dundas and Lady Hilda Dundas, the Hon. Thomas and Lady Idina Brassey and the Hon. Muriel Brassey, the Hon. Mr. Mansfield, Colonel the Hon. Henry Byng and Miss Byng, the Hon. Mrs. Oliphant, the Hon. Mr. Harbord, the Right Hon. Henry Chaplin, M.P., the Hon. G. Somerset, Sir William Gordon Cumming, Sir George Arthur, Sir Hubert Miller, Sir Charles Forbes, Sir William and Lady Eden, Sir George Chetwynd, Sir Frederick Johnstone, Sir John D. Poynder, Colonel and Lady Emma Crichton, the Hon. Miss Harbord, Captain and Lady Jane Combe, Colonel Paget, Captain Williams, Captain Ford, Captain Doyle, Captain Hanbury, Captain Campbell, Captain Constable, Captain Kinloch, Captain Longfield, M. Gutmansthal, Mrs. Bingham, Mr. Guthrie, Mrs. Arthur Paget, Mrs. Charles Wilson and Miss Wilson, Mr. Hulse, M.P., and Mrs. Hulse, Mr. de Murrieta, Mrs. Bischoffsheim, Mr. Spencer Portal, Mr. and Mrs. Gerald Paget, Mr. Leigh and Miss Leigh, Mr. Percy Daniell, Mr. Lister, Mr. Frederick Vincent, Mr. Cazalet, Mr. Alfred de Rothschild, Mr. John Savile Lumley, Mr. and Mrs Leopold de Rothschild, Mr. and Mrs. Skeffington Smith and Miss Taylor, Mrs. George Cavendish Bentinck, Mr. Alfred Farquhar, [[Social Victorians/People/Fanny Ronalds|Mr. Reginald Ronalds]], Miss Alice Ellice, Mr. George Marjoribanks, Mr. Wyndham, Mr. Dugdale, Mr. Montagu, Mrs. Sneyd, Mr. Wynn, Mr. Edward Hamilton, Mr. Murray Guthrie, Mr. George Lambert, Mrs. Sanford, Miss Mabel Forbes. Mr. Herbert Magniac, Mr. Bailey, Mr. Milner, Mr. Charles Kindersley, Mr. Beaumont, Mr. Walter Hervey, Mr. H. Hoare, Mr. Foley, Mr. Scott Murray, Mr. Coventry, Mr. Bertie, Mr. Jarvis, Mr. Guthrie, Mr. George Cavendish Bentinck, Mr. E. Charteris, Mr. Cholmondeley, Mr. Oswald Magniac, Mr. Cecil Campbell, Mr. and Mrs. Henry Oppenheim, Mr. Peploe, Mr. A. Charteris, Mr. Seymour Gore, Mr. Robert Antrobus, Mr. Elliot, M. de Champs, Mr. Wombwell, Mr. Charles Hoare, M.P., and many others.&lt;ref&gt;&quot;Lord Alington's Ball.&quot; ''Morning Post'' 25 July 1890, Friday: 3 [of 8], Col. 5 b–c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18900725/014/0003. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

==August 1890==
===6 August 1890, Friday===

==== Beautiful Women ====
The ''Lancaster Observer and Morecambe Chronicle'' reprinted a story from ''Vanity Fair'' about &quot;Beautiful Women&quot;:&lt;blockquote&gt;Beautiful Women. — ''Vanity Fair'' asks what country in the world can show a more beautiful bevy of women than England? When Lady Helen Vincent, with her sister, Lady Cynthia Graham; when Lady Warwick with her sisters, the Duchess of Sutherland and Lady Westmorland; and when Lady Mar and Kellie, Lady de Trafford, Princess Pless, Lady de Gray[,] Lady Naylor-Leyland, the Duchess of Portland, Lady Alington, Lady Sophie Scott, Lady Chelsea, [[Social Victorians/People/Bourke|Lady Algernon Bourke]], Lady Henry Bentinck, Mrs. Willie Grenfell, Mrs. Rupert Beckett, Mrs. Arthur Paget, and Countess Clary are gathered together it is a sight to make an old man young; while Mrs. Gerard Leigh and her sister, Lady Yarborough, and Lady Powis, Lady Norreys, Mrs Farquharson, Mrs. Willie James, Lady Dalkeith, Mrs. Pretyman, Mrs. Gervase Beckett, Lady Rossmore, Lady Sarah Wilson, Lady Colebrook, Lady Hartopp, Mrs. Willie Walker, and Lady Milton are almost equally admired. The many pretty girls include Miss Enid and Miss Muriel Wilson, who still head the list of the unmarried beauties, Lady Beatrice Butler, Lady Alexandra Hamilton, Miss Kennard, Miss Madeline Bourke, and Miss Leila Crichton; while among the debutantes Lady Evelyn Crichton and Lady Vivian's daughters have had a great success, and Lady Alice Montagu, petite and charmingly pretty, has been so much admired. The daughters of Lady Gosford, Lady Verulam, Lady Leitrim, Lady Inchiquin, and Lady Grey have also been admired, as well as Lady Helen Stewart, Lady Katherine Scott, and Miss Chaplin.&lt;ref&gt;&quot;Beautiful Women.&quot; ''Lancaster Observer and Morecambe Chronicle'' 6 August 1897, Friday: 2 [of 8], Col. 5b [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001804/18970806/023/0002. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

===25 August 1890, Monday===
Summer Bank Holiday

==September 1890==
==October 1890==
===22 October 1890, Wednesday===
Arnold Dolmetsch went to the Reading Room (Campbell 22).

===25 October 1890, Saturday===
[[Social Victorians/Loder De Vere Beauclerk Wedding|Loder—De Vere Beauclerk Wedding]]

===31 October 1890, Friday===
Halloween.

==November 1890==
===5 November 1890, Wednesday===
Guy Fawkes Day
===19 November 1890, Wednesday===
Arnold Dolmetsch, with some of his students and his daughter Helene, provided musical illustrations for a lecture given by Dr. Frederick Bridge on &quot;Mozart as Teacher,&quot; probably at Gresham College, where Bridges was professor (Campbell 34).

===21 November 1890, Friday===
Dr. Frederick Bridge's last fall 1890 lecture at Gresham College, for which Dolmetsch provided illustration. Campbell says, &quot;it is, in fact, the first record in modern times of music by Byrd, Dr. Bull, Jenkins, Simpson, Lawes, Locke and Purcell being played 'on the instruments for which it was written'&quot; (Campbell 34).

===25 November 1890, Tuesday===
Arnold Dolmetsch got a three-month pass to the Reading Room and &quot;thereafter held yearly tickets until 1916&quot; (Campbell 22).

==== 1890 November 29, Saturday ====

===== [[Social Victorians/Dudley-Beckwith Wedding 1890-11-29|Wedding of Francis Dudley, Lord Leigh and Héléne Forbes Beckwith]] =====

==December 1890==
Sometimes in December 1890, [[Social Victorians/People/William Robert Woodman|William Woodman]], one of the founding members of the [[Social Victorians/Golden Dawn|Golden Dawn]], died (Gilbert 86 12).

=== 4 December 1890, Thursday ===

==== [[Mure-Portal Wedding 1890-12-04|Wedding of Miss Mure and Mr. S. J. Portal]] ====

===19 December 1890, Friday===
&quot;The eleventh annual ''Truth'' Toy Exhibition for the children in London hospitals, workhouses, and infirmaries was held at the Grosvenor Gallery, Bond-street, on Dec. 19 and 20. There are over 22,000 children in these institutions, and each of them has a separate toy, besides the large and more expensive toys which are presented for the general use of the inmates. A special feature of the show was the dolls dressed by lady readers of ''Truth''. Several special donations in connection with the fund have been made, the principal of which is that of 10,200 new sixpences sent for distribution by the same liberal donor who has given a similar present on former occasions; while Mr. Tom Smith has had specially made, and has forwarded for distribution, over 22,000 crackers; and Mr. Horniman (as stated in our last issue) has given to the adults in hospitals and workhouses 1200 packets of tea, to be given to them as Christmas boxes.&quot; (Illustrated London News (London, England), Saturday, December 27, 1890; pg. 806; Issue 2697, Col. B)

===20 December 1890, Saturday===
&quot;In order that the adults connected with the hospitals and workhouses may participate in the good things given to the children in the ''Truth'' toy distribution, Mr. F. J. Horniman, of Wormwood-street, City, has sent Mr. Labouchere 1200 packets of tea to be given to them as a Christmas box.&quot; (Illustrated London News (London, England), Saturday, December 20, 1890; pg. 774; Issue 2696, Col. B) 

From the ''Times'', 22 December 1890, &quot;The Late Sir Edgar Boehm&quot;: &lt;blockquote&gt;On Saturday, in accordance with the special request of the Queen, the late Sir Edgar Boehm, R.A., was buried in St. Paul’s Cathedral, in the south aisle of the crypt, the spot being known as “The Painters Corner.” [new paragraph] The funeral cortége left the residence of the deceased at about 11 o’clock, there being five mourning and several private carriages. In the first carriage were the chief mourners, Sir Edgar Collins Boehm, the only son of the late baronet, and Mr. Conrad Herapath. The second and third carriages were occupied by Sir Frederic Leighton, P.R.A., Sir Nigel Kingscote, Mr. Richard Mills, Colonel Francis Baring, Mr. Alma-Tadema, R.A., Sir R. H. Collins, Mr. Edward J. Poynter, R.A., and Mr. Duncan MacGregor, all of whom subsequently, at the cathedral, acted as pall bearers. The fourth carriage contained representatives of the Council of the Royal Academy – Mr. Edwin Long, R.A., Mr. J. B. Burgess, R.A., Mr. F. Goodall, R.A., and Mr. Beavis. In the fifth carriage were the following members of the professional staff of the deceased – Mr. R. Glassby, Mr. E. Lantéri, Signor Finili, and Herr Gross. The cortége stopped for a few moments at the Royal Academy, in order that it might be joined by two carriages containing other representatives of the institution. Leaving Piccadilly, the route taken was Waterloo-place, Pall-mall, Cockspur-street, the Strand, Fleet-street, and Ludgate-hill, the cathedral being reached about noon.

The procession was met at the great west door by Canon Gregory, the Archdeacon of London, the Rev. Dr. Baker, Minor Canons Milman, Russell, and Kelly, and the choir, who had a few minutes previously left the vestry; by Major Bigge, Equerry to the Queen, representing her Majesty; Colonel Stanley Clarke, who attended on behalf of the Prince and Princess of Wales; and Colonel W. J. Colville, representing the Duke of Edinburgh. The [[Social Victorians/People/Princess Louise|Princess Louise]] (Marchioness of Lorne) attired in deep mourning, and accompanied by [[Social Victorians/People/Arthur Collins|Lieut.-Col. Arthur Collins]] and Lady Sophia Macnamara, arrived at the cathedral a few minutes before 12 o’clock, and was conducted to a seat in the south side of the nave, close to the late Sir Edgar Boehm’s two daughters, upon whom her Royal Highness had called earlier in the morning. As the procession came slowly up the nave towards the chancel, “I am the resurrection of life” and other sentences of the burial service were chanted to music by Dr. Croft. The coffin, which was completely hidden by splendid wreaths, was preceded by the choristers and the clergy. Then followed Sir E. C. Boehm, with Mr. Conrad Herapath and Mr. Alfred Gilbert, A.R.A., the officers and council of the Royal Academy, and members of the deceased’s studio. The coffin was deposited upon a bier, which had been placed under the dome in front of the opening into the crypt, through which the body was subsequently lowered. The mourners having been conducted to the seats which had been reserved for them, and the clergy and choir having proceeded to their places in the chancel, Psalms xxxix. and xc. Were sung to music by Purcell and Felton, followed by Spohr’s anthem, “Blest are the departed,” and the lesson 1 Cor. Xv. 20, which was read by Canon Gregory. Whilst the hymn “Days and moments quickly flying” was being sung the Archdeacon of London and Minor Canon Milman proceeded from the chancel and took up positions by the side of the coffin. The remainder of the service preceding and following the lowering of the body into the crypt was read by Minor Canon Milman, and the collect was impressively recited by Archdeacon Sinclair. The late Dr. Newman’s beautiful hymn, “Lead kindly light,” was afterwards sung by the choir, and the service was brought to a close by Beethoven’s Funeral March, which was played in compliance with the special request of her Majesty, at whose desire also Chopin’s Funeral March had preceded the service. Dr. Martin was the organist.

While Beethoven’s march was being played the son and daughters of the late “Sculptor in ordinary to her Majesty,” together with other mourners, descended the crypt by the door near Howard’s monument, and saw the coffin for the last time. It bore the following inscription:- “Joseph Edgar Boehm. Born July 6, 1834; died at his work December 12, 1890. Thy will be done.” The coffin had already been deposited in the brick grave prepared for it, which is next to that of Sir Edwin Landseer. Immediately around it lie the remains of painters and sculptors of bygone days – Sir Joshua Reynolds, James Barry, Benjamin West, Henry Fuseli, Sir Thomas Lawrence, J. M. W. Turner, and John Henry Foley, while within half-a-dozen yards is the tomb of the great architect of the cathedral, Sir Christopher Wren. The coffin as last seen was covered by the floral tributes of loving friends, the symbolic laurel wreath forwarded by her Majesty surmounting them. This bore the inscription, “A tribute of gratitude for many beautiful memorial works executed for her. From Victoria, R. I.” Attached to the beautiful wreath sent by the Prince and Princess of Wales were the words, “A token of sincere regard and friendship.” Wreaths were forwarded by other members of the Royal Family, by Sir John and Lady Millais, Lord and Lady Reay, the Countess Sydney, Lord and Lady de Vesci, Mr. Henry Irving, Mr. and Mrs. Bancroft, by members of the council, students and officers of the Royal Academy, the Society of Artistic Sculptors (Vienna), and by the London Hungarian Association.&quot; (http://glassby.com/Chapter1.htm) &lt;/blockquote&gt;

===24 December 1890, Wednesday===
&quot;The people of South London and adjacent suburbs have to be grateful to Mr. Frederick Horniman, a well-known City merchant residing at Dulwich, for a munificent and beneficial Christmas gift. This gentleman has, during thirty years, formed a collection, worth above £100,000, of specimens of art, European, Indian, Chinese, and Japanese, also of decorative manufactures, and of ethnology and natural history, and rare books and manuscripts, at Surrey House, Forest Hill, which he intends to present to the public. The museum was opened by Sir Morell Mackenzie on Wednesday afternoon, Dec. 24. It already comprises twenty-four rooms, containing many beautiful specimens of horse and chain armour, Elizabethan bed-room furniture, an old English parlour and pantry, an Oriental armoury, a bible and manuscript room, an Egyptian gallery, and ethnographical saloon, a book and embroidery saloon, a porcelain and glass room, and a zoological saloon, with two live Russian bears and a monkey. We may describe the museum further, after another visit. Our Artist has sketched, in the ethnograhical saloon, an idol's shrine, made of cocoanut-fibre, from Fiji. Mr. Horniman, in acknowledging a vote of thanks, said that in an adjoining house he had accumulated a vast library of bibles and entomological works and specimens. It was his intention to build a hall at the back of the present building to contain a thousand persons, while the galleries would contain a library, and a stage would be provided, so that both eye and ear could be amused. He also contemplated buying sufficient land to enable a public body to erect class-rooms and gymnasia. Three cheers were given for Mr. Horniman, and the company proceeded to inspect the museum.&quot; &quot;(Mr. F. Horniman's Museum, Forest Hill.&quot; Illustrated London News (London, England), Saturday, January 03, 1891; pg. 7; Issue 2698, Col. C)

===25 December 1890, Thursday===
Christmas Day
===26 December 1890, Friday===
Boxing Day
==Works Cited==
*&quot;Besant Chronology.pdf.&quot; From Anderson, Nancy Fix, Walter L Arnstein, Deborah Logan, and Susie L Steinbach, Volume Editors. Lives of Victorian Political Figures, Part III: Queen Victoria, Florence Nightingale, Annie Besant and Millicent Garrett Fawcett by their Contemporaries. Volume 3 of Lives of Victorian Political Figures. Series Editors, Nancy LoPatin-Lummis and Michael Partridge. London: Pickering and Chatto, 2008.
*Crawford, Elizabeth. The Women’s Suffrage Movement: A Reference Guide, 1866–1928. Google Books. Accessed 14 October 2010.</text>
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      <text bytes="18734" sha1="mfp5ytwtx2c4jye2d5vw5y0lgm9mi0x" xml:space="preserve">[[File:Viscount Mandeville Vanity Fair 1882-04-22.jpg|alt=Old drawing for a magazine of an aristocratic man in a formal suit|thumb|&quot;Kim,&quot; Viscount Mandeville, 1882]]

== Overview ==
The Mandeville who was in a relationship with music-hall and vaudeville star Bessie Bellwood was Kim (George Victor Drogo) Montagu, 8th Duke of Manchester (17 June 1853 – 18 August 1892). He was Viscount Mandeville from 18 August 1855 (when his grandfather died) to 22 March 1890 (when his father died).&lt;ref name=&quot;:1&quot; /&gt; When he succeeded to the dukedom in 1890, he ended his relationship with Bellwood. His father was the 7th Duke and his mother was [[Social Victorians/People/Louisa Montagu Cavendish|Louise Cavendish]], &quot;double Duchess&quot; of [[Social Victorians/People/Manchester|Manchester]] and then [[Social Victorians/People/Devonshire|Devonshire]].

Viscount Mandeville (right) was &quot;Man of the Day&quot; (#255) for ''Vanity Fair'', drawn by Leslie Ward (&quot;Spy&quot;).&lt;ref&gt;&quot;Viscount Mandeville Vanity Fair 1882-04-22.jpg.&quot; Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Viscount_Mandeville_Vanity_Fair_1882-04-22.jpg (retrieved 8 September 2026).&lt;/ref&gt;

== Also Known As ==
*Family name: Montagu
*The title Viscount Mandeville is a courtesy title for the heir apparent and eldest son of the [[Social Victorians/People/Manchester |Duke of Manchester]]. This title is one of only 2 (for the heir apparent of a duke) that is below the rank of Earl (the other is the heir apparent of the Duke of Somerset). (Is Mandeville a toponym?)

*Viscount Mandeville
**&quot;Kim&quot; (George Victor Drogo) Montagu [8th Duke], (18 August 1855  – 22 March 1890)
**[[Social Victorians/People/William Angus Drogo Montagu|William Angus Drogo Montagu]], 9th Duke (22 March 1890 – 18 August 1892)
**Alexander George Francis Drogo Montagu (2 October 1902 – 9 February 1947)&lt;ref&gt;{{Cite journal|date=2020-10-15|title=Alexander Montagu, 10th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=Alexander_Montagu,_10th_Duke_of_Manchester&amp;oldid=983660353|journal=Wikipedia|language=en}}&lt;/ref&gt;
*Viscountess Mandeville
**Consuelo Iznaga y Clement Montagu [8th Duchess] (22 May 1876 – 22 March 1890)
**Helena Zimmerman Montagu (14 November 1890 – 18 August 1892)
*Lord Kimbolton (Baron Kimbolton of Kimbolton is the courtesy title for the heir presumptive, the heir apparent's eldest son, so the son of Viscount Mandeville&lt;ref&gt;{{Cite journal|date=2026-09-21|title=Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=Duke_of_Manchester&amp;oldid=1375987697|journal=Wikipedia|language=en}}&lt;/ref&gt;)
** [[Social Victorians/People/William Angus Drogo Montagu|William Angus Drogo Montagu]], 9th Duke (1877 – 22 March 1890)

== Acquaintances, Friends and Enemies ==

=== &quot;Kim&quot; Montagu, 8th Duke, Lord Mandeville until 1890 ===

==== Friends ====

* Edward Russell, 24th Baron de Clifford
* Derrick Westenra, 5th Baron Rossmore
* Francis Needham, 3rd Earl of Kilmorey

=== Consuelo Iznaga y Clement Montagu ===

==== Friends ====
*Consuelo Iznaga y Clement Montagu was in the intimate circle of [[Social Victorians/People/Albert Edward, Prince of Wales |Albert Edward, Prince of Wales]].

==Organizations==

=== &quot;Kim&quot; Montagu, 8th Duke, Lord Mandeville until 1890 ===

* Eton&lt;ref name=&quot;:1&quot; /&gt;

=== Consuelo Iznaga y Clement Montagu ===
* Consuelo Iznaga y Clement Montagu was a member of the New York City social set called the Buccaneers when she was a teenager.&lt;ref name=&quot;:0&quot;&gt;{{Cite journal|date=2020-10-06|title=Consuelo Montagu, Duchess of Manchester|url=https://en.wikipedia.org/w/index.php?title=Consuelo_Montagu,_Duchess_of_Manchester&amp;oldid=982192002|journal=Wikipedia|language=en}}&lt;/ref&gt; Edith Wharton is said to have take details from the 8th Duke's marriage ''The Buccaneers''.&lt;ref name=&quot;:1&quot;&gt;{{Cite journal|date=2020-10-06|title=George Montagu, 8th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=George_Montagu,_8th_Duke_of_Manchester&amp;oldid=982188929|journal=Wikipedia|language=en}}&lt;/ref&gt;

== Timeline ==
'''1855 August 18''', the 6th Duke died. The families &quot;placed in mourning&quot;:&lt;blockquote&gt;He is succeeded in the Dukedom by his eldest son, Viscount Mandeville, M.P. By the melancholy event the families of the Marquess and Marchioness of Tweeddale, the Duchess of Wellington, the Duke of Montrose, Lord and Lady Olivia Ossulston [?], Lady Eliza [Elisa?] Steele, the Duke of Richmond, the Countess of St Germans, Lady Sophia Cecil, and many others of rank, are placed in mourning.&lt;ref&gt;&quot;Death of the Duke of Manchester.&quot; ''Edinburgh Evening Post and Scottish Standard'' 22 August 1855, Wednesday: 2 [of 4], Col. 5c [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001177%2F18550822&amp;page=2&amp;article=025&amp;stringtohighlight=mandeville+viscount. Print title ''Edinburgh Evening Post and Scottish Record''; n.p.&lt;/ref&gt;&lt;/blockquote&gt;'''1855 October 11, Wednesday''', H. I. Cridland says in a &quot;Notice,&quot;&lt;blockquote&gt;I will hold Audit Days at Lyttelton, on Wednesday, 11th October, for the receipt of rents and other monies due to the 25th of September, on account of the Soames, Jackson, Ecclesiastical, and Lyttelton Trust Estates, the lands of Lord Mandeville, Lady Emily Bathurst, Lady Olivia Sparrow, Rev. J. P. Rhoades, Rev. Charles Hodge, Dr. Merrion C. T. Maunsell, George Hart, late William Draper, and J. E. Fitz Gerald, Esqrs. ... Tenants are requested to present their last receipt.&lt;ref&gt;&quot;Notice.&quot; ''Lyttelton Times'' 6 October 1855, Saturday: 1 [of 10], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003346%2F18551006&amp;page=1&amp;article=004&amp;stringtohighlight=mandeville+viscount. Newspaper title ''The Lyttelton Times'', n.p.

&lt;/ref&gt;&lt;/blockquote&gt;This notice was repeated in the ''Lyttelton Times'' on 29 December 1855.

'''1855 October 20, Saturday''', the [[Social Victorians/People/Wilton|Earl and Countess of Wilton]] hosted a [[Social Victorians/Timeline/1850s#1855 October 20, Saturday|house party at Heaton Hall]], with a visit to a silk mill in town. [[Social Victorians/People/Louisa Montagu Cavendish|Luise, Duchess of Manchester]] was present with the Duke and their son Lord Mandeville (Kim, later 8th Duke), who was 2 years old.

'''1876 May 22''', Consuelo Iznaga y Clement and &quot;Kim&quot; (George Victor Drogo, 8th Duke) Montagu married in Grace Church, New York City.&lt;ref name=&quot;:0&quot; /&gt;

'''1890 January 29, Wednesday''', Consuelo Lady Mandeville was a guest at the house party around and the wedding of [[Social Victorians/Timeline/1890#1890 January 29, Wednesday|Miss Clarita de Murietta for her wedding to the Duc de Santona]].

'''1890 February 6, Thursday''' '''(shortly before 6 February)''', Kim Lord Mandeville attended a [[Social Victorians/Timeline/1890#1890 February 6, Thursday|boxing match fought by the prize-fighter Pete Jackson]]  at the New Pelican Club.

'''1890 February 8, Saturday''', Kim Lord Mandeville was among the [[Social Victorians/Timeline/1890#1890 February 8, Saturday|recent arrivals at Brighton]] although apparently after the most notable had already left. Certainly he does not appear to have been at the party the next evening that the Prince of Wales attended.

'''1890 February 9, Sunday''', the Prince of Wales came after one of Consuelo's dinner parties:&lt;blockquote&gt;Lady Mandeville, who has been giving a series of small dinners in her house in Cumberland Place, had a dinner on Sunday. The Prince of Wales came in after dinner to meet a small party.&lt;ref&gt;&quot;Society Gossip. (From ''The World''.).&quot; ''Leighton Buzzard Observer and Linslade Gazette'' 11 February 1890, Tuesday: 6 [of 8], Col. 6b [of  7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001091%2F18900211&amp;page=6&amp;article=106&amp;stringtohighlight=mandeville+viscount. Print title: ''The Leighton Buzzard Observer'', p. 6.

&lt;/ref&gt;&lt;/blockquote&gt;'''1890 February 24, Monday''', Consuelo Lady Mandeville attended [[Social Victorians/Timeline/1890#24 February 1890, Monday|Lilly Langtry's performance as Rosalind in As You Like It at the St. James's Theatre]].

'''1890 February 25, Tuesday''', Consuelo Lady Mandeville attended a [[Social Victorians/Timeline/1890#25 February 1890, Tuesday|party hosted by Mrs. Adair]]. Viscount Mandeville is not listed among those who attended.

'''1890 March 4, Wednesday''', Consuelo's brother Fernando Yznaga married New York &quot;beauty and society leader&quot; Miss Mabel Wright.&lt;ref&gt;&quot;Personal.&quot; ''American Register'' 22 March 1890, Saturday: 5 [of 8], Col. 5a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003338%2F18900322&amp;page=5&amp;article=070&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt; Presumably at least Consuelo was there? 

'''1890 March 10, Monday''', the Prince and Princess of Wales gave a [[Social Victorians/Timeline/1890#10 March 1890, Monday10 March 1890, Monday|dance at Marlborough House in honor of their wedding anniversary]]. The Viscountess Mandeville is listed among the guests invited, but the Viscount is not mentioned.

'''1890 March 22, Saturday''', the Portsmouth ''Evening News'' expressed outrage about a man with a reputation like Kim's becoming 8th Duke of Manchester:&lt;blockquote&gt;While the House of Commons were debating the necessity for a House of Lords, the Duke of Manchester was on his death bed in Naples. There is more in the incident than appears at first sight, for Viscount Mandeville succeeds to the Dukedom, with the attendant rights of presentation to seven livings and the privilege of mutilating or rejecting Bills demanded by the people and passed by their representatives in the Commons.&lt;p&gt;

It will hardly be urged by the moat zealous advocate of the Upper Chamber, as at present constituted, that the new Duke of Manchester, ''nee'' Viscount Mandeville, will bring much dignity, wisdom, or weight to the House of irresponsible legislators. This nobleman has had a merry time. The one sensible thing he did was to marry a charming and accomplished American lady, who, by consenting to share the name of Mandeville has kept its head above water. Viscount Mandeville himself has a weakness for bankruptcy proceedings, rows with cabmen, which music hall ladies come forward to take his part, and the class of events generally which do not approve themselves to the minds of the ordinary Briton. It is possible that Lord Mandeville may now discover that he has sown his wild oats, and may settle down with his beautiful and popular wife to the enjoyment of his  25,000 acres of land and £38,000 a-year. We have not to do with what Lord Mandeville may be. Our simple duty is to point out that it is an outrage on common decency and common sense that a man bearing the reputation of Lord Mandeville should have the right to step into the House of Lords whenever a vote is needed to swell the prejudice or sustain the selfishness that find among the Peers their natural home.&lt;ref&gt;&quot;To-Day.&quot; ''Portsmouth Evening News'' 22 March 1890, Saturday: 2 [of 4], Col. 1c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000290%2F18900322&amp;page=2&amp;article=001&amp;stringtohighlight=mandeville+viscount. Print title: ''The Evening News'', n.p.&lt;/ref&gt;&lt;/blockquote&gt;The ''Birmingham Daily Mail'' had a similar opinion, though perhaps slightly more optimistic:&lt;blockquote&gt;The Duke of Manchester, who expired last night at Naples, cannot be said to have been much of a public man. He led a quiet, retired life, and the announcement of his death would, if Lord  Mandeville were not heir to the title, arouse but little interest. Lord Mandeville is, unfortunately for himself, more widely known than his father was. He developed tastes for gambling, with disastrous financial results, as the details of his bankruptcy made public last year, and more recently, his name has been publicly associated with those of prizefighters and music-hall singers. Altogether, he can hardly be termed a credit to the aristocracy of England, but the higher position to which he will now attain may cause him to alter his ways and try redeem the errors of the past.&lt;ref&gt;&quot;Notes and News.&quot; ''Birmingham Mail'' 22 March 1890, Saturday: 2 [of 4], Col. 3a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000644%2F18900322&amp;page=2&amp;article=027&amp;stringtohighlight=mandeville+viscount. Print title: ''Birmingham Daily Mail'', n.p.&lt;/ref&gt;&lt;/blockquote&gt;On the same day, Consuelo's brother and new wife were reported to apparently be immigrating to the UK:&lt;blockquote&gt;Among the immigrants, says a London lady correspondent, is a New York belle who has just been married to Mr. Ferdinand Yznaga, brother to Lady Mandeville and of Lady Lister-Kaye. Young Mrs. Yznaga will enter London society under the wing of her sister-in-law, Lady Mandeville, and is expected to make as great a furore as did Mrs. Langtry a few seasons ago. Mr. Yznaga married a sister-in-law of Mr. Vanderbilt, who divorced him two years ago.&lt;ref&gt;&quot;An American Belle.&quot; ''Huddersfield and Holmfirth Examiner'' 22 March 1890, Saturday: 6 [of 16], Col. 4a [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003869%2F18900322&amp;page=6&amp;article=006&amp;stringtohighlight=mandeville+viscount. Print title: ''The Huddersfield Examiner'', p. 6.&lt;/ref&gt;&lt;/blockquote&gt;'''1890 November 14''', William Angus Drogo Montagu (9th Duke) and Helena Zimmerman married secretly, in London.

'''1897 July 2''', the Duke and Duchess of Devonshire ( [[Social Victorians/People/Louisa Montagu Cavendish|Luise Friederike Auguste Gräfin von Alten Montagu Cavendish]] and [[Social Victorians/People/Spencer Compton Cavendish|Spencer Cavendish]]) hosted the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's fancy-dress ball]] at Devonshire House. Lord Charles Montagu, likely Charles William Augustus Montagu, attended, as did [[Social Victorians/People/William Angus Drogo Montagu|William Angus Drogo Montagu]].

== Demographics ==

===Nationality===
*Consuelo Iznaga y Clement was Cuban-American.
*Helena Zimmerman was American.
*George, William and Alexander Montagu were British.

=== Residences ===

* 1890: &quot;The family estates — 27,312 acres, with a nominal rent-roll of £40,000 — were chiefly situated in Huntingdonshire and Armagh.&quot;&lt;ref&gt;&quot;Men and Things.&quot; (London) ''Echo'' 22 March 1890, Saturday: 1 [of 4], Col. 6b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0004596%2F18900322&amp;page=1&amp;article=010&amp;stringtohighlight=mandeville+viscount. Same print title, n.p.&lt;/ref&gt;
* In 1890 at the death of the 7th Duke, Kimbolton Castle:

&lt;blockquote&gt;The Duke of Manchester... He was an old-fashioned Tory, and a man of simple tastes, whose chief interests were military and agricultural rather than political. Kimbolton Castle is a magnificent place, and the Duke's horses and troop of yeomanry were always the admiration of the Prince of Wales, the Marquis of Hartington, and many other visitors. Lord Hartington, it may be mentioned, was at Kimbolton when the news came of the  breaking out of the war between France and Germany [1871], he being a member of the Cabinet. The Duke had travelled much as a young man, and was familiar with the Continent, as also with South Africa, of which he was very fond. There is a private chapel at Kimbolton Castle, connected with which is a very extensive library containing some theological and historical volumes of great value. Notwithstanding his somewhat bluff manner the Duke was liked by the tenantry and poor from the kindly interest he took in their concerns. Even the poachers had a good word for his Grace. The feature, however, of the Duke's career was the marked contrast between his pursuits and those of the Duchess. The Duke loved every blade of grass, every tree and flower on his ancestral domain, and cared nothing for London life in its modern developments. Lord Mandeville [the 8th Duke] succeeds to the title, but the estates are heavily mortgaged.&lt;ref&gt;&quot;Death of the Duke of Manchester.&quot; ''Pall Mall Gazette'' 22 March 1890, Saturday: 6 [of 8], Col. 2b [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000098%2F18900322&amp;page=6&amp;article=014&amp;stringtohighlight=mandeville+viscount. Same print title and p.

&lt;/ref&gt;&lt;/blockquote&gt;

== Family ==
*Consuelo (María Consuelo) Iznaga y Clement Montagu, Duchess of Manchester (1853 – 20 November 1909), née Doña María Consuelo Iznaga y Clement&lt;ref name=&quot;:0&quot; /&gt;
*&quot;Kim&quot; (George Victor Drogo) Montagu, 8th Duke of Manchester (17 June 1853 – 18 August 1892)&lt;ref name=&quot;:1&quot; /&gt;
#William Angus Drogo Montagu, 9th Duke of Manchester (3 March 1877 – 9 February 1947)
#Jacqueline Mary Alva Montagu (27 November 1879 – 15 March 1895).
#Alice Eleanor Louise Montagu (27 November 1879 – 10 January 1900)


*[[Social Victorians/People/William Angus Drogo Montagu|William Angus Drogo Montagu]], 9th Duke of Manchester (3 March 1877 – 9 February 1947)&lt;ref&gt;{{Cite journal|date=2020-10-08|title=William Montagu, 9th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=William_Montagu,_9th_Duke_of_Manchester&amp;oldid=982513036|journal=Wikipedia|language=en}}&lt;/ref&gt;
*Helena Zimmerman Montagu (25 September 1878 – 15 December 1971)&lt;ref&gt;{{Cite journal|date=2020-10-08|title=Helena, Countess of Kintore|url=https://en.wikipedia.org/w/index.php?title=Helena,_Countess_of_Kintore&amp;oldid=982513630|journal=Wikipedia|language=en}}&lt;/ref&gt;
#Mary Alice Montagu Gregory (26 October 1901 – 9 October 1962)
#Alexander George Francis Drogo Montagu, 10th Duke of Manchester (2 October 1902 – 23 November 1977)
#Edward Eugene Fernando Montagu (26 July 1906 – 4 May 1954/1956)
#Ellen Millicent Louise Montagu Hofer Shairp (5 January 1908 – 2 August 1948)

=== Relations ===
The three Iznaga y Clement sisters were prominent in London &quot;Society&quot;:
*Consuelo (María Consuelo) Iznaga Montagu, Duchess of Manchester (1853 – 20 November 1909)
*Emilie Iznaga y Clement ()
*Natividad (Natica) Iznaga y Clement Lister-Kaye ()

== Questions and Notes ==
*In a ''British Newspaper Archive'' search for name=mandeville keyword=#viscount for 18 August 1855–22 March 1890 (September 2026), first did &quot;Publication date oldest first,&quot; but Kim was 2 years old when his grandfather died and his father acceded to the dukedom, so on p. 57 of the search results (the page containing 1 January 1856) I switched to &quot;Publication date newest first.&quot; Decided it would be more fruitful to work backwards.

== Papers, Memoirs and Biographies ==
== Footnotes ==
{{reflist}}</text>
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      <text bytes="18912" sha1="775b6fouv2euu5zvzcvzvuvk2ov5di5" xml:space="preserve">[[File:Viscount Mandeville Vanity Fair 1882-04-22.jpg|alt=Old drawing for a magazine of an aristocratic man in a formal suit|thumb|&quot;Kim,&quot; Viscount Mandeville, 1882]]

== Overview ==
The Mandeville who was in a relationship with music-hall and vaudeville star Bessie Bellwood was Kim (George Victor Drogo) Montagu, 8th Duke of Manchester (17 June 1853 – 18 August 1892). He was Viscount Mandeville from 18 August 1855 (when his grandfather died) to 22 March 1890 (when his father died).&lt;ref name=&quot;:1&quot; /&gt; When he succeeded to the dukedom in 1890, he ended his relationship with Bellwood. His father was the 7th Duke and his mother was [[Social Victorians/People/Louisa Montagu Cavendish|Louise Cavendish]], &quot;double Duchess&quot; of [[Social Victorians/People/Manchester|Manchester]] and then [[Social Victorians/People/Devonshire|Devonshire]].

Viscount Mandeville (right) was &quot;Man of the Day&quot; (#255) for ''Vanity Fair'', drawn by Leslie Ward (&quot;Spy&quot;).&lt;ref&gt;&quot;Viscount Mandeville Vanity Fair 1882-04-22.jpg.&quot; Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Viscount_Mandeville_Vanity_Fair_1882-04-22.jpg (retrieved 8 September 2026).&lt;/ref&gt;

== Also Known As ==
*Family name: Montagu
*The title Viscount Mandeville is a courtesy title for the heir apparent and eldest son of the [[Social Victorians/People/Manchester |Duke of Manchester]]. This title is one of only 2 (for the heir apparent of a duke) that is below the rank of Earl (the other is the heir apparent of the Duke of Somerset). (Is Mandeville a toponym?)

*Viscount Mandeville
**&quot;Kim&quot; (George Victor Drogo) Montagu [8th Duke], (18 August 1855  – 22 March 1890)
**[[Social Victorians/People/William Angus Drogo Montagu|William Angus Drogo Montagu]], 9th Duke (22 March 1890 – 18 August 1892)
**Alexander George Francis Drogo Montagu (2 October 1902 – 9 February 1947)&lt;ref&gt;{{Cite journal|date=2020-10-15|title=Alexander Montagu, 10th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=Alexander_Montagu,_10th_Duke_of_Manchester&amp;oldid=983660353|journal=Wikipedia|language=en}}&lt;/ref&gt;
*Viscountess Mandeville
**Consuelo Iznaga y Clement Montagu [8th Duchess] (22 May 1876 – 22 March 1890)
**Helena Zimmerman Montagu (14 November 1890 – 18 August 1892)
*Lord Kimbolton (Baron Kimbolton of Kimbolton is the courtesy title for the heir presumptive, the heir apparent's eldest son, so the son of Viscount Mandeville&lt;ref&gt;{{Cite journal|date=2026-09-21|title=Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=Duke_of_Manchester&amp;oldid=1375987697|journal=Wikipedia|language=en}}&lt;/ref&gt;)
** [[Social Victorians/People/William Angus Drogo Montagu|William Angus Drogo Montagu]], 9th Duke (1877 – 22 March 1890)

== Acquaintances, Friends and Enemies ==

=== &quot;Kim&quot; Montagu, 8th Duke, Lord Mandeville until 1890 ===

==== Friends ====

* Edward Russell, 24th Baron de Clifford
* Derrick Westenra, 5th Baron Rossmore
* Francis Needham, 3rd Earl of Kilmorey

=== Consuelo Iznaga y Clement Montagu ===

==== Friends ====
*Consuelo Iznaga y Clement Montagu was in the intimate circle of [[Social Victorians/People/Albert Edward, Prince of Wales |Albert Edward, Prince of Wales]].

==Organizations==

=== &quot;Kim&quot; Montagu, 8th Duke, Lord Mandeville until 1890 ===

* Eton&lt;ref name=&quot;:1&quot; /&gt;

=== Consuelo Iznaga y Clement Montagu ===
* Consuelo Iznaga y Clement Montagu was a member of the New York City social set called the Buccaneers when she was a teenager.&lt;ref name=&quot;:0&quot;&gt;{{Cite journal|date=2020-10-06|title=Consuelo Montagu, Duchess of Manchester|url=https://en.wikipedia.org/w/index.php?title=Consuelo_Montagu,_Duchess_of_Manchester&amp;oldid=982192002|journal=Wikipedia|language=en}}&lt;/ref&gt; Edith Wharton is said to have take details from the 8th Duke's marriage ''The Buccaneers''.&lt;ref name=&quot;:1&quot;&gt;{{Cite journal|date=2020-10-06|title=George Montagu, 8th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=George_Montagu,_8th_Duke_of_Manchester&amp;oldid=982188929|journal=Wikipedia|language=en}}&lt;/ref&gt;

== Timeline ==
'''1855 August 18''', the 6th Duke died. The families &quot;placed in mourning&quot;:&lt;blockquote&gt;He is succeeded in the Dukedom by his eldest son, Viscount Mandeville, M.P. By the melancholy event the families of the Marquess and Marchioness of Tweeddale, the Duchess of Wellington, the Duke of Montrose, Lord and Lady Olivia Ossulston [?], Lady Eliza [Elisa?] Steele, the Duke of Richmond, the Countess of St Germans, Lady Sophia Cecil, and many others of rank, are placed in mourning.&lt;ref&gt;&quot;Death of the Duke of Manchester.&quot; ''Edinburgh Evening Post and Scottish Standard'' 22 August 1855, Wednesday: 2 [of 4], Col. 5c [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001177%2F18550822&amp;page=2&amp;article=025&amp;stringtohighlight=mandeville+viscount. Print title ''Edinburgh Evening Post and Scottish Record''; n.p.&lt;/ref&gt;&lt;/blockquote&gt;'''1855 October 11, Wednesday''', H. I. Cridland says in a &quot;Notice,&quot;&lt;blockquote&gt;I will hold Audit Days at Lyttelton, on Wednesday, 11th October, for the receipt of rents and other monies due to the 25th of September, on account of the Soames, Jackson, Ecclesiastical, and Lyttelton Trust Estates, the lands of Lord Mandeville, Lady Emily Bathurst, Lady Olivia Sparrow, Rev. J. P. Rhoades, Rev. Charles Hodge, Dr. Merrion C. T. Maunsell, George Hart, late William Draper, and J. E. Fitz Gerald, Esqrs. ... Tenants are requested to present their last receipt.&lt;ref&gt;&quot;Notice.&quot; ''Lyttelton Times'' 6 October 1855, Saturday: 1 [of 10], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003346%2F18551006&amp;page=1&amp;article=004&amp;stringtohighlight=mandeville+viscount. Newspaper title ''The Lyttelton Times'', n.p.

&lt;/ref&gt;&lt;/blockquote&gt;This notice was repeated in the ''Lyttelton Times'' on 29 December 1855.

'''1855 October 20, Saturday''', the [[Social Victorians/People/Wilton|Earl and Countess of Wilton]] hosted a [[Social Victorians/Timeline/1850s#1855 October 20, Saturday|house party at Heaton Hall]], with a visit to a silk mill in town. [[Social Victorians/People/Louisa Montagu Cavendish|Luise, Duchess of Manchester]] was present with the Duke and their son Lord Mandeville (Kim, later 8th Duke), who was 2 years old.

'''1876 May 22''', Consuelo Iznaga y Clement and &quot;Kim&quot; (George Victor Drogo, 8th Duke) Montagu married in Grace Church, New York City.&lt;ref name=&quot;:0&quot; /&gt;

'''1890 January 29, Wednesday''', Consuelo Lady Mandeville was a guest at the house party around and the wedding of [[Social Victorians/Timeline/1890#1890 January 29, Wednesday|Miss Clarita de Murietta and the Duc de Santona]]. She had her eldest son with her, Lord Kimbolton (the 9th Duke of Manchester), as well as her mother in law, [[Social Victorians/People/Louisa Montagu Cavendish|Louise, Duchess of Manchester]].

'''1890 February 6, Thursday''' '''(shortly before 6 February)''', Kim Lord Mandeville attended a [[Social Victorians/Timeline/1890#1890 February 6, Thursday|boxing match fought by the prize-fighter Pete Jackson]]  at the New Pelican Club.

'''1890 February 8, Saturday''', Kim Lord Mandeville was among the [[Social Victorians/Timeline/1890#1890 February 8, Saturday|recent arrivals at Brighton]] although apparently after the most notable had already left. Certainly he does not appear to have been at the party the next evening that the Prince of Wales attended.

'''1890 February 9, Sunday''', the Prince of Wales came after one of Consuelo's dinner parties:&lt;blockquote&gt;Lady Mandeville, who has been giving a series of small dinners in her house in Cumberland Place, had a dinner on Sunday. The Prince of Wales came in after dinner to meet a small party.&lt;ref&gt;&quot;Society Gossip. (From ''The World''.).&quot; ''Leighton Buzzard Observer and Linslade Gazette'' 11 February 1890, Tuesday: 6 [of 8], Col. 6b [of  7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001091%2F18900211&amp;page=6&amp;article=106&amp;stringtohighlight=mandeville+viscount. Print title: ''The Leighton Buzzard Observer'', p. 6.

&lt;/ref&gt;&lt;/blockquote&gt;'''1890 February 24, Monday''', Consuelo Lady Mandeville attended [[Social Victorians/Timeline/1890#24 February 1890, Monday|Lilly Langtry's performance as Rosalind in As You Like It at the St. James's Theatre]].

'''1890 February 25, Tuesday''', Consuelo Lady Mandeville attended a [[Social Victorians/Timeline/1890#25 February 1890, Tuesday|party hosted by Mrs. Adair]]. Viscount Mandeville is not listed among those who attended.

'''1890 March 4, Wednesday''', Consuelo's brother Fernando Yznaga married New York &quot;beauty and society leader&quot; Miss Mabel Wright.&lt;ref&gt;&quot;Personal.&quot; ''American Register'' 22 March 1890, Saturday: 5 [of 8], Col. 5a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003338%2F18900322&amp;page=5&amp;article=070&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt; Presumably at least Consuelo was there? 

'''1890 March 10, Monday''', the Prince and Princess of Wales gave a [[Social Victorians/Timeline/1890#10 March 1890, Monday10 March 1890, Monday|dance at Marlborough House in honor of their wedding anniversary]]. The Viscountess Mandeville is listed among the guests invited, but the Viscount is not mentioned.

'''1890 March 22, Saturday''', the Portsmouth ''Evening News'' expressed outrage about a man with a reputation like Kim's becoming 8th Duke of Manchester:&lt;blockquote&gt;While the House of Commons were debating the necessity for a House of Lords, the Duke of Manchester was on his death bed in Naples. There is more in the incident than appears at first sight, for Viscount Mandeville succeeds to the Dukedom, with the attendant rights of presentation to seven livings and the privilege of mutilating or rejecting Bills demanded by the people and passed by their representatives in the Commons.&lt;p&gt;

It will hardly be urged by the moat zealous advocate of the Upper Chamber, as at present constituted, that the new Duke of Manchester, ''nee'' Viscount Mandeville, will bring much dignity, wisdom, or weight to the House of irresponsible legislators. This nobleman has had a merry time. The one sensible thing he did was to marry a charming and accomplished American lady, who, by consenting to share the name of Mandeville has kept its head above water. Viscount Mandeville himself has a weakness for bankruptcy proceedings, rows with cabmen, which music hall ladies come forward to take his part, and the class of events generally which do not approve themselves to the minds of the ordinary Briton. It is possible that Lord Mandeville may now discover that he has sown his wild oats, and may settle down with his beautiful and popular wife to the enjoyment of his  25,000 acres of land and £38,000 a-year. We have not to do with what Lord Mandeville may be. Our simple duty is to point out that it is an outrage on common decency and common sense that a man bearing the reputation of Lord Mandeville should have the right to step into the House of Lords whenever a vote is needed to swell the prejudice or sustain the selfishness that find among the Peers their natural home.&lt;ref&gt;&quot;To-Day.&quot; ''Portsmouth Evening News'' 22 March 1890, Saturday: 2 [of 4], Col. 1c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000290%2F18900322&amp;page=2&amp;article=001&amp;stringtohighlight=mandeville+viscount. Print title: ''The Evening News'', n.p.&lt;/ref&gt;&lt;/blockquote&gt;The ''Birmingham Daily Mail'' had a similar opinion, though perhaps slightly more optimistic:&lt;blockquote&gt;The Duke of Manchester, who expired last night at Naples, cannot be said to have been much of a public man. He led a quiet, retired life, and the announcement of his death would, if Lord  Mandeville were not heir to the title, arouse but little interest. Lord Mandeville is, unfortunately for himself, more widely known than his father was. He developed tastes for gambling, with disastrous financial results, as the details of his bankruptcy made public last year, and more recently, his name has been publicly associated with those of prizefighters and music-hall singers. Altogether, he can hardly be termed a credit to the aristocracy of England, but the higher position to which he will now attain may cause him to alter his ways and try redeem the errors of the past.&lt;ref&gt;&quot;Notes and News.&quot; ''Birmingham Mail'' 22 March 1890, Saturday: 2 [of 4], Col. 3a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000644%2F18900322&amp;page=2&amp;article=027&amp;stringtohighlight=mandeville+viscount. Print title: ''Birmingham Daily Mail'', n.p.&lt;/ref&gt;&lt;/blockquote&gt;On the same day, Consuelo's brother and new wife were reported to apparently be immigrating to the UK:&lt;blockquote&gt;Among the immigrants, says a London lady correspondent, is a New York belle who has just been married to Mr. Ferdinand Yznaga, brother to Lady Mandeville and of Lady Lister-Kaye. Young Mrs. Yznaga will enter London society under the wing of her sister-in-law, Lady Mandeville, and is expected to make as great a furore as did Mrs. Langtry a few seasons ago. Mr. Yznaga married a sister-in-law of Mr. Vanderbilt, who divorced him two years ago.&lt;ref&gt;&quot;An American Belle.&quot; ''Huddersfield and Holmfirth Examiner'' 22 March 1890, Saturday: 6 [of 16], Col. 4a [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003869%2F18900322&amp;page=6&amp;article=006&amp;stringtohighlight=mandeville+viscount. Print title: ''The Huddersfield Examiner'', p. 6.&lt;/ref&gt;&lt;/blockquote&gt;'''1890 November 14''', William Angus Drogo Montagu (9th Duke) and Helena Zimmerman married secretly, in London.

'''1897 July 2''', the Duke and Duchess of Devonshire ( [[Social Victorians/People/Louisa Montagu Cavendish|Luise Friederike Auguste Gräfin von Alten Montagu Cavendish]] and [[Social Victorians/People/Spencer Compton Cavendish|Spencer Cavendish]]) hosted the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's fancy-dress ball]] at Devonshire House. Lord Charles Montagu, likely Charles William Augustus Montagu, attended, as did [[Social Victorians/People/William Angus Drogo Montagu|William Angus Drogo Montagu]].

== Demographics ==

===Nationality===
*Consuelo Iznaga y Clement was Cuban-American.
*Helena Zimmerman was American.
*George, William and Alexander Montagu were British.

=== Residences ===

* 1890: &quot;The family estates — 27,312 acres, with a nominal rent-roll of £40,000 — were chiefly situated in Huntingdonshire and Armagh.&quot;&lt;ref&gt;&quot;Men and Things.&quot; (London) ''Echo'' 22 March 1890, Saturday: 1 [of 4], Col. 6b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0004596%2F18900322&amp;page=1&amp;article=010&amp;stringtohighlight=mandeville+viscount. Same print title, n.p.&lt;/ref&gt;
* In 1890 at the death of the 7th Duke, Kimbolton Castle:

&lt;blockquote&gt;The Duke of Manchester... He was an old-fashioned Tory, and a man of simple tastes, whose chief interests were military and agricultural rather than political. Kimbolton Castle is a magnificent place, and the Duke's horses and troop of yeomanry were always the admiration of the Prince of Wales, the Marquis of Hartington, and many other visitors. Lord Hartington, it may be mentioned, was at Kimbolton when the news came of the  breaking out of the war between France and Germany [1871], he being a member of the Cabinet. The Duke had travelled much as a young man, and was familiar with the Continent, as also with South Africa, of which he was very fond. There is a private chapel at Kimbolton Castle, connected with which is a very extensive library containing some theological and historical volumes of great value. Notwithstanding his somewhat bluff manner the Duke was liked by the tenantry and poor from the kindly interest he took in their concerns. Even the poachers had a good word for his Grace. The feature, however, of the Duke's career was the marked contrast between his pursuits and those of the Duchess. The Duke loved every blade of grass, every tree and flower on his ancestral domain, and cared nothing for London life in its modern developments. Lord Mandeville [the 8th Duke] succeeds to the title, but the estates are heavily mortgaged.&lt;ref&gt;&quot;Death of the Duke of Manchester.&quot; ''Pall Mall Gazette'' 22 March 1890, Saturday: 6 [of 8], Col. 2b [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000098%2F18900322&amp;page=6&amp;article=014&amp;stringtohighlight=mandeville+viscount. Same print title and p.

&lt;/ref&gt;&lt;/blockquote&gt;

== Family ==
*Consuelo (María Consuelo) Iznaga y Clement Montagu, Duchess of Manchester (1853 – 20 November 1909), née Doña María Consuelo Iznaga y Clement&lt;ref name=&quot;:0&quot; /&gt;
*&quot;Kim&quot; (George Victor Drogo) Montagu, 8th Duke of Manchester (17 June 1853 – 18 August 1892)&lt;ref name=&quot;:1&quot; /&gt;
#William Angus Drogo Montagu, 9th Duke of Manchester (3 March 1877 – 9 February 1947)
#Jacqueline Mary Alva Montagu (27 November 1879 – 15 March 1895).
#Alice Eleanor Louise Montagu (27 November 1879 – 10 January 1900)


*[[Social Victorians/People/William Angus Drogo Montagu|William Angus Drogo Montagu]], 9th Duke of Manchester (3 March 1877 – 9 February 1947)&lt;ref&gt;{{Cite journal|date=2020-10-08|title=William Montagu, 9th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=William_Montagu,_9th_Duke_of_Manchester&amp;oldid=982513036|journal=Wikipedia|language=en}}&lt;/ref&gt;
*Helena Zimmerman Montagu (25 September 1878 – 15 December 1971)&lt;ref&gt;{{Cite journal|date=2020-10-08|title=Helena, Countess of Kintore|url=https://en.wikipedia.org/w/index.php?title=Helena,_Countess_of_Kintore&amp;oldid=982513630|journal=Wikipedia|language=en}}&lt;/ref&gt;
#Mary Alice Montagu Gregory (26 October 1901 – 9 October 1962)
#Alexander George Francis Drogo Montagu, 10th Duke of Manchester (2 October 1902 – 23 November 1977)
#Edward Eugene Fernando Montagu (26 July 1906 – 4 May 1954/1956)
#Ellen Millicent Louise Montagu Hofer Shairp (5 January 1908 – 2 August 1948)

=== Relations ===
The three Iznaga y Clement sisters were prominent in London &quot;Society&quot;:
*Consuelo (María Consuelo) Iznaga Montagu, Duchess of Manchester (1853 – 20 November 1909)
*Emilie Iznaga y Clement ()
*Natividad (Natica) Iznaga y Clement Lister-Kaye ()

== Questions and Notes ==
*In a ''British Newspaper Archive'' search for name=mandeville keyword=#viscount for 18 August 1855–22 March 1890 (September 2026), first did &quot;Publication date oldest first,&quot; but Kim was 2 years old when his grandfather died and his father acceded to the dukedom, so on p. 57 of the search results (the page containing 1 January 1856) I switched to &quot;Publication date newest first.&quot; Decided it would be more fruitful to work backwards.

== Papers, Memoirs and Biographies ==
== Footnotes ==
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      <text bytes="12825" sha1="62oszkaj1p3nyps0vgfgnfjx59t3g45" xml:space="preserve">{{Motivation and emotion/Tutorials|Tutorial 7: Core emotions|seventh}}
{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct neurological and physiological response (e.g., pattern of brain activity, heart-rate)
# Distinct feeling (i.e., subjective/phenomenological state)
# Unique expression (e.g., facial expression and body language)
# Innate (i.e., evident from birth; present in primates)
# Adaptive (i.e., has a distinct purpose)
# Short-lived (rapid onset, short duration; whereas moods which are longer-lived)
# Triggered by same circumstances each time (i.e., has a specific causal trigger)?
# Universal (i.e., recognised by different cultures)

==Non-emotions==
If an affective experience does not qualify as an emotion, they could instead be:
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 Our vocabularies provide windows into our psychoemotional experience]. For a deeper dive, see the work of James Pennebaker, one of the study's authors, via [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe Google Scholar].

==Emotional intelligence==
What is &quot;[[w:Emotional intelligence|emotional intelligence]]&quot; (or emotional quotient (EQ))? It can also be called [[w:Emotional literacy|emotional literacy]].

Howard Gardener (1983) proposed emotional intelligence as one of several [[w:Theory of multiple intelligence|multiple intelligence]]s.

Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]

Many nuances of emotion are not as well described in the English language as they are in other languages.

There are plenty of non-English words in the 7,000 or so other human languages that capture various subtleties in the kaleidoscope of human feeling. Some of these words have been imported to English, such as [[wikt:schadenfreude|schadenfreude]] (German) which means pleasure derived from the misfortune of others, but there are many others which do not have an English equivalent and haven't been incorporated into English.

What words from other languages describe unique types of emotion? Share an example (from your knowledge or by exploring the links below) and its description.

{{anchor|Words}}
{{RoundBoxTop|theme=6}}
[[File:Path in Epping Forest - geograph.org.uk - 2523517.jpg|thumb|right|175px|'''Friluftsliv''' (pronounced free-loofts-liv) is a Norwegian word for the practice of purposefully spending time outdoors and the physical and mental health benefits that this engenders.]]
Lists of non-English emotion words:
* [https://www.inc-aus.com/jessica-stillman/learning-these-20-foreign-words-for-emotions-you-never-knew-you-had-will-increase-your-eq.html 20 foreign words for emotions you never knew you had] (inc-aus.com)
* [https://www.mentalfloss.com/article/75082/32-words-positive-phenomena-dont-have-english-equivalent Words for positive phenomena that don't have an English equivalent] (mentalfloss.com)
* [http://thoughtcatalog.com/pierce-nahigyan/2015/12/17-words-we-dont-have-in-english-that-describe-feelings-we-have-every-day/ 17 feeling words we don’t have in English] (thoughtcatalog.com)
* [https://www.berlitz.com/blog/words-emotions-dont-exist-english 25 beautiful words for emotions that don’t exist in English] (berlitz.com)
* [https://www.theintrepidguide.com/untranslatable-words-ultimate-list/ 203 most beautiful untranslatable words] (theintrepidguide.com)
* [https://web.archive.org/web/20220617081916/https://digest.bps.org.uk/2016/01/28/there-are-at-least-216-foreign-words-for-positive-emotional-states-and-concepts-that-we-dont-have-in-english/ Foreign words for positive emotional states and concepts that we don’t have in English] (bps.org.uk)
* [http://gizmodo.com/english-is-surprisingly-devoid-of-emotionally-positive-1755985162 English is surprisingly devoid of emotionally positive words]
* [https://businessservicesweek.com/untranslatable-words-for-feelings-from-20-different-languages/ Untranslatable words for feelings from 20 different languages] (gizmodo.com)
* [https://blog.collinsdictionary.com/language-lovers/14-untranslatable-emotions-that-english-cant-convey/ 14 untranslatable emotions that English can't convey] (collinsdictionary.com)
&lt;!-- 
* [https://bigthink.com/21st-century-spirituality/buy-more-books-than-you-ever-read-the-japanese-have-a-word-for-that Buy more books than you ever read? The Japanese have a word for that.] --&gt;{{RoundBoxBottom}}

What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

==Recording==
* [Tutorial 7] (2026)
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]</text>
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      <text bytes="10544" sha1="blndxstsogh3fsm0lnkscm7u0grqjis" xml:space="preserve">{{Motivation and emotion/Tutorials|Tutorial 7: Core emotions|seventh}}
{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct neurological and physiological response (e.g., pattern of brain activity, heart-rate)
# Distinct feeling (i.e., subjective/phenomenological state)
# Unique expression (e.g., facial expression and body language)
# Innate (i.e., evident from birth; present in primates)
# Adaptive (i.e., has a distinct purpose)
# Short-lived (rapid onset, short duration; whereas moods which are longer-lived)
# Triggered by same circumstances each time (i.e., has a specific causal trigger)?
# Universal (i.e., recognised by different cultures)

==Non-emotions==
If an affective experience does not qualify as an emotion, they could instead be:
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 Our vocabularies provide windows into our psychoemotional experience]. For a deeper dive, see the work of James Pennebaker, one of the study's authors, via [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe Google Scholar].

==Emotional intelligence==
What is &quot;[[w:Emotional intelligence|emotional intelligence]]&quot; (or emotional quotient (EQ))? It can also be called [[w:Emotional literacy|emotional literacy]].

Howard Gardener (1983) proposed emotional intelligence as one of several [[w:Theory of multiple intelligence|multiple intelligence]]s.

Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]

Many varieties, shades, subtleties, and nuances of emotion are not so well described in English, but are well captured in some of the other 7,000 human languages.

Some of these words have been imported to English, such as [[wikt:schadenfreude|schadenfreude]] (German for the pleasure derived from the misfortune of others), but there are many affective states for which don't have English equivalent or foreign imports.

{{anchor|Words}}
What words from other languages describe unique types of emotion? Share an example (word, definition, and language), based on your language knowledge or by [[/Non-English emotion words|exploring this list]]).

What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

==Recording==
* [Tutorial 7] (2026)
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]</text>
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{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct neurological and physiological response (e.g., pattern of brain activity, heart-rate)
# Distinct feeling (i.e., subjective/phenomenological state)
# Unique expression (e.g., facial expression and body language)
# Innate (i.e., evident from birth; present in primates)
# Adaptive (i.e., has a distinct purpose)
# Short-lived (rapid onset, short duration; whereas moods which are longer-lived)
# Triggered by same circumstances each time (i.e., has a specific causal trigger)?
# Universal (i.e., recognised by different cultures)

==Non-emotions==
If an affective experience does not qualify as an emotion, they could instead be:
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 Our vocabularies provide windows into our psychoemotional experience]. For a deeper dive, see the work of James Pennebaker, one of the study's authors, via [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe Google Scholar].

==Emotional intelligence==
What is &quot;[[w:Emotional intelligence|emotional intelligence]]&quot; (or emotional quotient (EQ))? It can also be called [[w:Emotional literacy|emotional literacy]].

Howard Gardener (1983) proposed emotional intelligence as one of several [[w:Theory of multiple intelligence|multiple intelligence]]s.

Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]
[[File:Path in Epping Forest - geograph.org.uk - 2523517.jpg|thumb|right|175px|'''Friluftsliv''' (pronounced free-loofts-liv) is a Norwegian word for the practice of purposefully spending time outdoors and the physical and mental health benefits that this engenders.]]

Many varieties, shades, subtleties, and nuances of emotion are not so well described in English, but are well captured in some of the other 7,000 human languages.

Some of these words have been imported to English, such as [[wikt:schadenfreude|schadenfreude]] (German for the pleasure derived from the misfortune of others), but there are many affective states for which don't have English equivalent or foreign imports.

{{anchor|Words}}
What words from other languages describe unique types of emotion? Share an example (word, definition, and language), based on your language knowledge or by [[/Non-English emotion words|exploring this list]]).

What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

==Recording==
* [Tutorial 7] (2026)
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]</text>
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{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct antecedent casual trigger (provokes by same circumstances each time)
# Inescapable (inevitable) activation
# Rapid onset
# Distinct pattern of physiology (e.g., pattern of brain activity, heart-rate)
# Automatic (unlearned) appraisal
# Distinct subjective experience (feeling state)
# Distinct cognition (thoughts, images, and memories)
# Distinct expression (facial and body)
# Brief duration (short-lived)
# Universal presence in other cultures and primates

==Non-emotions==
If an affective experience does not qualify as an emotion, they could instead be:
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 Our vocabularies provide windows into our psychoemotional experience]. For a deeper dive, see the work of James Pennebaker, one of the study's authors, via [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe Google Scholar].

==Emotional intelligence==
What is &quot;[[w:Emotional intelligence|emotional intelligence]]&quot; (or emotional quotient (EQ))? It can also be called [[w:Emotional literacy|emotional literacy]].

Howard Gardener (1983) proposed emotional intelligence as one of several [[w:Theory of multiple intelligence|multiple intelligence]]s.

Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]
[[File:Path in Epping Forest - geograph.org.uk - 2523517.jpg|thumb|right|175px|'''Friluftsliv''' (pronounced free-loofts-liv) is a Norwegian word for the practice of purposefully spending time outdoors and the physical and mental health benefits that this engenders.]]

Many varieties, shades, subtleties, and nuances of emotion are not so well described in English, but are well captured in some of the other 7,000 human languages.

Some of these words have been imported to English, such as [[wikt:schadenfreude|schadenfreude]] (German for the pleasure derived from the misfortune of others), but there are many affective states for which don't have English equivalent or foreign imports.

{{anchor|Words}}
What words from other languages describe unique types of emotion? Share an example (word, definition, and language), based on your language knowledge or by [[/Non-English emotion words|exploring this list]]).

What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

==Recording==
* [Tutorial 7] (2026)
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]</text>
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{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct antecedent casual trigger (provokes by same circumstances each time)
# Inescapable (inevitable) activation
# Rapid onset
# Distinct pattern of physiology (e.g., pattern of brain activity, heart-rate)
# Automatic (unlearned) appraisal
# Distinct subjective experience (feeling state)
# Distinct cognition (thoughts, images, and memories)
# Distinct expression (facial and body)
# Brief duration (short-lived)
# Universal presence in other cultures and primates

==Non-emotions==
If an affective experience does not constitute an emotion, it could instead be a(n):
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 Our vocabularies provide windows into our psychoemotional experience]. For a deeper dive, see the work of James Pennebaker, one of the study's authors, via [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe Google Scholar].

==Emotional intelligence==
What is &quot;[[w:Emotional intelligence|emotional intelligence]]&quot; (or emotional quotient (EQ))? It can also be called [[w:Emotional literacy|emotional literacy]].

Howard Gardener (1983) proposed emotional intelligence as one of several [[w:Theory of multiple intelligence|multiple intelligence]]s.

Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]
[[File:Path in Epping Forest - geograph.org.uk - 2523517.jpg|thumb|right|175px|'''Friluftsliv''' (pronounced free-loofts-liv) is a Norwegian word for the practice of purposefully spending time outdoors and the physical and mental health benefits that this engenders.]]

Many varieties, shades, subtleties, and nuances of emotion are not so well described in English, but are well captured in some of the other 7,000 human languages.

Some of these words have been imported to English, such as [[wikt:schadenfreude|schadenfreude]] (German for the pleasure derived from the misfortune of others), but there are many affective states for which don't have English equivalent or foreign imports.

{{anchor|Words}}
What words from other languages describe unique types of emotion? Share an example (word, definition, and language), based on your language knowledge or by [[/Non-English emotion words|exploring this list]]).

What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

==Recording==
* [Tutorial 7] (2026)
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]</text>
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{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct antecedent casual trigger (provokes by same circumstances each time)
# Inescapable (inevitable) activation
# Rapid onset
# Distinct pattern of physiology (e.g., pattern of brain activity, heart-rate)
# Automatic (unlearned) appraisal
# Distinct subjective experience (feeling state)
# Distinct cognition (thoughts, images, and memories)
# Distinct expression (facial and body)
# Brief duration (short-lived)
# Universal presence in other cultures and primates

==Non-emotions==
If an affective experience does not constitute an emotion, it could instead be a(n):
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 Our vocabularies provide windows into our psychoemotional experience]. For a deeper dive, see the work of James Pennebaker, one of the study's authors, via [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe Google Scholar].

==Emotional intelligence==
# What is [[Emotional intelligence|emotional intelligence]]?
##One of several [[w:Theory of multiple intelligence|multiple intelligence]]ss proposed by Gardener (1983) 
##Also known as emotional quotient (EQ)
##[[Emotion knowledge]] or [[w:Emotional literacy|emotional literacy]] are components of emotional intelligence
Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).
# Criticism: The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.
# How can emotional intelligence be trained or enhanced?

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]
[[File:Path in Epping Forest - geograph.org.uk - 2523517.jpg|thumb|right|175px|'''Friluftsliv''' (pronounced free-loofts-liv) is a Norwegian word for the practice of purposefully spending time outdoors and the physical and mental health benefits that this engenders.]]

Many varieties, shades, subtleties, and nuances of emotion are not so well described in English, but are well captured in some of the other 7,000 human languages.

Some of these words have been imported to English, such as [[wikt:schadenfreude|schadenfreude]] (German for the pleasure derived from the misfortune of others), but there are many affective states for which don't have English equivalent or foreign imports.

{{anchor|Words}}
What words from other languages describe unique types of emotion? Share an example (word, definition, and language), based on your language knowledge or by [[/Non-English emotion words|exploring this list]]).

What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

==Recording==
* [Tutorial 7] (2026)
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]</text>
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      <text bytes="10878" sha1="4538q15ptzt0ayj84m0pmsvopmi5fep" xml:space="preserve">{{Motivation and emotion/Tutorials|Tutorial 7: Core emotions|seventh}}
{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct antecedent casual trigger (provokes by same circumstances each time)
# Inescapable (inevitable) activation
# Rapid onset
# Distinct pattern of physiology (e.g., pattern of brain activity, heart-rate)
# Automatic (unlearned) appraisal
# Distinct subjective experience (feeling state)
# Distinct cognition (thoughts, images, and memories)
# Distinct expression (facial and body)
# Brief duration (short-lived)
# Universal presence in other cultures and primates

==Non-emotions==
If an affective experience does not constitute an emotion, it could instead be a(n):
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 Our vocabularies provide windows into our psychoemotional experience]. For a deeper dive, see the work of James Pennebaker, one of the study's authors, via [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe Google Scholar].

==Emotional intelligence==
# What is [[Emotional intelligence|emotional intelligence]]?
##One of several [[w:Theory of multiple intelligence|multiple intelligence]]ss proposed by Gardener (1983) 
##Also known as emotional quotient (EQ)
##[[Emotion knowledge]] or [[w:Emotional literacy|emotional literacy]] are components of emotional intelligence
Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).
# Criticism: The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.
# How can emotional intelligence be trained or enhanced?

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]
[[File:Path in Epping Forest - geograph.org.uk - 2523517.jpg|thumb|right|175px|'''Friluftsliv''' (pronounced free-loofts-liv) is a Norwegian word for the practice of purposefully spending time outdoors and the physical and mental health benefits that this engenders.]]

Many varieties, shades, subtleties, and nuances of emotion are not so well described in English, but are well captured in some of the other 7,000 human languages.

Some of these words have been imported to English, such as [[wikt:schadenfreude|schadenfreude]] (German for the pleasure derived from the misfortune of others), but there are many affective states for which don't have English equivalent or foreign imports.

{{anchor|Words}}
What words from other languages describe unique types of emotion? Share an example (word, definition, and language), based on your language knowledge or by [[/Non-English emotion words|exploring this list]]).

What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

==Recording==
* [Tutorial 7] (2026)
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]
[[Category:Emotional intelligence]]</text>
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      <comment>/* References */ Vine, V., Boyd, R. L., &amp; Pennebaker, J. W. (2020). Natural emotion vocabularies as windows on distress and well-being. ''Nature Communications'', ''11''(1), 4525. https://doi.org/10.1038/s41467-020-18349-0</comment>
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{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct antecedent casual trigger (provokes by same circumstances each time)
# Inescapable (inevitable) activation
# Rapid onset
# Distinct pattern of physiology (e.g., pattern of brain activity, heart-rate)
# Automatic (unlearned) appraisal
# Distinct subjective experience (feeling state)
# Distinct cognition (thoughts, images, and memories)
# Distinct expression (facial and body)
# Brief duration (short-lived)
# Universal presence in other cultures and primates

==Non-emotions==
If an affective experience does not constitute an emotion, it could instead be a(n):
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 Our vocabularies provide windows into our psychoemotional experience]. For a deeper dive, see the work of James Pennebaker, one of the study's authors, via [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe Google Scholar].

==Emotional intelligence==
# What is [[Emotional intelligence|emotional intelligence]]?
##One of several [[w:Theory of multiple intelligence|multiple intelligence]]ss proposed by Gardener (1983) 
##Also known as emotional quotient (EQ)
##[[Emotion knowledge]] or [[w:Emotional literacy|emotional literacy]] are components of emotional intelligence
Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).
# Criticism: The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.
# How can emotional intelligence be trained or enhanced?

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]
[[File:Path in Epping Forest - geograph.org.uk - 2523517.jpg|thumb|right|175px|'''Friluftsliv''' (pronounced free-loofts-liv) is a Norwegian word for the practice of purposefully spending time outdoors and the physical and mental health benefits that this engenders.]]

Many varieties, shades, subtleties, and nuances of emotion are not so well described in English, but are well captured in some of the other 7,000 human languages.

Some of these words have been imported to English, such as [[wikt:schadenfreude|schadenfreude]] (German for the pleasure derived from the misfortune of others), but there are many affective states for which don't have English equivalent or foreign imports.

{{anchor|Words}}
What words from other languages describe unique types of emotion? Share an example (word, definition, and language), based on your language knowledge or by [[/Non-English emotion words|exploring this list]]).

What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

==Recording==
* [Tutorial 7] (2026)
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

Vine, V., Boyd, R. L., &amp; Pennebaker, J. W. (2020). Natural emotion vocabularies as windows on distress and well-being. ''Nature Communications'', ''11''(1), 4525. https://doi.org/10.1038/s41467-020-18349-0

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]
[[Category:Emotional intelligence]]</text>
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      <text bytes="11087" sha1="o31u4pl6jwizbnmxnk4c4mh8ojvpsgl" xml:space="preserve">{{Motivation and emotion/Tutorials|Tutorial 7: Core emotions|seventh}}
{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct antecedent casual trigger (provokes by same circumstances each time)
# Inescapable (inevitable) activation
# Rapid onset
# Distinct pattern of physiology (e.g., pattern of brain activity, heart-rate)
# Automatic (unlearned) appraisal
# Distinct subjective experience (feeling state)
# Distinct cognition (thoughts, images, and memories)
# Distinct expression (facial and body)
# Brief duration (short-lived)
# Universal presence in other cultures and primates

==Non-emotions==
If an affective experience does not constitute an emotion, it could instead be a(n):
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 Our vocabularies provide windows into our psychoemotional experience]. For a deeper dive, see the work of James Pennebaker, one of the study's authors, via [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe Google Scholar].

==Emotional intelligence==
# What is [[Emotional intelligence|emotional intelligence]]?
##One of several [[w:Theory of multiple intelligence|multiple intelligence]]ss proposed by Gardener (1983) 
##Also known as emotional quotient (EQ)
##[[Emotion knowledge]] or [[w:Emotional literacy|emotional literacy]] are components of emotional intelligence
# Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).
# Criticism: The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.
# How can emotional intelligence be trained or enhanced?

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]
[[File:Path in Epping Forest - geograph.org.uk - 2523517.jpg|thumb|right|175px|'''Friluftsliv''' (pronounced free-loofts-liv) is a Norwegian word for the practice of purposefully spending time outdoors and the physical and mental health benefits that this engenders.]]

Many varieties, shades, subtleties, and nuances of emotion are not so well described in English, but are well captured in some of the other 7,000 human languages.

Some of these words have been imported to English, such as [[wikt:schadenfreude|schadenfreude]] (German for the pleasure derived from the misfortune of others), but there are many affective states for which don't have English equivalent or foreign imports.

{{anchor|Words}}
What words from other languages describe unique types of emotion? Share an example (word, definition, and language), based on your language knowledge or by [[/Non-English emotion words|exploring this list]]).

What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

==Recording==
* [Tutorial 7] (2026)
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

Vine, V., Boyd, R. L., &amp; Pennebaker, J. W. (2020). Natural emotion vocabularies as windows on distress and well-being. ''Nature Communications'', ''11''(1), 4525. https://doi.org/10.1038/s41467-020-18349-0

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]
[[Category:Emotional intelligence]]</text>
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{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct antecedent casual trigger (provokes by same circumstances each time)
# Inescapable (inevitable) activation
# Rapid onset
# Distinct pattern of physiology (e.g., pattern of brain activity, heart-rate)
# Automatic (unlearned) appraisal
# Distinct subjective experience (feeling state)
# Distinct cognition (thoughts, images, and memories)
# Distinct expression (facial and body)
# Brief duration (short-lived)
# Universal presence in other cultures and primates

==Non-emotions==
If an affective experience does not constitute an emotion, it could instead be a(n):
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 Our vocabularies provide windows into our psychoemotional experience]. For a deeper dive, see the work of James Pennebaker, one of the study's authors, via [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe Google Scholar].

==Emotional intelligence==
# What is [[Emotional intelligence|emotional intelligence]]?
##One of several [[w:Theory of multiple intelligence|multiple intelligence]]ss proposed by Gardener (1983) 
##Also known as emotional quotient (EQ)
##[[Emotion knowledge]] or [[w:Emotional literacy|emotional literacy]] are components of emotional intelligence
# Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).
# Criticism: The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.
# How can emotional intelligence be trained or enhanced?

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]
[[File:Path in Epping Forest - geograph.org.uk - 2523517.jpg|thumb|right|175px|'''Friluftsliv''' (pronounced free-loofts-liv) is a Norwegian word for the practice of purposefully spending time outdoors and the physical and mental health benefits that this engenders.]]

Many varieties, shades, subtleties, and nuances of emotion are not so well described in English, but are well captured in some of the other 7,000 human languages.

Some of these words are imported to English and are known as [[w:Loanword|loanwords]] or borrowed words. For example,  [[wikt:schadenfreude|schadenfreude]] (German for the pleasure derived from the misfortune of others) can be found in the English dictionary. However, there remain many recognisable affective states for which there is no English equivalent or commonly adopted loanword.

{{anchor|Words}}
What words from other languages describe unique types of emotion? Share an example (word, definition, and language), based on your language knowledge or by [[/Non-English emotion words|exploring this list]]).

What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

==Recording==
* [Tutorial 7] (2026)
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)&lt;!--
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

Vine, V., Boyd, R. L., &amp; Pennebaker, J. W. (2020). Natural emotion vocabularies as windows on distress and well-being. ''Nature Communications'', ''11''(1), 4525. https://doi.org/10.1038/s41467-020-18349-0

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]
[[Category:Emotional intelligence]]</text>
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      <text bytes="11289" sha1="hdr1d8idhaydjdasvj0wdlry6wjam9c" xml:space="preserve">{{Motivation and emotion/Tutorials|Tutorial 7: Core emotions|seventh}}
{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct antecedent casual trigger (provokes by same circumstances each time)
# Inescapable (inevitable) activation
# Rapid onset
# Distinct pattern of physiology (e.g., pattern of brain activity, heart-rate)
# Automatic (unlearned) appraisal
# Distinct subjective experience (feeling state)
# Distinct cognition (thoughts, images, and memories)
# Distinct expression (facial and body)
# Brief duration (short-lived)
# Universal presence in other cultures and primates

==Non-emotions==
If an affective experience does not constitute an emotion, it could instead be a(n):
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 Our vocabularies provide windows into our psychoemotional experience]. For a deeper dive, see the work of James Pennebaker, one of the study's authors, via [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe Google Scholar].

==Emotional intelligence==
# What is [[Emotional intelligence|emotional intelligence]]?
##One of several [[w:Theory of multiple intelligence|multiple intelligence]]ss proposed by Gardener (1983) 
##Also known as emotional quotient (EQ)
##[[Emotion knowledge]] or [[w:Emotional literacy|emotional literacy]] are components of emotional intelligence
# Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).
# Criticism: The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.
# How can emotional intelligence be trained or enhanced?

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]
[[File:Path in Epping Forest - geograph.org.uk - 2523517.jpg|thumb|right|175px|'''Friluftsliv''' (pronounced free-loofts-liv) is a Norwegian word for the practice of purposefully spending time outdoors and the physical and mental health benefits that this engenders.]]

Many varieties, shades, subtleties, and nuances of emotion are not so well described in English, but are well captured in some of the other 7,000 human languages.

Some of these words are imported to English and are known as [[w:Loanword|loanwords]] or borrowed words. For example,  [[wikt:schadenfreude|schadenfreude]] (German for the pleasure derived from the misfortune of others) can be found in the English dictionary. However, there remain many recognisable affective states for which there is no English equivalent or commonly adopted loanword.

{{anchor|Words}}
What words from other languages describe unique types of emotion? Share an example (word, definition, and language), based on your language knowledge or by [[/Non-English emotion words|exploring this list]]).

What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

==Recording==
* [https://au-lti.bbcollab.com/recording/003c127bf5ae4b76b22997ddbe64842c Tutorial 7] (2026)&lt;!--
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

Vine, V., Boyd, R. L., &amp; Pennebaker, J. W. (2020). Natural emotion vocabularies as windows on distress and well-being. ''Nature Communications'', ''11''(1), 4525. https://doi.org/10.1038/s41467-020-18349-0

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]
[[Category:Emotional intelligence]]</text>
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      <text bytes="11793" sha1="onss9prdyhsqu2qny928hiwprxox6f4" xml:space="preserve">{{Motivation and emotion/Tutorials|Tutorial 7: Core emotions|seventh}}
{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct antecedent casual trigger (provokes by same circumstances each time)
# Inescapable (inevitable) activation
# Rapid onset
# Distinct pattern of physiology (e.g., pattern of brain activity, heart-rate)
# Automatic (unlearned) appraisal
# Distinct subjective experience (feeling state)
# Distinct cognition (thoughts, images, and memories)
# Distinct expression (facial and body)
# Brief duration (short-lived)
# Universal presence in other cultures and primates

==Non-emotions==
If an affective experience does not constitute an emotion, it could instead be a(n):
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 Our vocabularies provide windows into our psychoemotional experience]. For a deeper dive, see the work of James Pennebaker, one of the study's authors, via [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe Google Scholar].

==Emotional intelligence==
# What is [[Emotional intelligence|emotional intelligence]]?
##One of several [[w:Theory of multiple intelligence|multiple intelligence]]ss proposed by Gardener (1983) 
##Also known as emotional quotient (EQ)
##[[Emotion knowledge]] or [[w:Emotional literacy|emotional literacy]] are components of emotional intelligence
# Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).
# Criticism: The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.
# How can emotional intelligence be trained or enhanced?

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]
[[File:Path in Epping Forest - geograph.org.uk - 2523517.jpg|thumb|right|175px|'''Friluftsliv''' (pronounced free-loofts-liv) is a Norwegian word for the practice of purposefully spending time outdoors and the physical and mental health benefits that this engenders.]]

Many varieties, shades, subtleties, and nuances of emotion are not so well described in English, but are well captured in some of the other 7,000 human languages.

Some of these words are imported to English and are known as [[w:Loanword|loanwords]] or borrowed words. For example,  [[wikt:schadenfreude|schadenfreude]] (German for the pleasure derived from the misfortune of others) can be found in the English dictionary. However, there remain many recognisable affective states for which there is no English equivalent or commonly adopted loanword.

{{anchor|Words}}
What words from other languages describe unique types of emotion? Share an example (word, definition, and language), based on your language knowledge or by [[/Non-English emotion words|exploring this list]]).

==Linguistic relativity==
What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

There are two forms of linguistic relativity:
* '''Linguistic determinism''' (strong form): This claims that language completely controls and limits what you are able to think. Contemporary linguists and researchers have largely rejected this extreme view.
* '''Linguistic influence''' (weak form): This proposes that our native language guides our attention, shapes cognitive habits, and makes certain concepts easier to process. Modern research supports this weaker version.

==Recording==
* [https://au-lti.bbcollab.com/recording/003c127bf5ae4b76b22997ddbe64842c Tutorial 7] (2026)&lt;!--
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

Vine, V., Boyd, R. L., &amp; Pennebaker, J. W. (2020). Natural emotion vocabularies as windows on distress and well-being. ''Nature Communications'', ''11''(1), 4525. https://doi.org/10.1038/s41467-020-18349-0

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]
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      <text bytes="11849" sha1="axgb9dsvlfqfbs1286k9f4s7r1695al" xml:space="preserve">{{Motivation and emotion/Tutorials|Tutorial 7: Core emotions|seventh}}
{{Motivation and emotion/Tutorials/Complete2}}
&lt;!-- {{Motivation and emotion/Tutorials/Complete2}} --&gt;
&lt;!-- {{Motivation and emotion/Tutorials/In development}} --&gt;

==Overview==
* Explores the psychological concept of core [[emotion]]s – what are the criteria for an emotion and what are the core emotions?
* The class exercise involves sorting many emotion words to create to linguistically model underlying clusters of emotional experience

==Criteria==
What are the criteria for a core emotion?

To be classified as a core or basic emotion, the affective state should exhibit each of the following criteria:
# Distinct antecedent casual trigger (provokes by same circumstances each time)
# Inescapable (inevitable) activation
# Rapid onset
# Distinct pattern of physiology (e.g., pattern of brain activity, heart-rate)
# Automatic (unlearned) appraisal
# Distinct subjective experience (feeling state)
# Distinct cognition (thoughts, images, and memories)
# Distinct expression (facial and body)
# Brief duration (short-lived)
# Universal presence in other cultures and primates

==Non-emotions==
If an affective experience does not constitute an emotion, it could instead be a(n):
# Attitude (e.g., hate)
# Behaviour (e.g., aggression)
# Cognition (e.g., confused)
# Disorder (e.g., depression, behavioural conduct disorder)
# Mood (e.g., grumpy)
# Personality trait (e.g., neuroticism)

==Core emotions==
What are the core emotions?

Theoretical models typically identify about six to eight core emotions, usually including:
# Fear
# Anger
# Disgust
# Sadness
# Interest
# Joy
# Surprise
# Contempt

==Emotion sort exercise==
Linguistic models of emotion are developed from analysis of language (words) used to describe different affective states.

The goal of this exercise is to organise many (250+) [[Motivation and emotion/Tutorials/Emotion/List|emotion-related words]] into core emotion families:

{{anchor|Activity}}{{RoundBoxTop|theme=10}}
'''Activity: Emotion sort'''
[[File:Antu 67EF addoninstaller.0.svg|right|100px]]
# Open this [https://docs.google.com/spreadsheets/d/1KYv0xfA-1lJVyLATiY7bnRl_RCXxXKClvV4sTVilpHQ/edit?usp=sharing list of emotion words]
# Each person selects an emotion word and classifies it as either a:
## core emotion (and allocates it to a core emotion family)
## non-emotion (and indicates the reason it doesn't qualify as an emotion)
# Classifications can be changed if you disagree
# Repeat until all words are classified—a progress bar will be displayed
# If unsure, use chat or the comments column
# Discuss the:
#* experience of categorising: e.g., what was like? easy? hard? why?
#* unusual/unknown words or emotions you'd like to share or want to know more about?
#* results based on data analysis about:
#** % classified as emotions or not emotions
#** which emotion families were most popular and which words were allocated to each emotion family
#** which reasons were most used for excluding affective states as emotions
{{RoundBoxBottom}}
[[File:Emotion sort exercise - Core emotions.svg|center|550px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

==Emotion knowledge==
[[File:Bananas by cactus cowboy.svg|thumb|right|175px|'''Schadenfreude''' (pronounced shar-den-frood-ar) is a German word for pleasure that arises from the misfortune of others (e.g., laughing when someone slips on a banana peel).]]

[[File:Emotions wheel.png|thumb|right|450px|'''Emotions wheel''' showing aspects of seven core emotions]] 
What is emotion knowledge?

Emotion knowledge is part of [[#Emotional intelligence|emotional intelligence]].

Emotion knowledge refers to the library or vocabulary of distinct emotion concepts (represented by words) that a person has access to. The bigger the library, the more chance there is of being able to distinguish between subtle shades and nuances of emotional states (e.g., various flavours of anger or joy):
{{quote|&quot;the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction&quot; (Reeve, 2009, p. 353).}}

Emotion knowledge can be improved, in part, by expanding one's linguistic repertoire for describing emotions. 

==Emotional intelligence==
# What is [[Emotional intelligence|emotional intelligence]]?
##One of several [[w:Theory of multiple intelligence|multiple intelligence]]ss proposed by Gardener (1983) 
##Also known as emotional quotient (EQ)
##[[Emotion knowledge]] or [[w:Emotional literacy|emotional literacy]] are components of emotional intelligence
# Goleman's (1995) conceptualisation of emotional intelligence suggested four aspects, based on awareness/management and self/other distinctions (see Table 1).
# Criticism: The term &quot;intelligence&quot; implies a fixed, steady state, however the four aspects of emotional intelligence are learnable and trainable, such as in school and the workplace.
# How can emotional intelligence be trained or enhanced?

'''Table 1'''. 

Four Quadrants of Emotional Intelligence (based on Goleman, 1995)
{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
!
!Awareness
!Management
|-
|'''Self'''
|Self-awareness
|Self-management
|-
|'''Other'''
|Social awareness
|Relationship management
|}

== Foreign emotion words==
[[File:Non-English emotion words exercise.png|400px|thumb|Non-English emotion words and definitions suggested by a class in 2023.]]
[[File:Path in Epping Forest - geograph.org.uk - 2523517.jpg|thumb|right|175px|'''Friluftsliv''' (pronounced free-loofts-liv) is a Norwegian word for the practice of purposefully spending time outdoors and the physical and mental health benefits that this engenders.]]

Many varieties, shades, subtleties, and nuances of emotion are not so well described in English, but are well captured in some of the other 7,000 human languages.

Some of these words are imported to English and are known as [[w:Loanword|loanwords]] or borrowed words. For example,  [[wikt:schadenfreude|schadenfreude]] (German for the pleasure derived from the misfortune of others) can be found in the English dictionary. However, there remain many recognisable affective states for which there is no English equivalent or commonly adopted loanword.

{{anchor|Words}}
What words from other languages describe unique types of emotion? Share an example (word, definition, and language), based on your language knowledge or by [[/Non-English emotion words|exploring this list]]).

==Linguistic relativity==
What are the psychological implications of our emotion knowledge? For example, the [[w:Linguistic relativity|Sapir-Whorf hypothesis]] (linguistic relativity) argues that language enables experience. According to this [[w:Essentialism|essentialist]] view, our emotional vocabulary enables but also limits our capacity for emotional experience. In other words, our consciousness and experience is determined by our language. Therefore, expanding our language, can expand our emotional experience.

So, linguistic relativity implies that we can enrich our emotional lives by expanding our emotional vocabulary and incorporating more non-English emotion words.

There are two forms of linguistic relativity:
* '''Linguistic determinism''' (strong form): This claims that language completely controls and limits what you are able to think. Contemporary linguists and researchers have largely rejected this extreme view.
* '''Linguistic influence''' (weak form): This proposes that our native language guides our attention, shapes cognitive habits, and makes certain concepts easier to process. Modern research supports this weaker version (e.g., see Vine et al., 2020). For a deeper dive, see the work of [https://scholar.google.com/citations?hl=en&amp;user=KYOCMe0AAAAJ&amp;view_op=list_works&amp;citft=1&amp;email_for_op=JamesTNeill%40gmail.com&amp;gmla=AJsN-F6j5ww5q8q1NDhd-S-S5TKin27AiS2FjfdcUfkAVXE5YmU8yO2AKhpvl4zVnK9DydZiplyaDTbSiR07LuIndWHHRf5kRoyKUzi4uOkOI-xZ4Kf2XVza_DPjHMCvHpGTvzzzwuEddowKzs8IaU-p8KmARjs-EPENQ-8nNkxQMzms7CDipXgQXAQje0klOsKdU-tMXPC8MfCd-AI381ZWZ14SE60TcAYDsJMkNswaSvgjOQ10Yn-JJz8LV86D7NuLTSukCsSe James Pennebaker] (Google Scholar).

==Recording==
* [https://au-lti.bbcollab.com/recording/003c127bf5ae4b76b22997ddbe64842c Tutorial 7] (2026)&lt;!--
* [https://au-lti.bbcollab.com/recording/a1e53e9772ce4e7bab3e486fc15df7e1 Tutorial 7] (2025)
* [https://au-lti.bbcollab.com/recording/b174165b101b4ba4beaaba6c52444c1e Tutorial 7] (2024) - Note: Recording fails ~40:20 mins
* [https://au-lti.bbcollab.com/recording/98e8da8bfb6f4267a9dfc70ebd0d070a Tutorial 7] (2023)
* [https://au-lti.bbcollab.com/recording/44f3c37bd25640e4ba577978df0b9df9 Tutorial 7] (2022)
* [https://au-lti.bbcollab.com/recording/5c1bf52c472449babbee04cb1e0871e2 Tutorial 7] (2021)
--&gt;

==See also==
&lt;!--
;Additional tutorial material
* [[../Emotion/Emotional intelligence/|Emotional intelligence]]

;Book chapters
--&gt;
;Wikipedia
* [[w:Emotional intelligence|Emotional intelligence]]
* [[w:Emotional literacy|Emotional literacy]]
* [[w:Emotional self-regulation|Emotional self-regulation]]
* [[w:Emotion classifcation|Emotion classification]]
* [[w:Emotion perception|Emotion perception]]
* [[w:Emotion recognistion|Emotion recognition]]

;Lecture
* [[Motivation and emotion/Lectures/Nature of emotion|Nature of emotion]]

;Tutorials
* [[{{#titleparts:{{PAGENAME}}|2}}/Learned optimism|Learned optimism]] (Previous tutorial)
* [[{{#titleparts:{{PAGENAME}}|2}}/Measuring emotion|Measuring emotion]] (Next tutorial)

;Admin
* [[/Instructor notes/]]

==References==

{{Hanging indent|1=

Gardner, H. (1983), ''[[w:Theory of multiple intelligences|Frames of mind: The theory of multiple intelligences]]''. Basic Books.

Goleman, D. (1995). ''[[w:Emotional intelligence|Emotional intelligence]]''. Bantam.

Vine, V., Boyd, R. L., &amp; Pennebaker, J. W. (2020). Natural emotion vocabularies as windows on distress and well-being. ''Nature Communications'', ''11''(1), 4525. https://doi.org/10.1038/s41467-020-18349-0

}}

==External links==
* [http://changingminds.org/explanations/emotions/basic%20emotions.htm Basic emotions] (changingminds.org)
* [https://www.psypost.org/2015/10/children-who-understand-emotions-become-more-attentive-over-time-38140 Children who understand emotions become more attentive over time] (PsyPost, 2015)
* [https://www.youtube.com/watch?v=Y7m9eNoB3NU Daniel Goleman introduces emotional intelligence] (YouTube; 5:30 mins)
* [http://news.berkeley.edu/2017/09/06/27-emotions/ Emoji fans take heart: Scientists pinpoint 27 states of emotion] (University of California, Berkeley, 2017); [https://s3-us-west-1.amazonaws.com/emogifs/map.html Interactive emotion map with videos]
* [https://www.youtube.com/watch?v=n6MRsGwyMuQ Emotional intelligence by Daniel Goleman:  Animated book summary] (YouTube; 7:28 mins)
* [https://www.abc.net.au/news/2023-09-07/how-emojis-like-thumbs-up-can-get-you-in-trouble-with-the-law/102810282 Emojis like thumbs-up or a full moon are tiny icons, but they can have big legal implications] (ABC news, 2023)
* [http://www.carls-sims-4-guide.com/emotions/ List of emotions in Sims 4: Emotion system mechanics, moods, and how to get sims feeling each] (carls-sims-4-guide.com)
* [https://www.psypost.org/2020/09/new-research-finds-our-vocabularies-can-act-as-a-window-into-psychological-and-physical-well-being-57971 New research finds our vocabularies can act as a window into psychological and physical well-being] (psypost.org) 
* [http://www.personalityresearch.org/basicemotions/plutchik.html Plutchik] (personalityresearch.org) - [[:commons:File:Plutchik-wheel.svg|Wheel of emotions]]
&lt;noinclude&gt;{{Motivation and emotion/Tutorials/Navigation}}&lt;/noinclude&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]
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'''2. Relativity as a translation between 2 co-ordinate systems'''

In this model series the universe is an incrementally expanding (in discrete Planck unit steps) 4-axis hyper-sphere, with our 3-D space residing on the surface of the hypersphere. Relativity then becomes a translation between the 2 co-ordinate systems, our 3-D space and the 4-axis hyper-sphere. The hyper-sphere expands in steps (the universe is spatially finite (a closed 4-sphere), but it is not a static system for it expands in steps with every unit of Planck time. At each step Planck units of mass &lt;math&gt;m_P&lt;/math&gt;, length &lt;math&gt;l_p&lt;/math&gt; and time &lt;math&gt;t_p&lt;/math&gt; are added, thus forming a scaffolding for the particle universe. As for each unit of Planck time there is a unit of Planck length, this Planck framework is expanding at a constant rate (the speed of light &lt;math&gt;c = l_p / t_p&lt;/math&gt;). As the hypersphere expands, it also pulls particles with it (at the speed of light), and so all particles and objects are traveling at, and only at, the speed of light (in the hyper-sphere frame of reference there is only 1 velocity, ''c''). However, if we consider 3-D space as the surface of the hyper-sphere then motion between particles is relative. Photons are the mechanism of information exchange, as they lack a mass state they can only travel laterally across this surface (in 3-D space) and so this incremental hyper-sphere expansion at velocity ''c'' cannot be observed directly via the electromagnetic spectrum, relativity then becomes the mathematics of perspective translating between the absolute albeit expanding hyper-sphere background and the relative motion of 3D space &lt;ref&gt;Macleod, Malcolm J.; {{Cite journal |title= 2. Relativity as the mathematics of perspective in a hyper-sphere universe |journal=SSRN |date=Feb 2011 |  doi=10.2139/ssrn.3334282}}&lt;/ref&gt;. 


=== Wave-particle oscillation ===
{{see|User:Platos_Cave_(physics)/Simulation_Hypothesis/Electron (mathematical)}}
It is proposed as a central theme of this model that particles at the Planck scale are oscillations between an electric wave-state to (Planck) mass point-state, the wave-state as the duration of particle frequency in Planck time units and is the origin of the particle electric properties, the mass point-state as 1 unit of Planck mass (1m&lt;sub&gt;P&lt;/sub&gt;) for a duration of 1 unit of Planck time. [[w:Wave-particle duality |Wave-particle duality]] at the Planck scale then becomes a wave-point oscillation, the particle does not exist at any 1 unit of (Planck) time, and so can more precisely be defined as an event (1 complete wave-point oscillation). 1 of the dimensions of the particle is therefore time (frequency), thus particle quantum states also therefore do not occur at the Planck scale, but rather are emergent properties (and so quantum state physics cannot be applied to the Planck scale) &lt;ref&gt;Macleod, M.J. {{Cite journal |title= Programming Planck units from a mathematical electron; a Simulation Hypothesis |journal=Eur. Phys. J. Plus |volume=113 |pages=278 |date=22 March 2018 | doi=10.1140/epjp/i2018-12094-x}}&lt;/ref&gt;.

Notably at the mass state the particle has defined (point) co-ordinates within the universe hypersphere and thus can be mapped, conversely the wave-state is undefined.


==== Radial motion ====
[[File:Planck-relativity-1.jpg|thumb|right|358px|A and B in hypersphere co-ordinates from origin O, (frequency 0A = 0B = 6)]]
We take 2 particles ''A'' (''v = 0'' in 3D space) and ''B'' (''v = 0.866c'' in 3D space). Both have a frequency = 6; 5t&lt;sub&gt;p&lt;/sub&gt; (5 increments to ''t&lt;sub&gt;age&lt;/sub&gt;'') in the wave-state followed by 1t&lt;sub&gt;p&lt;/sub&gt; (1 increment to ''t''&lt;sub&gt;age&lt;/sub&gt;) in the point-state (the point-state is represented by a black dot, diagram right). 

The hyper-sphere expands radially at the speed of light. Both particles start at the same location; defined as origin ''O''. After 1 second, ''B'' will have traveled 299792458 * 0.866 = 259620km from ''A'' in 3-D space (the horizontal axis). However for both ''A'' and ''B'' the radial axis length is the same ''OA'' = ''OB''. 

As the surface of the hypersphere constitutes 3-D space, movement along this surface corresponds to distance travelled (in conventional terms). However as the hypersphere is expanding outward (time goes forward), the surface expands with it, and so motion would register as a space-time continuum. We would note that ''A'' has travelled 1 second in time but no distance in meters. ''B'' has travelled both in time and in space (259620km from stationary ''A''). 

In hypersphere co-ordinates however, both ''A'' and ''B'' have travelled the same radial axis length; ''OA'' = ''OB''. There is only 1 velocity and that is the velocity of expansion; radial axis ''OA'' will always equal ''OB''. For 3D-surface-dwellers, there is a distinction between time and space because the 3D-surface-dweller has no means to register the hypersphere expansion as motion.

From the perspective of surface-dweller ''A'' (''v = 0''), ''B'' will have reached the point-state after 3 units of ''t''&lt;sub&gt;age&lt;/sub&gt; (3 units of Planck time t&lt;sub&gt;p&lt;/sub&gt;) and so will have twice the (relativistic) mass of ''A''. However the hypersphere expands radially from origin ''O'', and so ''A'' will also have traveled the equivalent of 299792458m from ''O'' (radial axis ''OA'' = ''OB'', ''v = c''), and so from the perspective of the hypersphere, ''B'' can equally claim that ''A'' has traveled 259620km from ''B'' in 3-D space terms. 

The time-line axis (axis of expansion) maps Planck time (1''t''&lt;sub&gt;p&lt;/sub&gt;) steps, note that only the particle point-state has defined co-ordinates, and so on this graph ''A'' can only have 6 possible time-line divisions (if including ''v = 0''). As the minimum step is 1 unit of Planck time, this means that ''B'' can attain Planck mass (m&lt;sub&gt;B&lt;/sub&gt; = m&lt;sub&gt;P&lt;/sub&gt;/1) when at maximum velocity v&lt;sub&gt;max&lt;/sub&gt; (relative to the ''A'' time-line axis), but ''B'' can never attain the horizontal axis = velocity ''c'' because in the process at least 1 time step (1 unit of Planck time) is required, and so for particles v&lt;sub&gt;max&lt;/sub&gt; can never attain ''c''. However a small particle such as an electron has more time-line divisions, and so can travel faster in 3-D space than can a larger particle (with a shorter wavelength).


==== Particle motion ====
[[File:Planck-relativity-2.jpg|thumb|right|512px|particle wave to point oscillations in hyper-sphere expansion co-ordinates]]

Depicted is particle ''B'' at some arbitrary universe time ''t = 1''. ''B'' begins at origin ''O'' (top left) and is pulled (stretched) by the hyper-sphere (pilot wave) expansion in the wave-state (top right). At ''t = 6'', ''B'' collapses back into the mass point state (bottom left) and now has new co-ordinates within the hypersphere, these co-ordinates becoming the new origin ''O’''.  

In hypersphere coordinates everything travels at, and only at, the speed of expansion = ''c'', this is the origin of all motion, particles (and planets) do not have any inherent motion of their own, they are pulled along by this expansion as particles oscillate from (electric) wave-state to (mass) point-state ... ad-infinitum.


==== Particle N-S axis ====

[[File:Planck-relativity-3.jpg|thumb|right|435px|particle N-S spin axis orientation mapped onto hyper-sphere]]

Particles are assigned an N-S spin axis around which particles can rotate (spin left and spin right). The co-ordinates of the point-state are determined by the orientation of the N-S axis. Of all the possible solutions, it is the particle N-S axis which determines where the point-state will next occur. 

''A'', ''B'' and ''C'' begin together at ''O'', if we can then change the N-S axis angle of ''A'' and ''C'' compared to ''B'', then as the universe expands the ''A'' wave-state and the ''C'' wave-state will be stretched as with the ''B'' wave-state, but the point state co-ordinates of ''A'' (and ''C'') will now reflect their new N-S axis angles of orientation. 

''A, B, C'' do not need to have an independent motion; they are being pulled by the universe expansion in different directions (relative to each other). We can thus simulate a transfer of physical momentum to a particle by simply changing the N-S axis. The radial hyper-sphere expansion does the rest.


==== Photons ====
Information between particles is exchanged by photons. In this model, photons are unique: they do not have a mass point-state. and because they lack this mass state, they do not travel along the ''timeline'' h-axis in the same way as matter. Instead, they are ''time-stamped'' and travel laterally across the 3D surface of the expanding hypersphere. This behavior is the key to understanding what we observe. It explains how light moves and why we perceive cosmic redshift. 

Matter (like particles A and B) is carried ''outward'' with the expansion along the expansion axis. Light (a photon) however travels ''sideways'' across this surface.

The photon's total speed through this 4D space—its ''sideways'' motion combined with the ''outward'' expansion—is always equal to the speed of light, ''c''.

When a photon travels for a long time across this expanding surface, its wavelength is stretched. This effect is what we observe as cosmological redshift.

Unlike a simple Doppler shift seen from an object moving through space, this cosmological redshift is a direct consequence of space itself expanding while the photon is in transit.


==Article series==
The following are HTML transcripts of journal articles
* [[https://simulationuniverse.org/ simulationuniverse.org]]: Home page

===The 3 levels===
A model overview from the sub Planck scale to the container universe
* [[https://codingthecosmos.org/1a-CMB_from_Planck_unit_scaffolding.html 1a. Planck unit CMB.html]]: Part 1. A CMB from Planck units
* [[https://codingthecosmos.org/1b-Sub_Planck_scale_from_tau_loop.html  1b. The Minimal Complexity Algorithm of the Planck Scaffolding]]: Part 2. The sub-Planck scale and the tau-loop
* [[https://codingthecosmos.org/1c-the_Heavens_a_container_universe.html 1c. the Heavens.html]]: Part 3. The Heavens (the container universe)

===General articles===
* [[https://codingthecosmos.org/2-Relativity_as_mathematics_of_perspective.html 2-Relativity-hypersphere.html]]: Relativity as the mathematics of perspective 
* [[https://codingthecosmos.org/3-Gravity_via_n-body_particle_orbitals.html 3-Gravitational-orbitals.html]]: Gravity as sum of n-body rotating orbital particle-particle pairs
* [[https://codingthecosmos.org/4-Atomic-orbital_transition_using_Gravity_simulator.html 4-Atomic-orbitals.html]]: Atomic orbitals as single rotating orbital particle-particle pairs
* [[https://codingthecosmos.org/5-Atomic_transition_via_photon_orbital_hybrid.html 5-w_axis.html]]: Imaginary number axis (radiation domain)
* [[https://codingthecosmos.org/6-Natural_Planck_units_MTP_Fine_Structure_Constant_alpha.html 6-Physical-constant-anomalies.html]]: Derivation of the fine structure constant alpha from physical constant anomalies
* [[https://codingthecosmos.org/7-Mathematical_electron_magnetic_monopole-quarks.html 7-Monopole-quarks.html]]: Quarks as magnetic monopoles
* [[https://codingthecosmos.org/8-Holographic_universe_2D_plus_Compton_wavelength.html 8-Holographic-universe.html]]: Hypersphere surface as 2-D analogue

===Wiki series===
Introductions to principle concepts (for more detailed discussion see General articles)
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_units_(geometrical)]]: Planck units MLTPA as geometrical objects
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Electron_(mathematical)]]: Mathematical electron formula
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Gravity_via_Atomic_orbitals]]: Gravity as a function of atomic orbitals 
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_unit_scaffolding]]: CMB and a Planck unit universe scaffolding
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Sqrt_Planck_momentum]]: Link between charge and mass
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/God_(programmer)]]: Introduction to a Planck scale Programmer God Simulation Hypothesis model

== External links == 
* [[w:Simulation_hypothesis | The Simulation hypothesis]]
* [https://codingthecosmos.com/ Simulation hypothesis modeling at the Planck scale using geometrical objects] 


== References ==
{{Reflist}}


[[Category:Physics]]
[[Category:Philosophy of science| ]]
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      <comment>; for online classes, aim for students to classify ~30-40 words; for on-campus classes, aim for students to classify ~20-30 words (because they talk/discuss more)</comment>
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      <format>text/x-wiki</format>
      <text bytes="1326" sha1="te7sun5xlkgzncutku2ruhpzef3vn1h" xml:space="preserve">== Timing ==
{| class=&quot;wikitable&quot;
|+
!Topic
!Time
|-
|Intro questions
|10-15 mins
|-
|Core emotion sort

*Select word to show others you are working on it
* Only classify in one column
* Provide 25%, 50%, and 75% encouragement in Chat
|15-20 mins
depends on class size; if small, instructor helps sort in order to complete within target time frame); for online classes, aim for students to classify ~30-40 words; for on-campus classes, aim for students to classify ~20-30 words (because they talk/discuss more)
|-
|Analysis discussion
* No right or wrong answers - subjective/fuzzy
|10 mins
|-
|Follow-up questions and discussion 
|10 mins
|}

==Images==
===Old way===
[[File:Emotion sort exercise.jpg|thumb|center|350px|Emotion sort exercise under way ...  the pre-COVID way ... with paper and scissors]]
[[File:Sad emotion words.jpg|thumb|center|350px|Example of words sorted into a &quot;sad&quot; emotion category.]]

For more images, see [[c:Category:Emotion Q-sort]].

===New way===
[[File:Emotion sort exercise.png|thumb|center|350px|Emotion sort exercise under way ...  the post-COVID way ... electronically]]
[[File:Emotion sort exercise - Core emotions.svg|center|350px|thumb|Bar chart showing the frequency of affective words sorted into 19 categories of emotion]]

[[Category:Motivation and emotion/Tutorials/Core emotions]]</text>
      <sha1>te7sun5xlkgzncutku2ruhpzef3vn1h</sha1>
    </revision>
  </page>
  <page>
    <title>User:Platos Cave (physics)/Simulation Hypothesis/Planck units (geometrical)</title>
    <ns>2</ns>
    <id>275012</id>
    <revision>
      <id>2834274</id>
      <parentid>2821009</parentid>
      <timestamp>2026-09-23T00:10:16Z</timestamp>
      <contributor>
        <username>Platos Cave (physics)</username>
        <id>2562653</id>
      </contributor>
      <comment>/* Article series */</comment>
      <origin>2834274</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="34445" sha1="f2kseckxemxs0al1lxqpc258bqxd28k" xml:space="preserve">{{Original research}}

'''Natural Planck units as geometrical objects (the mathematical electron model)'''

The physical constants form the scaffolding around which the theories of physics are erected, and they define the fabric of our universe, but science has no idea why they take the special numerical values that they do, for these constants follow no discernible pattern. The desire to explain the constants has been one of the driving forces behind efforts to develop a complete unified description of nature, or &quot;theory of everything&quot;. Physicists have hoped that such a theory would show that each of the constants of nature ''could have only one logically possible value''. It would reveal an underlying order to the seeming arbitrariness of nature &lt;ref&gt;J. Barrow, J. Webb {{Cite journal |title= Inconsistent constants |journal=Scientific American |volume=292 |pages=56 |date=2005}}&lt;/ref&gt;.


In the [[v:User:Platos_Cave_(physics)/Simulation_Hypothesis/Electron_(mathematical) |mathematical electron]] &lt;ref&gt;Macleod, M.J. {{Cite journal |title= Programming Planck units from a mathematical electron; a Simulation Hypothesis |journal=Eur. Phys. J. Plus |volume=113 |pages=278 |date=22 March 2018 | doi=10.1140/epjp/i2018-12094-x }}&lt;/ref&gt; model, the [[w:Planck units |Planck units]] are assigned geometrical objects, themselves the geometry of alpha (the [[w:fine-structure constant | fine structure constant '''α''']]) and 2 mathematical constants; Omega and pi. These geometrical objects (mass M = 1, time T = π, P = Ω ...) embed their unit function (the geometry of the length object L embeds the function length and so on ...). By converting the physical constants (''h'', ''c'', ''e'', ''m''&lt;sub&gt;e&lt;/sub&gt; ...) also to geometrical forms, and as these forms are also the geometry of alpha and Omega, then we can reverse engineer them and find a solution for alpha; using CODATA 2014 the best fit alpha = 1/137.0359931388... 

As the geometries of dimensionless constants, these objects are also dimensionless and so are independent of any system of units, and of any numerical system, and so could qualify as &quot;natural units&quot; ;
{{bq|''...ihre Bedeutung für alle Zeiten und für alle, auch außerirdische und außermenschliche Kulturen notwendig behalten und welche daher als »natürliche Maßeinheiten« bezeichnet werden können...''
...These necessarily retain their meaning for all times and for all civilizations, even extraterrestrial and non-human ones, and can therefore be designated as &quot;natural units&quot;... -Max Planck &lt;ref&gt;Planck (1899), p. 479.&lt;/ref&gt;&lt;ref name=&quot;TOM&quot;&gt;*Tomilin, K. A., 1999, &quot;[http://www.ihst.ru/personal/tomilin/papers/tomil.pdf Natural Systems of Units: To the Centenary Anniversary of the Planck System]&quot;, 287–296.&lt;/ref&gt;}}  


=== Planck unit limitations ===
The SI Planck units are measured; [[w:Planck mass |Planck mass]] in ''kg'', [[w:Planck length |Planck length]] in ''m'', [[w:Planck time |Planck time]] in ''s'' ... . These units have numerical values, this precludes finding a relation between these SI units, for numerical values are simply dimensionless frequencies, 299792458 could refer to the speed of light 299792458m/s or equally to the number of apples in a container (299792458 apples). Numbers such as 299792458 carry no unit-specific information, and so we are required to add a descriptive (such as m/s). Without foundations, any coincidences can be dismissed as numerology and the base units (kg, m, s, A...) become independent units by default.


=== Geometrical objects ===
This inherent restriction can be resolved by assigning to each unit a geometrical object for which the geometry embeds the attribute (for example, the geometry of the time object T embeds the function time and so a descriptive unit ''s'' = seconds is not required). We may then combine these objects Lego-style to form more complex objects; from electrons to galaxies, while still retaining the underlying attributes (of mass M, wavelength L, frequency T ...). An apple has mass because its 'geometry' includes the geometrical object for mass M.

We define a physical constant as a constant embedded within the universe &quot;source code&quot; (it is a given). A mathematical constant however can be derived within the boundaries of the universe itself; π for example can be constructed from integers in series. 
&lt;math display=&quot;block&quot;&gt;\sum_{n=1}^\infty \frac{1}{n^2} = \frac{1}{1^2} + \frac{1}{2^2} + \frac{1}{3^2} + \cdots. &lt;/math&gt;

The mathematical constant Omega is built around a base-15 geometry, this is a requirement to construct the full set of Planck units. Omega itself is the geometry of π and Euler's number [[w:E_(mathematical_constant) |e]] = 2.718281828459... (which can also be constructed by integers in series);
:&lt;math&gt;\Omega = \sqrt{ \left(\pi^e e^{(1-e)}\right)}  = 2.007\;134\;9543... &lt;/math&gt;


=== Base 15 geometry ===
To maintain mathematical symmetry, both sides of this equation must be unit-less (units = 1).
:&lt;math&gt;\frac{ P^{15} T^2}{M^{12}} = \pi^2 \Omega^{15},\;\;\text{units} = \left(\frac{{kg m}}{{s}}\right)^{15/2} \times \frac{{s}^2}{{kg}^{12}} = \frac{{m}^{15/2}}{{kg}^{9/2} \,{s}^{11/2}} = 1&lt;/math&gt;
:&lt;math&gt;v = 11 843 707.905 ...,\; units = \frac{m}{s}&lt;/math&gt;
:&lt;math&gt;r = 0.712 562 514 304 ...,\; units = (\frac{kg.m}{s})^{1/4}&lt;/math&gt;
:&lt;math&gt;\frac{r^9}{v^6} \times \frac{\text{m}^{15/4}}{\text{kg}^{9/4} \,\text{s}^{11/4}}  = s&lt;/math&gt;
{| class=&quot;wikitable&quot;
|+ Table 1. Geometrical objects (reference table)
! Attribute
! Formula
! Object
! Scalars
! Numerical
! &lt;math&gt;\theta&lt;/math&gt;
! [[v:User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_units_(geometrical)#Dimensionless_f(x) |Units*]]
|-
| M (mass) 
| ''fundamental'' 
| &lt;math&gt;(1)&lt;/math&gt;
| &lt;math&gt;\dfrac{r^4}{v}&lt;/math&gt;
| 0.217672825e-7
| &lt;math&gt;u^{15}&lt;/math&gt;
| &lt;math&gt;kg&lt;/math&gt;
|-
| T (time) 
| ''fundamental''  
| &lt;math&gt;(\pi)&lt;/math&gt;
| &lt;math&gt;\dfrac{r^9}{v^6}&lt;/math&gt;
| 0.539051838e-43
| &lt;math&gt;u^{-30}&lt;/math&gt;
| &lt;math&gt;s&lt;/math&gt;
|-
| P (sqrt of momentum)  
| ''fundamental'' 
| &lt;math&gt;(\Omega)&lt;/math&gt;
| &lt;math&gt;r^2&lt;/math&gt;
| 1.019113428
| &lt;math&gt;u^{16}&lt;/math&gt;
| &lt;math&gt;\sqrt{\frac{kg\;m}{s}}&lt;/math&gt;
|-
| V (velocity)  
| &lt;math&gt;\dfrac{2\pi P^2}{M}&lt;/math&gt; 
| &lt;math&gt;(2\pi\Omega^2)&lt;/math&gt;
| &lt;math&gt;v&lt;/math&gt;
| 299792458
| &lt;math&gt;u^{17}&lt;/math&gt;
| &lt;math&gt;\frac{m}{s}&lt;/math&gt;
|-
| L (length)  
| &lt;math&gt;VT &lt;/math&gt; 
| &lt;math&gt;(2\pi^2\Omega^2)&lt;/math&gt;
| &lt;math&gt;\dfrac{r^9}{v^5}&lt;/math&gt;
| 0.161603675e-34
| &lt;math&gt;u^{-13}&lt;/math&gt;
| &lt;math&gt;m&lt;/math&gt;
|-
| A (ampere) 
| &lt;math&gt;\dfrac{2^4 V^3 \alpha}{P^3}&lt;/math&gt; 
| &lt;math&gt;(2^7\pi^3 \alpha \Omega^3)&lt;/math&gt;
| &lt;math&gt;\dfrac{v^3}{r^6}&lt;/math&gt;
| 0.297221257e25
| &lt;math&gt;u^{3}&lt;/math&gt;
| &lt;math&gt;\frac{m^{3/2}}{kg^{3/2} s^{3/2}}&lt;/math&gt;
|-
| K (temperature) 
| &lt;math&gt;\dfrac{AV}{2\pi}&lt;/math&gt; 
| &lt;math&gt;(2^7 \pi^3 \alpha \Omega^5)&lt;/math&gt;
| &lt;math&gt;\dfrac{v^4}{r^6}&lt;/math&gt;
| 0.141814520e33
| &lt;math&gt;u^{20}&lt;/math&gt;
| &lt;math&gt;\left(\frac{A \; m}{s}\right)&lt;/math&gt;
|}


=== Diophantine System with Constraints ===

We seek integer solutions for the unit-number exponents &lt;math&gt;(\theta_P, \theta_T, \theta_M)&lt;/math&gt; satisfying the constraints derived from the lattice invariants:
:&lt;math&gt;
\begin{cases}
15\theta_P + 2\theta_T - 12\theta_M = 0 \\[4pt]
2\theta_M + \theta_T = 0
\end{cases}
&lt;/math&gt;
where &lt;math&gt;\theta_P,\theta_T,\theta_M \in \mathbb{Z}\setminus\{0\}&lt;/math&gt;.

From the second equation,
:&lt;math&gt;
\theta_T = -2\theta_M .
&lt;/math&gt;
Substituting into the first gives
:&lt;math&gt;
15\theta_P + 2(-2\theta_M) - 12\theta_M = 0
\;\Longrightarrow\;
15\theta_P - 16\theta_M = 0
\;\Longrightarrow\;
15\theta_P = 16\theta_M .
&lt;/math&gt;
Because &lt;math&gt;\gcd(15,16)=1&lt;/math&gt;, every integer solution of &lt;math&gt;15\theta_P = 16\theta_M&lt;/math&gt; is of the form
:&lt;math&gt;
\theta_P = 16k,\qquad \theta_M = 15k \qquad (k \in \mathbb{Z}).
&lt;/math&gt;
Consequently,
:&lt;math&gt;
\theta_T = -2(15k) = -30k .
&lt;/math&gt;
Thus the general integer solution (with all variables non‑zero) is
:&lt;math&gt;
{\theta_P = 16k,\quad \theta_M = 15k,\quad \theta_T = -30k, \qquad k \in \mathbb{Z}\setminus\{0\}} .
&lt;/math&gt;


=== Scalars ===
As alpha and Omega can be assigned numerical values, so too the MLTA objects can be expressed numerically. We can then convert these objects to their Planck unit equivalents by including a dimensioned scalar. For example; 

:If we use scalar ''k''&lt;sub&gt;SI&lt;/sub&gt; to convert ''M'' (M=1) to the SI Planck mass (M*''k''&lt;sub&gt;SI&lt;/sub&gt; = &lt;math&gt;m_P&lt;/math&gt;), then ''k''&lt;sub&gt;SI&lt;/sub&gt; = 0.2176728e-7kg ([[w:SI_units |SI units]])

:SI ''c'' = object V * scalar ''v''&lt;sub&gt;SI&lt;/sub&gt; = 299792458m/s ([[w:SI_units |SI units]])

:Imperial ''c'' = object V * scalar ''v''&lt;sub&gt;imp&lt;/sub&gt; = 186282miles/s ([[w:Imperial_units |imperial units]])


==== Scalar relationships ====
Scalars that translate to the SI unit system must therefore carry not only the numerical conversion values but also the unit (for scalars we will refer to the SI unit system by default), i.e.: scalar ''v'' = 11843707.905 m/s. This also means that the scalars must also follow the unit number relationship θ. 

{| class=&quot;wikitable&quot;
|+Table 2. Geometrical units
! Attribute
! Geometrical object
! Scalar 
! Unit ''u''&lt;sup&gt;θ&lt;/sup&gt;
|-
| mass 
| &lt;math&gt;M = (1)&lt;/math&gt;  
| ''k''
| &lt;math&gt;u^{15}&lt;/math&gt;
|-
| time 
| &lt;math&gt;T = (\pi)&lt;/math&gt;  
| ''t''
| &lt;math&gt;u^{-30}&lt;/math&gt;
|-
| [[v:User:Platos Cave (physics)/Simulation_Hypothesis/Sqrt_Planck_momentum | sqrt(momentum)]]
| &lt;math&gt;P = (\Omega)&lt;/math&gt;
| ''r''&lt;sup&gt;2&lt;/sup&gt;
| &lt;math&gt;u^{16}&lt;/math&gt;
|-
| velocity  
| &lt;math&gt;V = (2\pi\Omega^2)&lt;/math&gt;  
| ''v''
| &lt;math&gt;u^{17}&lt;/math&gt;
|-
| length  
| &lt;math&gt;L = (2\pi^2\Omega^2)&lt;/math&gt; 
| ''l''
| &lt;math&gt;u^{-13}&lt;/math&gt;
|-
| ampere 
| &lt;math&gt;A = (\frac{2^7 \pi^3 \Omega^3}{a})&lt;/math&gt; 
| ''q''
| &lt;math&gt;u^3&lt;/math&gt;
|}


Here are examples where units = 1, as such ''only 2 scalars are required'', for example, if we know the numerical value for ''q'' and for ''l'' then we know the numerical value for ''t'' ('''t = q&lt;sup&gt;3&lt;/sup&gt;l&lt;sup&gt;3&lt;/sup&gt;'''), and from ''l'' and ''t'' we know the value for ''k''. 

:&lt;math&gt;\frac{u^{3*3} u^{-13*3}}{u^{-30}}\;(\frac{q^3 l^3}{t}) = \frac{u^{-13*15}}{u^{15*9} u^{-30*11}} \;(\frac{l^{15}}{k^9 t^{11}}) = \;...\; =1&lt;/math&gt;


In other words, once any 2 scalars have been assigned values, the other scalars are then defined by default, consequently the CODATA 2014 values are used here as only 2 constants (c, [[w:permeability of vacuum|μ&lt;sub&gt;0&lt;/sub&gt;]]) are assigned exact values, following the [[w:2019 redefinition of SI base units|2019 redefinition of SI base units]] a total of 4 constants now have independently exact values assigned which is problematic in terms of this model. 


Scalars ''r'' (θ = 8) and ''v'' (θ = 17) are chosen here for demonstration as they can be derived directly from the 2 constants with exact values; ''c'' and ''μ&lt;sub&gt;0&lt;/sub&gt;''.
:&lt;math&gt;c = 299792458&lt;/math&gt; m/s
:&lt;math&gt;\mu_0 = 4\pi / 10^7&lt;/math&gt;
:&lt;math&gt;v = \frac{c}{2 \pi \Omega^2}= 11 843 707.905 ...,\; units = \frac{m}{s}&lt;/math&gt;
:&lt;math&gt;r^7 = \frac{2^{11} \pi^5 \Omega^4 \mu_0}{a};\; r = 0.712 562 514 304 ...,\; units = (\frac{kg.m}{s})^{1/4}&lt;/math&gt;

{| class=&quot;wikitable&quot;
|+Table 3. Geometrical objects
! attribute
! geometrical object
! unit number θ
! scalar r(8), v(17)
|-
| mass 
| &lt;math&gt;M = (1)&lt;/math&gt;
| 15 = 8*4-17
| &lt;math&gt;k = \frac{r^4}{v}&lt;/math&gt;
|-
| time 
| &lt;math&gt;T = (\pi)&lt;/math&gt;
|  -30 = 8*9-17*6 
| &lt;math&gt;t = \frac{r^9}{v^6}&lt;/math&gt;
|-
| sqrt(momentum)  
| &lt;math&gt;P = (\Omega)&lt;/math&gt;
| 16
| &lt;math&gt;r^2&lt;/math&gt;
|-
| velocity  
| &lt;math&gt;V = (2\pi\Omega^2)&lt;/math&gt;
| 17
| &lt;math&gt;v&lt;/math&gt;
|-
| length  
| &lt;math&gt;L = (2\pi^2\Omega^2)&lt;/math&gt; 
| -13 = 8*9-17*5
| &lt;math&gt;l = \frac{r^9}{v^5}&lt;/math&gt;
|-
| ampere 
| &lt;math&gt;A = (\frac{2^7 \pi^3 \Omega^3}{a})&lt;/math&gt; 
| 3 = 17*3-8*6
| &lt;math&gt;\frac{v^3}{r^6}&lt;/math&gt;
|}


{| class=&quot;wikitable&quot;
|+ Table 4. Comparison; SI and θ
! constant
! θ (SI unit)
! MLTVA
! scalar r(8), v(17)
|-
| ''c'' 
| &lt;math&gt;\frac{m}{s}&lt;/math&gt; (-13+30 = {{font color|red|white|17}})
| ''c*'' = &lt;math&gt;V*v&lt;/math&gt; 
| {{font color|red|white|17}}
|-
| ''h'' 
| &lt;math&gt;\frac{kg \;m^2}{s}&lt;/math&gt; (15-26+30={{font color|red|white|19}})
| ''h*'' = &lt;math&gt;2 \pi M V L * \frac{r^{13}}{v^5}&lt;/math&gt; 
| 8*13-17*5={{font color|red|white|19}}
|-
| ''G''
| &lt;math&gt;\frac{m^3}{kg \;s^2}&lt;/math&gt; (-39-15+60={{font color|red|white|6}})
| ''G*'' = &lt;math&gt;\frac{V^2 L}{M} * \frac{r^5}{v^2}&lt;/math&gt; 
| 8*5-17*2={{font color|red|white|6}}
|-
| ''e'' 
| &lt;math&gt;C = A s&lt;/math&gt; (3-30={{font color|red|white|-27}})
| ''e*'' = &lt;math&gt;A T * \frac{r^3}{v^3}&lt;/math&gt; 
| 8*3-17*3={{font color|red|white|-27}}
|-
| ''k&lt;sub&gt;B&lt;/sub&gt;'' 
| &lt;math&gt;\frac{kg \;m^2}{s^2 \;K}&lt;/math&gt; (15-26+60-20={{font color|red|white|29}})
| ''k&lt;sub&gt;B&lt;/sub&gt;*'' = &lt;math&gt;\frac{2 \pi V M}{A} * \frac{r^{10}}{v^3}&lt;/math&gt; 
| 8*10-17*3={{font color|red|white|29}}
|-
| ''μ&lt;sub&gt;0&lt;/sub&gt;'' 
| &lt;math&gt;\frac{kg \;m}{s^2 \;A^2}&lt;/math&gt; (15-13+60-6={{font color|red|white|56}})
| ''μ&lt;sub&gt;0&lt;/sub&gt;*'' = &lt;math&gt;\frac{4 \pi V^2 M}{a L A^2} * r^7&lt;/math&gt; 
| 8*7={{font color|red|white|56}}
|}


====CODATA 2014====
Following the 26th General Conference on Weights and Measures ([[w:2019 redefinition of SI base units|2019 redefinition of SI base units]]) are fixed the numerical values of the 4 physical constants (''h, c, e, k&lt;sub&gt;B&lt;/sub&gt;''), consequently here we are using CODATA 2014 values. This is because only 2 dimensioned physical constants can be assigned exact values, once 2 constants (2 scalars) have been assigned values, then all other constants are defined by default. In CODATA 2014 2 constants have exact values; &lt;math&gt;c&lt;/math&gt; and the [[w:Vacuum permeability | vacuum permeability]] &lt;math&gt;\mu_0&lt;/math&gt;. 


=== Dimensionless f(x) ===
From our unit number relationship we can build a generic dimensionless formula f&lt;sub&gt;x&lt;/sub&gt;;

&lt;math&gt;f_x = \frac{kg^9 s^{11}}{m^{15}} = \frac{(\frac{r^4}{v})^9 (\frac{r^9}{v^6})^{11}}{(\frac{r^9}{v^5})^{15}} = 1&lt;/math&gt;

This f&lt;sub&gt;x&lt;/sub&gt;, although embedded within it are the dimensioned structures for mass, time and length (in the above ratio), according to the scalars it would be a dimensionless mathematical structure, units = 1. Thus we may create as much mass, time and length as we wish, the only proviso being that they are created in f&lt;sub&gt;x&lt;/sub&gt; style ratios, so that regardless of how massive, old and large our universe becomes, it is still in sum total dimensionless. 

Defining the dimensioned quantities ''r'', ''v'' in SI unit terms.

:&lt;math&gt;r = (\frac{kg\;m}{s})^{1/4}&lt;/math&gt;

:&lt;math&gt;v = \frac{m}{s}&lt;/math&gt;


Mass
:&lt;math&gt;\frac{r^4}{v} = (\frac{kg\;m}{s})\;(\frac{s}{m}) = kg&lt;/math&gt;


Length
:&lt;math&gt;(r^9)^4 = \frac{kg^9\;m^9}{s^9} &lt;/math&gt;

:&lt;math&gt;(\frac{1}{v^5})^4 = \frac{s^{20}}{m^{20}}&lt;/math&gt;

:&lt;math&gt;(\frac{r^9}{v^5})^4 = \frac{kg^9 s^{11}}{m^{11}} = m^4 \frac{kg^9 s^{11}}{m^{15}} = m^4 f_x = m^4&lt;/math&gt;


Time
:&lt;math&gt;(r^9)^4 = \frac{kg^9\;m^9}{s^9} &lt;/math&gt;

:&lt;math&gt;(\frac{1}{v^6})^4 = \frac{s^{24}}{m^{24}}&lt;/math&gt;

:&lt;math&gt;(\frac{r^9}{v^6})^4 = \frac{kg^9 s^{15}}{m^{15}} = s^4 \frac{kg^9 s^{11}}{m^{15}} = s^4 f_x = s^4&lt;/math&gt;


We may note that at the macro-level (of planets and stars) these f&lt;sub&gt;x&lt;/sub&gt; ratio are not found, and so this level is the domain of the observed physical universe, however at the quantum level, f&lt;sub&gt;x&lt;/sub&gt; ratio do appear, ψ&lt;sub&gt;electron&lt;/sub&gt; is an example, the mathematical and physical domains then blurring. This would also explain why physics can measure precisely the parameters of the electron (wavelength, mass ...), but has never found the electron itself.


=== Fine structure constant ===
Classically the fine structure constant can be expressed by this formula.

:&lt;math&gt;\frac{2 h}{\mu_0 e^2 c} = \color{red}\alpha^{-1} \color{black}&lt;/math&gt;


If we insert the geometrical analogues in this formula then alpha emerges, units and scalars cancel, serving to validate the unit number relationship and the geometries.

:&lt;math&gt;\frac{2 (h^*)}{(\mu_0^*) (e^*)^2 (c^*)} = 2({2^3 \pi^4 \Omega^4})/(\frac{a}{2^{11} \pi^5 \Omega^4})(\frac{2^{7} \pi^4 \Omega^3}{a})^2(2 \pi \Omega^2) = 
 \color{red}a \color{black}&lt;/math&gt;

:&lt;math&gt;units \;\frac{u^{19}}{u^{56} (u^{-27})^2 u^{17}} = 1&lt;/math&gt;

:&lt;math&gt;scalars \;(\frac{r^{13}}{v^5})(\frac{1}{r^7})(\frac{v^6}{r^6})(\frac{1}{v}) = 1&lt;/math&gt;

Thus proving that &lt;math&gt; \color{red}\alpha\color{black} = \color{red}\alpha \color{black}&lt;/math&gt;


=== Electron formula ===
{{main|User:Platos Cave (physics)/Simulation_Hypothesis/Electron (mathematical)}}
The ''electron object'' (''formula ψ'') is a mathematical particle (units and scalars cancel). 

:&lt;math&gt;\psi = 4\pi^2(2^6 3 \pi^2 a \Omega^5)^3 = .23895453...x10^{23}&lt;/math&gt; units = 1


In this example, embedded within the electron are the objects for charge, length and time ALT. AL as an ampere-meter (ampere-length) are the units for a [[w:magnetic monopole | magnetic monopole]].

:&lt;math&gt;T = \pi \frac{r^9}{v^6},\; u^{-30}&lt;/math&gt;

:&lt;math&gt;\sigma_{e} = \frac{3 a^2 A L}{2\pi^2} = {2^7 3 \pi^3 a \Omega^5}\frac{r^3}{v^2},\; u^{-10}&lt;/math&gt;

:&lt;math&gt;\psi = \frac{\sigma_{e}^3}{2 T} = \frac{(2^7 3 \pi^3 a \Omega^5)^3}{2\pi},\; units = \frac{(u^{-10})^3}{u^{-30}} = 1, scalars = (\frac{r^3}{v^2})^3 \frac{v^6}{r^9} = 1&lt;/math&gt;


Associated with the electron are dimensioned parameters, these parameters however are a function of the MLTA units, the formula ψ dictating the frequency of these units.

[[w:electron mass | electron mass]]     &lt;math&gt;m_e^* = \frac{M}{\psi}&lt;/math&gt; (M as [[w:Planck mass | Planck mass]] = &lt;math&gt;\frac{r^4}{v})&lt;/math&gt; 

[[w:Compton wavelength | electron wavelength]] &lt;math&gt;\lambda_e^* = 2\pi L \psi&lt;/math&gt; (L as [[w:Planck length | Planck length]] = &lt;math&gt;2\pi\Omega^2\frac{r^9}{v^5})&lt;/math&gt;

[[w:elementary charge | elementary charge]]    &lt;math&gt;e^* = A\;T&lt;/math&gt; (T as [[w:Planck time | Planck time]]) = &lt;math&gt;\frac{2^7 \pi^4 \Omega^3}{\alpha}\frac{r^3}{v^3}&lt;/math&gt; 

[[w:Rydberg constant | Rydberg constant]] &lt;math&gt;R^* = (\frac{m_e}{4 \pi L a^2 M}) = \frac{1}{2^{23} 3^3 \pi^{11} a^5 \Omega^{17}}\frac{v^5}{r^9}\;u^{13}&lt;/math&gt; 


=== Omega ===
There is a natural number solution for Ω that is a square root implying that Ω can have a plus or a minus solution, and this agrees with the requirements of this theory (in the mass domain Ω occurs as Ω&lt;sup&gt;2&lt;/sup&gt; = plus only, in the charge domain Ω occurs as Ω&lt;sup&gt;3&lt;/sup&gt; = can be plus or minus; see [[v:User:Platos_Cave_(physics)/Simulation_Hypothesis/Sqrt_Planck_momentum | sqrt(momentum)]]). 

:&lt;math&gt;\Omega = \sqrt{ \left(\pi^e e^{(1-e)}\right)}  = 2.007\;134\;9543... &lt;/math&gt;

As we saw in table 1., Omega occurs within a base-15 geometry &lt;ref&gt;https://simulationuniverse.org/article-1b_tau_function.html Omega and the sub Planck scale&lt;/ref&gt;. 


=== Dimensionless combinations ===
According to the unit number relationship, we can also combine the physical constants in combinations where the unit numbers cancel, in this model these combinations are dimensionless, however they still retain SI units. If the model is correct (if the combinations are dimensionless) then the scalars will also have cancelled and numerically the solutions using CODATA and Geometrical objects will approach equality (barring uncertainties). These combinations can be used to test the veracity of the MLTA geometries as natural Planck units.


Example:

:&lt;math&gt;\frac{(h^*)^3}{(e^*)^{13} (c^*)^{24}} = (2^3 \pi^4 \Omega^4 \frac{r^{13}}{v^5})^3/(\frac{2^7 \pi^4 \Omega^3 r^3}{\alpha v^3})^7.(2\pi\Omega^2 v)^{24} = \frac{\alpha^{13}}{2^{106} \pi^{64} (\color{red}\Omega^{15})^5\color{black}} = &lt;/math&gt; {{font color|green|yellow| '''0.228 473 759... 10&lt;sup&gt;-58&lt;/sup&gt;'''}}

:&lt;math&gt;\frac{h^3}{e^{13} c^{24}} =&lt;/math&gt; {{font color|green|yellow| '''0.228 473 639... 10&lt;sup&gt;-58&lt;/sup&gt;'''}}, units = &lt;math&gt;\frac{kg^3 s^8}{m^{18} A^{13}}&lt;/math&gt;, units = 1 (15*3-30*8+13*18-3*13 = 0)

 The geometry &lt;math&gt;\color{red}(\Omega^{15})^n\color{black}&lt;/math&gt; (integer n ≥ 0) is common to all ratios where units and scalars cancel (i.e.: only combinations with &lt;math&gt;\Omega^0, \Omega^{15}, \Omega^{30}, \Omega^{45}&lt;/math&gt;... will be dimensionless). Note also, the most precise correlations are those using the most precisely known constants.


{| class=&quot;wikitable&quot;
|+Table 5. Dimensionless combinations
! CODATA 2014 mean
! (α, Ω) mean
! units = 1
! scalars = 1
|-
| &lt;math&gt;\frac{k_B e c}{h} =&lt;/math&gt; {{font color|green|yellow|'''1.000 8254'''}}
| &lt;math&gt;\frac{(k_B^*) (e^*) (c^*)}{(h^*)}&lt;/math&gt; = {{font color|green|yellow|'''1.0'''}}
| &lt;math&gt;\frac{ (u^{29}) (u^{-27}) (u^{17}) }{ (u^{19}) } = 1&lt;/math&gt;
| &lt;math&gt;(\frac{r^{10}}{v^3}) (\frac{r^3}{v^3}) (v) / (\frac{r^{13}}{v^5}) = 1&lt;/math&gt;
|-
| &lt;math&gt;\frac{h^3}{e^{13} c^{24}} =&lt;/math&gt; {{font color|green|yellow| '''0.228 473 639... 10&lt;sup&gt;-58&lt;/sup&gt;'''}}
| &lt;math&gt;\frac{(h^*)^3}{(e^*)^{13} (c^*)^{24}} = \frac{\alpha^{13}}{2^{106} \pi^{64} (\color{red}\Omega^{15})^5\color{black}} =&lt;/math&gt; {{font color|green|yellow| '''0.228 473 759... 10&lt;sup&gt;-58&lt;/sup&gt;'''}}
| &lt;math&gt;\frac{(u^{19})^{3}}{(u^{-27})^{13} (u^{17})^{24}} = 1&lt;/math&gt;
| &lt;math&gt;(\frac{r^{13}}{v^5})^3 / (\frac{r^3}{v^3})^{13} (v^{24}) = 1&lt;/math&gt;
|-
| &lt;math&gt;\frac{c^9 e^4}{m_e^3} =&lt;/math&gt; {{font color|green|yellow| '''0.170 514 342... 10&lt;sup&gt;92&lt;/sup&gt;'''}}
| &lt;math&gt;\frac{(c^*)^9 (e^*)^4}{(m_e^*)^3} = 2^{97} \pi^{49} 3^9 \alpha^5 (\color{red}\Omega^{15})^5\color{black}=&lt;/math&gt; {{font color|green|yellow| '''0.170 514 368... 10&lt;sup&gt;92&lt;/sup&gt;'''}}
| &lt;math&gt;\frac{ (u^{29}) (u^{-27}) (u^{17}) }{ (u^{19}) } = 1&lt;/math&gt;
| &lt;math&gt;(v^9) (\frac{r^3}{v^3})^4 / (\frac{r^4}{v})^3 = 1&lt;/math&gt; 
|-
| &lt;math&gt;\frac{k_B}{e^2 m_e c^4} =&lt;/math&gt; {{font color|green|yellow| '''73 095 507 858.'''}}
| &lt;math&gt;\frac{(k_B^*)}{(e^*)^2 (m_e^*) (c^*)^4} = \frac{3^3 \alpha^6}{2^3 \pi^5} =&lt;/math&gt; {{font color|green|yellow| '''73 035 235 897.'''}} 
| &lt;math&gt;\frac{(u^{29})}{(u^{-27})^2 (u^{15}) (u^{17})^4} = 1&lt;/math&gt;
| &lt;math&gt;(\frac{r^{10}}{v^3}) / (\frac{r^3}{v^3})^2 (\frac{r^4}{v}) (v)^4 = 1&lt;/math&gt;
|}


=== Derivation via CODATA ===
In this section, we show how to numerically solve the least precise dimensioned physical constants (''G'', ''h'', ''e'', ''m''&lt;sub&gt;e&lt;/sub&gt;, ''k''&lt;sub&gt;B&lt;/sub&gt; ...) in terms of the 3 most precise dimensioned physical constants); [[w:Speed of light | speed of light]] '''c''' (exact value), [[w:Vacuum permeability | vacuum permeability]] '''μ&lt;sub&gt;0&lt;/sub&gt;''' (exact value), [[w:Rydberg constant | Rydberg constant]] '''R''' (12-13 digits). 


We first look for combinations in which the unit numbers are equal, and then add dimensionless numbers as required. For example;
:&lt;math&gt;{(h^*)}^3 = (2^3 \pi^4 \Omega^4 \frac{r^{13} u^{19}}{v^5})^3 = \frac{3^{19} \pi^{12} \Omega^{12} r^{39}u^{57}}{v^{15}},\; \theta = 57&lt;/math&gt;

:&lt;math&gt;\frac{2\pi^{10} {(\mu_0^*)}^3} {3^6 {(c^*)}^5 \alpha^{13} {(R^*)}^2} = \frac{3^{19} \pi^{12} \Omega^{12} r^{39} u^{57}}{v^{15}},\; \theta = 57&lt;/math&gt;


We then replace the geometrical with the SI (''c'', ''μ&lt;sub&gt;0&lt;/sub&gt;'', ''R'') 

&lt;math&gt;{(h^*)}^3 = \frac{2\pi^{10} {\mu_0}^3} {3^6 {c}^5 a^{13} {R}^2}&lt;/math&gt;


{| class=&quot;wikitable&quot;
|+Table 7. R, c, μ&lt;sub&gt;0&lt;/sub&gt;, a ... 
! constant
! formula*
! θ
! Units
|-
| [[w:Planck constant | Planck constant]]
| &lt;math&gt;{(h^*)}^3 = \frac{2\pi^{10} {\mu_0}^3} {3^6 {c}^5 a^{13} {R}^2}&lt;/math&gt;
| &lt;math&gt;\frac{kg^3}{A^6 s}&lt;/math&gt;, 15*3-3*6+30 = {{font color|red|white|57}}
| &lt;math&gt;\frac{kg \;m^2}{s}&lt;/math&gt;, θ = 15-13*2+30 = {{font color|red|white|19}}
|-
| [[w:Gravitational constant | Gravitational constant]]
| &lt;math&gt;{(G^*)}^5 = \frac{\pi^3 {\mu_0}}{2^{20} 3^6 a^{11} {R}^2}&lt;/math&gt;
| &lt;math&gt;\frac{kg\; m^3}{A^2 s^2}&lt;/math&gt;, 15-13*3-3*2+30*2 = {{font color|red|white|30}}
| &lt;math&gt;\frac{m^3}{kg \;s^2}&lt;/math&gt;, θ = -13*3-15+30*2 = {{font color|red|white|6}}
|-
| [[w:Elementary charge | Elementary charge]]
| &lt;math&gt;{(e^*)}^3 = \frac{4 \pi^5}{3^3 {c}^4 a^8 {R}}&lt;/math&gt;
| &lt;math&gt;\frac{s^3}{m^3}&lt;/math&gt;, -30*4+13*3 = {{font color|red|white|-81}}
| &lt;math&gt;A s&lt;/math&gt;, θ = 3-30 = {{font color|red|white|-27}}
|-
| [[w:Boltzmann constant | Boltzmann constant]]
| &lt;math&gt;{(k_B^*)}^3 = \frac{\pi^5 {\mu_0}^3}{3^3 2 {c}^4 a^5 {R}}&lt;/math&gt;
| &lt;math&gt;\frac{kg^3}{s^2 A^6}&lt;/math&gt;, 15*3+30*2-3*6 = {{font color|red|white|87}}
| &lt;math&gt;\frac{kg \;m^2}{s^2 \;K}&lt;/math&gt;, θ = 15-26+60-20 = {{font color|red|white|29}}
|-
| [[w:Electron mass | Electron mass]]
| &lt;math&gt;{(m_e^*)}^3 = \frac{16 \pi^{10} {R} {\mu_0}^3}{3^6 {c}^8 a^7}&lt;/math&gt;
| &lt;math&gt;\frac{kg^3 s^2}{m^6 A^6}&lt;/math&gt;, 15*3-30*2+13*6-3*6 = {{font color|red|white|45}}
| &lt;math&gt;kg&lt;/math&gt;, θ = {{font color|red|white|15}}
|-
| [[w:Planck length | Planck length]]
| &lt;math&gt;({l_p^*})^{15} = \frac{\pi^{22} {\mu_0}^9}{2^{35} 3^{24} a^{49} c^{35} R^8}&lt;/math&gt;
| &lt;math&gt;\frac{kg^9 s^{17}}{m^{18}A^{18}}&lt;/math&gt;, 15*9-30*17+13*18-3*18 = {{font color|red|white|-195}}
| &lt;math&gt;m&lt;/math&gt;, θ = {{font color|red|white|-13}}
|-
| [[w:Planck mass | Planck mass]]
| &lt;math&gt;({m_P^*})^{15} = \frac{2^{25} \pi^{13} {\mu_0}^6}{3^6 c^5 a^{16} R^2}&lt;/math&gt;
| u = &lt;math&gt;\frac{kg^6 m^3}{s^7 A^{12}}&lt;/math&gt;, 15*6-13*3+30*7-3*12 = {{font color|red|white|225}}
| &lt;math&gt;kg&lt;/math&gt;, θ = {{font color|red|white|15}}
|}


=== Table of Constants ===
note: &lt;math&gt;\color{red}(u^{15})^n\color{black}&lt;/math&gt; constants have no Omega term.

{| class=&quot;wikitable&quot;
|+Table 9. Dimensioned constants; geometrical vs CODATA 2014
! Constant
! In Planck units
! Geometrical object
! SI calculated (r, v, Ω, α&lt;sup&gt;*&lt;/sup&gt;)
! SI CODATA 2014 &lt;ref&gt;[http://www.codata.org/] | CODATA, The Committee on Data for Science and Technology | (2014)&lt;/ref&gt;
|-
| [[w:Speed of light | Speed of light]]
| V
|  &lt;math&gt;c^* = (2\pi\Omega^2)v,\;u^{17} &lt;/math&gt; 
| ''c&lt;sup&gt;*&lt;/sup&gt;'' = 299 792 458, unit = u&lt;sup&gt;17&lt;/sup&gt; 
| ''c'' =  299 792 458 (exact)
|-
| [[w:Fine structure constant | Fine structure constant]]
|  
| 
| ''α&lt;sup&gt;*&lt;/sup&gt;'' = 137.035 999 139 (mean)
| ''α'' = 137.035 999 139(31)
|-
| [[w:Rydberg constant | Rydberg constant]]
| &lt;math&gt;R^* = (\frac{m_e}{4 \pi L \alpha^2 M})&lt;/math&gt;  
| &lt;math&gt;R^* = \frac{1}{2^{23} 3^3 \pi^{11} \alpha^5 \Omega^{17}}\frac{v^5}{r^9},\;u^{13} &lt;/math&gt; 
| ''R&lt;sup&gt;*&lt;/sup&gt;'' = 10 973 731.568 508, unit = u&lt;sup&gt;13&lt;/sup&gt;  
| ''R'' = 10 973 731.568 508(65)
|-
| [[w:Vacuum permeability | Vacuum permeability]]
| &lt;math&gt;\mu_0^* = \frac{4 \pi V^2 M}{\alpha L A^2}&lt;/math&gt; 
| &lt;math&gt;\mu_0^* = \frac{\alpha}{2^{11} \pi^5 \Omega^4} r^7,\; u^{56}&lt;/math&gt;
| ''μ&lt;sub&gt;0&lt;/sub&gt;&lt;sup&gt;*&lt;/sup&gt;'' = 4π/10^7, unit = u&lt;sup&gt;56&lt;/sup&gt; 
| ''μ&lt;sub&gt;0&lt;/sub&gt;'' = 4π/10^7 (exact)
|-
| [[w:Vacuum permittivity | Vacuum permittivity]]
| &lt;math&gt;\epsilon_0^* = \frac{1}{\mu_0^* (c^*)^2}&lt;/math&gt; 
| &lt;math&gt;\epsilon_0^* = \frac{2^9 \pi^3}{\alpha}\frac{1}{r^7 v^2},\; \color{red}1/(u^{15})^6\color{black} = u^{-90}&lt;/math&gt;
|  
|
|-
| [[w:Planck constant | Planck constant]]
| &lt;math&gt;h^* = 2 \pi M V L&lt;/math&gt;
| &lt;math&gt;h^* = 2^3 \pi^4 \Omega^4 \frac{r^{13}}{v^5},\; u^{19}&lt;/math&gt;
| ''h&lt;sup&gt;*&lt;/sup&gt;'' = 6.626 069 134 e-34, unit = u&lt;sup&gt;19&lt;/sup&gt; 
| ''h'' = 6.626 070 040(81) e-34
|-
| [[w:Gravitational constant | Gravitational constant]]
| &lt;math&gt;G^* = \frac{V^2 L}{M}&lt;/math&gt;
| &lt;math&gt;G^* = 2^3 \pi^4 \Omega^6 \frac{r^5}{v^2},\; u^{6}&lt;/math&gt; 
| ''G&lt;sup&gt;*&lt;/sup&gt;'' =  6.672 497 192 29 e11, unit = u&lt;sup&gt;6&lt;/sup&gt;
| ''G'' = 6.674 08(31) e-11
|-
| [[w:Elementary charge | Elementary charge]]
| &lt;math&gt;e^* = A T&lt;/math&gt;
| &lt;math&gt;e^* = \frac{2^7 \pi^4 \Omega^3}{\alpha}\frac{r^3}{v^3},\; u^{-27}&lt;/math&gt;
| ''e&lt;sup&gt;*&lt;/sup&gt;'' = 1.602 176 511 30 e-19, unit = u&lt;sup&gt;-27&lt;/sup&gt;
| ''e'' = 1.602 176 620 8(98) e-19
|-
| [[w:Boltzmann constant | Boltzmann constant]]
| &lt;math&gt;k_B^* = \frac{2 \pi V M}{A}&lt;/math&gt; 
| &lt;math&gt;k_B^* = \frac{\alpha}{2^5 \pi \Omega} \frac{r^{10}}{v^3},\; u^{29}&lt;/math&gt; 
| ''k&lt;sub&gt;B&lt;/sub&gt;&lt;sup&gt;*&lt;/sup&gt;'' = 1.379 510 147 52 e-23, unit = u&lt;sup&gt;29&lt;/sup&gt;
| ''k&lt;sub&gt;B&lt;/sub&gt;'' = 1.380 648 52(79) e-23
|-
| [[w:Electron mass | Electron mass]]
| 
| &lt;math&gt;m_e^* = \frac{M}{\psi},\; u^{15}&lt;/math&gt; 
| ''m&lt;sub&gt;e&lt;/sub&gt;&lt;sup&gt;*&lt;/sup&gt;'' = 9.109 382 312 56 e-31, unit = u&lt;sup&gt;15&lt;/sup&gt;
| ''m&lt;sub&gt;e&lt;/sub&gt;'' = 9.109 383 56(11) e-31
|-
| [[w:Classical electron radius | Classical electron radius]]
|  
| &lt;math&gt;\lambda_e^* = 2\pi L \psi,\; u^{-13}&lt;/math&gt;  
| ''λ&lt;sub&gt;e&lt;/sub&gt;&lt;sup&gt;*&lt;/sup&gt;'' = 2.426 310 2366 e-12, unit = u&lt;sup&gt;-13&lt;/sup&gt;
| ''λ&lt;sub&gt;e&lt;/sub&gt;'' = 2.426 310 236 7(11) e-12
|-
| [[w:Planck temperature | Planck temperature]]
| &lt;math&gt;T_p^* = \frac{A V}{\pi}&lt;/math&gt;
| &lt;math&gt;T_p^* = \frac{2^7 \pi^3 \Omega^5}{\alpha} \frac{v^4}{r^6} ,\; u^{20} &lt;/math&gt;
| ''T&lt;sub&gt;p&lt;/sub&gt;&lt;sup&gt;*&lt;/sup&gt;'' =  1.418 145 219 e32, unit = u&lt;sup&gt;20&lt;/sup&gt;
| ''T&lt;sub&gt;p&lt;/sub&gt;'' = 1.416 784(16) e32
|-
| [[w:Planck mass | Planck mass]]
| M
| &lt;math&gt;m_P^* = (1)\frac{r^4}{v} ,\; \color{red}\color{red}(u^{15})^1\color{black}&lt;/math&gt;
| ''m&lt;sub&gt;P&lt;/sub&gt;&lt;sup&gt;*&lt;/sup&gt;'' =  .217 672 817 580 e-7, unit = u&lt;sup&gt;15&lt;/sup&gt; 
| ''m&lt;sub&gt;P&lt;/sub&gt;'' = .217 647 0(51) e-7
|-
| [[w:Planck length | Planck length]]
| L
| &lt;math&gt;l_p^* = (2\pi^2\Omega^2)\frac{r^9}{v^5},\;u^{-13} &lt;/math&gt; 
| ''l&lt;sub&gt;p&lt;/sub&gt;&lt;sup&gt;*&lt;/sup&gt;'' = .161 603 660 096 e-34, unit = u&lt;sup&gt;-13&lt;/sup&gt;
| ''l&lt;sub&gt;p&lt;/sub&gt;'' = .161 622 9(38) e-34
|-
| [[w:Planck time | Planck time]]
| T
| &lt;math&gt;t_p^* = (\pi)\frac{r^9}{v^6} ,\; \color{red}\color{red}1/(u^{15})^2\color{black} &lt;/math&gt;
| ''t&lt;sub&gt;p&lt;/sub&gt;&lt;sup&gt;*&lt;/sup&gt;'' = 5.390 517 866 e-44, unit = u&lt;sup&gt;-30&lt;/sup&gt;
| ''t&lt;sub&gt;p&lt;/sub&gt;'' = 5.391 247(60) e-44
|-
| [[w:Ampere | Ampere]]
| &lt;math&gt;A = \frac{16 V^3}{\alpha P^3}&lt;/math&gt;
| &lt;math&gt;A^* = \frac{2^7\pi^3\Omega^3}{\alpha}\frac{v^3}{r^6} ,\; u^3 &lt;/math&gt;
| A&lt;sup&gt;*&lt;/sup&gt; = 0.297 221 e25, unit = u&lt;sup&gt;3&lt;/sup&gt;
| ''e/t&lt;sub&gt;p&lt;/sub&gt;'' = 0.297 181 e25 
|-
| [[w:Quantum Hall effect | Von Klitzing constant ]]
| &lt;math&gt;R_K^* = (\frac{h}{e^2})^*&lt;/math&gt;  
|  &lt;math&gt;R_K^* = \frac{\alpha^2}{2^{11} \pi^4 \Omega^2} r^7 v ,\; u^{73}&lt;/math&gt; 
| ''R&lt;sub&gt;K&lt;/sub&gt;&lt;sup&gt;*&lt;/sup&gt;'' = 25812.807 455 59, unit = u&lt;sup&gt;73&lt;/sup&gt;
| ''R&lt;sub&gt;K&lt;/sub&gt;'' = 25812.807 455 5(59)
|-
| [[w:Gyromagnetic ratio | Gyromagnetic ratio]]
| 
| &lt;math&gt;\gamma_e/2\pi = \frac{g l_p^* m_P^*}{2 k_B^* m_e^*},\; unit = u^{-42}&lt;/math&gt;  
| ''γ&lt;sub&gt;e&lt;/sub&gt;/2π&lt;sup&gt;*&lt;/sup&gt;'' = 28024.953 55, unit = u&lt;sup&gt;-42&lt;/sup&gt;
| ''γ&lt;sub&gt;e&lt;/sub&gt;/2π'' = 28024.951 64(17) 
|}
 

=== Scalars (general)===

:&lt;math&gt;M = m_P = (1)k;\; k = m_P = .217\;672\;817\;58... \;10^{-7},\; u^{15}\; (kg)&lt;/math&gt;

:&lt;math&gt;T = t_p = {\pi}t;\; t = \frac{t_p}{\pi} = .171\;585\;512\;84... 10^{-43},\; u^{-30}\; (s)&lt;/math&gt;

:&lt;math&gt;L = l_p = {2\pi^2\Omega^2}l;\; l = \frac{l_p}{2\pi^2\Omega^2} = .203\;220\;869\;48... 10^{-36},\; u^{-13}\; (m)&lt;/math&gt;

:&lt;math&gt;V = c = {2\pi\Omega^2}v;\; v = \frac{c}{2\pi\Omega^2} = 11\;843\;707.905... ,\; u^{17}\; (m/s)&lt;/math&gt;

:&lt;math&gt;A = e/t_p = (\frac{2^7 \pi^3 \Omega^3}{a})q = .126\;918\;588\;59... 10^{23},\; u^{3}\; (A)&lt;/math&gt;


===== MT to LPVA =====

In this example LPVA are derived from MT. The formulas for MT;

:&lt;math&gt;M = (1)k,\; unit = u^{15}&lt;/math&gt;

:&lt;math&gt;T = (\pi) t,\; unit = u^{-30}&lt;/math&gt;

Replacing scalars ''pvlq'' with ''kt''

:&lt;math&gt;P = (\Omega)\;\frac{k^{12/15}}{t^{2/15}},\; unit = u^{12/15*15-2/15*(-30)=16}&lt;/math&gt;

:&lt;math&gt;V = \frac{2 \pi P^2}{M} = (2 \pi \Omega^2)\; \frac{k^{9/15}}{t^{4/15}},\; unit = u^{9/15*15-4/15*(-30)=17}  &lt;/math&gt;

:&lt;math&gt;L = T V = (2 \pi^2 \Omega^2) \; k^{9/15} t^{11/15},\; unit = u^{9/15*15+11/15*(-30)=-13}&lt;/math&gt;

:&lt;math&gt;A = \frac{2^4 V^3}{a P^3} = \left(\frac{2^7 \pi^3 \Omega^3}{a}\right)\; \frac{1}{k^{3/5} t^{2/5}},\; unit = 

u^{9/15*(-15)+6/15*30=3}    &lt;/math&gt;


===== PV to MTLA =====

In this example MLTA are derived from PV. The formulas for PV; 

:&lt;math&gt;P = (\Omega)p,\; unit = u^{16}&lt;/math&gt;

:&lt;math&gt;V = (2\pi\Omega^2)v,\; unit = u^{17}&lt;/math&gt;

Replacing scalars ''kltq'' with ''pv''

:&lt;math&gt;M = \frac{2\pi P^2}{V} = (1)\frac{p^2}{v},\; unit = u^{16*2-17=15} &lt;/math&gt;

:&lt;math&gt;T = (\pi) \frac{p^{9/2}}{v^6},\; unit = u^{16*9/2-17*6=-30} &lt;/math&gt;

:&lt;math&gt;L = T V = (2\pi^2\Omega^2)\frac{p^{9/2}}{v^5},\; unit = u^{16*9/2-17*5=-13}&lt;/math&gt;

:&lt;math&gt;A = \frac{2^4 V^3}{a P^3} = (\frac{2^7 \pi^3 \Omega^3}{a})\frac{v^3}{p^3},\; unit = u^{17*3-16*3=3}&lt;/math&gt;


==Article series==
The following are HTML transcripts of journal articles
* [[https://simulationuniverse.org/ simulationuniverse.org]]: Home page

===The 3 levels===
A model overview from the sub Planck scale to the container universe
* [[https://codingthecosmos.org/1a-CMB_from_Planck_unit_scaffolding.html 1a. Planck unit CMB.html]]: Part 1. A CMB from Planck units
* [[https://codingthecosmos.org/1b-Sub_Planck_scale_from_tau_loop.html  1b. The Minimal Complexity Algorithm of the Planck Scaffolding]]: Part 2. The sub-Planck scale and the tau-loop
* [[https://codingthecosmos.org/1c-the_Heavens_a_container_universe.html 1c. the Heavens.html]]: Part 3. The Heavens (the container universe)

===General articles===
* [[https://codingthecosmos.org/2-Relativity_as_mathematics_of_perspective.html 2-Relativity-hypersphere.html]]: Relativity as the mathematics of perspective 
* [[https://codingthecosmos.org/3-Gravity_via_n-body_particle_orbitals.html 3-Gravitational-orbitals.html]]: Gravity as sum of n-body rotating orbital particle-particle pairs
* [[https://codingthecosmos.org/4-Atomic-orbital_transition_using_Gravity_simulator.html 4-Atomic-orbitals.html]]: Atomic orbitals as single rotating orbital particle-particle pairs
* [[https://codingthecosmos.org/5-Atomic_transition_via_photon_orbital_hybrid.html 5-w_axis.html]]: Imaginary number axis (radiation domain)
* [[https://codingthecosmos.org/6-Natural_Planck_units_MTP_Fine_Structure_Constant_alpha.html 6-Physical-constant-anomalies.html]]: Derivation of the fine structure constant alpha from physical constant anomalies
* [[https://codingthecosmos.org/7-Mathematical_electron_magnetic_monopole-quarks.html 7-Monopole-quarks.html]]: Quarks as magnetic monopoles
* [[https://codingthecosmos.org/8-Holographic_universe_2D_plus_Compton_wavelength.html 8-Holographic-universe.html]]: Hypersphere surface as 2-D analogue

===Wiki series===
Introductions to principle concepts (for more detailed discussion see General articles)
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Electron_(mathematical)]]: Mathematical electron formula
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Gravity_via_Atomic_orbitals]]: Gravity as a function of atomic orbitals 
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Relativity]]: Relativity as a translation between 2 co-ordinate systems
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Planck_unit_scaffolding]]: CMB and a Planck unit universe scaffolding
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/Sqrt_Planck_momentum]]: Link between charge and mass
* [[User:Platos_Cave_(physics)/Simulation_Hypothesis/God_(programmer)]]: Introduction to a Planck scale Programmer God Simulation Hypothesis model

== References == 
{{Reflist}}


[[Category: Physics]]
[[Category: Philosophy of science]]
__INDEX__</text>
      <sha1>f2kseckxemxs0al1lxqpc258bqxd28k</sha1>
    </revision>
  </page>
  <page>
    <title>Talk:Characteristics of research</title>
    <ns>1</ns>
    <id>292528</id>
    <revision>
      <id>2834299</id>
      <parentid>2796375</parentid>
      <timestamp>2026-09-23T07:14:47Z</timestamp>
      <contributor>
        <username>~2026-51241-16</username>
        <id>3111483</id>
      </contributor>
      <comment>/* abaout characteristics of research */ new section</comment>
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      <text bytes="198" sha1="gop91ih5394nwkzt35mnsx6db0jrj1j" xml:space="preserve">== abaout characteristics of research ==
abaout characteristics of research [[Special:Contributions/~2026-51241-16|~2026-51241-16]] ([[User talk:~2026-51241-16|talk]]) 07:14, 23 September 2026 (UTC)</text>
      <sha1>gop91ih5394nwkzt35mnsx6db0jrj1j</sha1>
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    <revision>
      <id>2834300</id>
      <parentid>2834299</parentid>
      <timestamp>2026-09-23T07:16:19Z</timestamp>
      <contributor>
        <username>~2026-51241-16</username>
        <id>3111483</id>
      </contributor>
      <comment>/* abaout characteristics of research */ Reply</comment>
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      <text bytes="348" sha1="i4lz5j2exkuky7moy8rgxq175shu4al" xml:space="preserve">== abaout characteristics of research ==
abaout characteristics of research [[Special:Contributions/~2026-51241-16|~2026-51241-16]] ([[User talk:~2026-51241-16|talk]]) 07:14, 23 September 2026 (UTC)

:show me your discussion  [[Special:Contributions/~2026-51241-16|~2026-51241-16]] ([[User talk:~2026-51241-16|talk]]) 07:16, 23 September 2026 (UTC)</text>
      <sha1>i4lz5j2exkuky7moy8rgxq175shu4al</sha1>
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  </page>
  <page>
    <title>Talk:WikiJournal Preprints/Kinematics of the cuboctahedron</title>
    <ns>1</ns>
    <id>316686</id>
    <revision>
      <id>2834261</id>
      <parentid>2688810</parentid>
      <timestamp>2026-09-22T20:20:08Z</timestamp>
      <contributor>
        <username>OhanaUnited</username>
        <id>18921</id>
      </contributor>
      <comment>/* Peer review 1 */ new section</comment>
      <origin>2834261</origin>
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      <text bytes="2822" sha1="35pltbyaxabi2v1tnpxd9n9svoxhaqr" xml:space="preserve">{{#section-h:{{ARTICLEPAGENAMEE}}}}

== Peer review 1 ==
{{review
 |reviewer   = Trung Tuyen Truong
 |Q          =
 |affiliation= University of Oslo
 |link       = https://www.mn.uio.no/math/english/people/aca/tuyentt/
 |date       = 1 September 2026
 |text       = 
 In this paper, the author considers the question of transforming the  cuboctahedron (concerning only the vertices and edges, and not the surfaces) – sometimes subdivision is allowed – to other 3D shapes. 
 
Here are some comments which can help improve the paper: 
 
Many times the author mentions names of theoretical stuffs, e.g. pyritohedral symmetry of the icosahedron, and then refer to another link. While it is not advisable to include everything in the paper, for the convenience of readers the paper should be as self-contained as possible for the special situation dealt with in the paper. The same comment for sentences such as: “[[w:Topology|Topologically]] the transformation follows a [[w:Möbius strip|Möbius loop]]: it is an [[w:Orientable double cover|orientable double cover]] of the octahedron. [[w:Physics|Physically]] it is a [[w:spinor|spinor]].”  In these two sentences, there are many undefined terms, also a bit confusion. Before there, the “transformation” is understood as the movement from cuboctahedron, regular icosahedron, Jessen’s icosahedron and Regular octahedron, and again to cubotahedron cyclically. In these two sentences, the author seems to only mean the map from cuboctahedron.  The reader may wonder what can be said about the map from Cuboctahedron to Regular icosahedron, or from Jessen’s icosahedron to Regular octahedron. 
 
The legend for Figure 2 is too long. 
 
The author may explain what “Rigid-edge transformation” is. I understand that it means the lengths of the edges are fixed, but the positions can be changed, but it is better to make things unambiguous in a scientific paper.   
 
Similar for “elastic-edge transformation”. Again, “infinitesimal mobility”: what are the rules to perform this? 
 
Most importantly: while the author included animation (very helpful!) to illustrate the theoretical results, the actual theoretical content is referred to other places. The author should make this self-sufficient to some levels, and should provide some sketch of ideas for why the theoretical results mentioned in the paper should be true. Of course, since this is not a paper to be published in a journal, it should not be written in a very long and heavy style, but it still should provide enough ideas for readers to get away even if they do not look at the pointers. 
}} [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 20:20, 22 September 2026 (UTC)</text>
      <sha1>35pltbyaxabi2v1tnpxd9n9svoxhaqr</sha1>
    </revision>
    <revision>
      <id>2834262</id>
      <parentid>2834261</parentid>
      <timestamp>2026-09-22T20:21:56Z</timestamp>
      <contributor>
        <username>OhanaUnited</username>
        <id>18921</id>
      </contributor>
      <comment>/* Peer review 1 */ Qid</comment>
      <origin>2834262</origin>
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      <text bytes="2833" sha1="4uqq4l0b3at1z9j1pkmccx4ybm0tt9a" xml:space="preserve">{{#section-h:{{ARTICLEPAGENAMEE}}}}

== Peer review 1 ==
{{review
 |reviewer   = Trung Tuyen Truong
 |Q          = Q102397881
 |affiliation= University of Oslo
 |link       = https://www.mn.uio.no/math/english/people/aca/tuyentt/
 |date       = 1 September 2026
 |text       = 
 In this paper, the author considers the question of transforming the  cuboctahedron (concerning only the vertices and edges, and not the surfaces) – sometimes subdivision is allowed – to other 3D shapes. 
 
Here are some comments which can help improve the paper: 
 
Many times the author mentions names of theoretical stuffs, e.g. pyritohedral symmetry of the icosahedron, and then refer to another link. While it is not advisable to include everything in the paper, for the convenience of readers the paper should be as self-contained as possible for the special situation dealt with in the paper. The same comment for sentences such as: “[[w:Topology|Topologically]] the transformation follows a [[w:Möbius strip|Möbius loop]]: it is an [[w:Orientable double cover|orientable double cover]] of the octahedron. [[w:Physics|Physically]] it is a [[w:spinor|spinor]].”  In these two sentences, there are many undefined terms, also a bit confusion. Before there, the “transformation” is understood as the movement from cuboctahedron, regular icosahedron, Jessen’s icosahedron and Regular octahedron, and again to cubotahedron cyclically. In these two sentences, the author seems to only mean the map from cuboctahedron.  The reader may wonder what can be said about the map from Cuboctahedron to Regular icosahedron, or from Jessen’s icosahedron to Regular octahedron. 
 
The legend for Figure 2 is too long. 
 
The author may explain what “Rigid-edge transformation” is. I understand that it means the lengths of the edges are fixed, but the positions can be changed, but it is better to make things unambiguous in a scientific paper.   
 
Similar for “elastic-edge transformation”. Again, “infinitesimal mobility”: what are the rules to perform this? 
 
Most importantly: while the author included animation (very helpful!) to illustrate the theoretical results, the actual theoretical content is referred to other places. The author should make this self-sufficient to some levels, and should provide some sketch of ideas for why the theoretical results mentioned in the paper should be true. Of course, since this is not a paper to be published in a journal, it should not be written in a very long and heavy style, but it still should provide enough ideas for readers to get away even if they do not look at the pointers. 
}} [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 20:20, 22 September 2026 (UTC)</text>
      <sha1>4uqq4l0b3at1z9j1pkmccx4ybm0tt9a</sha1>
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  </page>
  <page>
    <title>User talk:Regliste</title>
    <ns>3</ns>
    <id>329060</id>
    <revision>
      <id>2834260</id>
      <parentid>2834222</parentid>
      <timestamp>2026-09-22T19:55:01Z</timestamp>
      <contributor>
        <username>OhanaUnited</username>
        <id>18921</id>
      </contributor>
      <comment>/* Email bounced */ Reply</comment>
      <origin>2834260</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5112" sha1="bxxstkupwgdywtqaficle8fa848d69l" xml:space="preserve">==Welcome==
{{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]],  Regliste!'''|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]].

Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple.

We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies.

To find your way around, check out:
&lt;!-- The Left column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Wikiversity:Introduction|Introduction to Wikiversity]]
* [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]]
* [[Wikiversity:Browse|Browse]] or visit an educational level portal:&lt;br&gt;[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]]
* [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu
&lt;/div&gt;
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* Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]]
* Learn [[Help:How to write an educational resource|how to write an educational resource]]
* Find out about [[Wikiversity:Research|research]] activities
* Give [[Wikiversity:Feedback|feedback]] about your observations
* Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]]
&lt;/div&gt;
&lt;br clear=&quot;both&quot;/&gt;

To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]].

See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 10:27, 14 April 2026 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}

:Thanks @[[User:Jtneill|Jtneill]] :) [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 17:14, 3 May 2026 (UTC)

== Email bounced ==

Hi, I tried to email you several times regarding your [[WikiJournal Preprints/Pentagram map|pentagram map]] to see if you have finished your revisions (as well as on [[WikiJournal Preprints/Kinematics of the cuboctahedron|Kinematics of the cuboctahedron]]) but your email bounced. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 17:15, 10 August 2026 (UTC)

:Hi @[[User:OhanaUnited|OhanaUnited]], I'm sorry to hear about that, I don't know what happened with my email address. I'll try to write you an email, if it doesn't work well we can continue the discussion here?
:I'm over for the pentagram map article. I'd just want to add an &quot;acknowledgment&quot; section, should I do it now? [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 22:24, 13 August 2026 (UTC)
::Hello @[[User:OhanaUnited|OhanaUnited]],
::I don't know if you received my email from the 20 of August, but I haven't receive a reply from you. I'm done with the pentagram map article, just need to add the acknowledgment section. Should I do it before or after publishing ?
::Sorry for hurrying you, but I have a conference soon and I would prefer the paper to be officially published soon, if possible...
::Best regards, [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 10:22, 6 September 2026 (UTC)
:::I added an [[WikiJournal Preprints/Pentagram map#Acknowledgments|acknowledgments]] section, if it's too early I can remove it to put it later. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 14:04, 6 September 2026 (UTC)
::::Hello @[[User:OhanaUnited|OhanaUnited]], little ping if you have time. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 13:25, 18 September 2026 (UTC)
:::::Sorry, but ping again @[[User:OhanaUnited|OhanaUnited]]. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 09:48, 22 September 2026 (UTC)
::::::Thanks for the reminders. I have replied to you. Not an issue with the acknowledgement section. Just let me know once you have put your finishing touches on [[WikiJournal Preprints/Pentagram map]]. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 19:55, 22 September 2026 (UTC)</text>
      <sha1>bxxstkupwgdywtqaficle8fa848d69l</sha1>
    </revision>
    <revision>
      <id>2834264</id>
      <parentid>2834260</parentid>
      <timestamp>2026-09-22T20:38:01Z</timestamp>
      <contributor>
        <username>Regliste</username>
        <id>3029369</id>
      </contributor>
      <comment>/* Email bounced */ Reply</comment>
      <origin>2834264</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5473" sha1="njeosvth17x9zt72jg1edk3ryr7dld2" xml:space="preserve">==Welcome==
{{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]],  Regliste!'''|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]].

Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple.

We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies.

To find your way around, check out:
&lt;!-- The Left column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Wikiversity:Introduction|Introduction to Wikiversity]]
* [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]]
* [[Wikiversity:Browse|Browse]] or visit an educational level portal:&lt;br&gt;[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]]
* [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu
&lt;/div&gt;
&lt;!-- The Right column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;

* Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]]
* Learn [[Help:How to write an educational resource|how to write an educational resource]]
* Find out about [[Wikiversity:Research|research]] activities
* Give [[Wikiversity:Feedback|feedback]] about your observations
* Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]]
&lt;/div&gt;
&lt;br clear=&quot;both&quot;/&gt;

To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]].

See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 10:27, 14 April 2026 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}

:Thanks @[[User:Jtneill|Jtneill]] :) [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 17:14, 3 May 2026 (UTC)

== Email bounced ==

Hi, I tried to email you several times regarding your [[WikiJournal Preprints/Pentagram map|pentagram map]] to see if you have finished your revisions (as well as on [[WikiJournal Preprints/Kinematics of the cuboctahedron|Kinematics of the cuboctahedron]]) but your email bounced. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 17:15, 10 August 2026 (UTC)

:Hi @[[User:OhanaUnited|OhanaUnited]], I'm sorry to hear about that, I don't know what happened with my email address. I'll try to write you an email, if it doesn't work well we can continue the discussion here?
:I'm over for the pentagram map article. I'd just want to add an &quot;acknowledgment&quot; section, should I do it now? [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 22:24, 13 August 2026 (UTC)
::Hello @[[User:OhanaUnited|OhanaUnited]],
::I don't know if you received my email from the 20 of August, but I haven't receive a reply from you. I'm done with the pentagram map article, just need to add the acknowledgment section. Should I do it before or after publishing ?
::Sorry for hurrying you, but I have a conference soon and I would prefer the paper to be officially published soon, if possible...
::Best regards, [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 10:22, 6 September 2026 (UTC)
:::I added an [[WikiJournal Preprints/Pentagram map#Acknowledgments|acknowledgments]] section, if it's too early I can remove it to put it later. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 14:04, 6 September 2026 (UTC)
::::Hello @[[User:OhanaUnited|OhanaUnited]], little ping if you have time. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 13:25, 18 September 2026 (UTC)
:::::Sorry, but ping again @[[User:OhanaUnited|OhanaUnited]]. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 09:48, 22 September 2026 (UTC)
::::::Thanks for the reminders. I have replied to you. Not an issue with the acknowledgement section. Just let me know once you have put your finishing touches on [[WikiJournal Preprints/Pentagram map]]. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 19:55, 22 September 2026 (UTC)
:::::::No problem, thanks for this reply. I'm done on the preprint, it can be published. I received no new email, so there must be a bug. Did you receive mine from August 18? I'll write you tomorrow with my other address. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 20:38, 22 September 2026 (UTC)</text>
      <sha1>njeosvth17x9zt72jg1edk3ryr7dld2</sha1>
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  <page>
    <title>User:Fortuna imperatrix mundi/IaR2</title>
    <ns>2</ns>
    <id>329439</id>
    <revision>
      <id>2834321</id>
      <parentid>2824716</parentid>
      <timestamp>2026-09-23T10:21:59Z</timestamp>
      <contributor>
        <username>~2026-51259-63</username>
        <id>3111491</id>
      </contributor>
      <comment>/* Richard II */ add background</comment>
      <origin>2834321</origin>
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      <text bytes="52062" sha1="kp82jp9y3gxx6ufl030snbi3u52qbk6" xml:space="preserve">==Background==

===Richard II===

Richard II succeeded to the throne in 1377 on the death of his grandfather, [[Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [[Peasants' Revolt]] in 1381. He was increasingly criticised for his [[patronage]] of a few select [[royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[Lord Chancellor|chancellor]], who was felt to exert too much influence on [[foreign policy]] and so became inextricably linked with its failure. One 20th-century [[historian]], [[Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[English peerage|peerage]] as [[Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
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* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Institution_of_Theat/Nkt9DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA108&amp;printsec=frontcover Shakespeare and the Institution of Theatre]
* [https://www.google.co.uk/books/edition/The_Theory_of_the_King_s_Two_Bodies_in_t/8SRXAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Theory of the King's Two Bodies in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Stealing_the_Story/RaJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Stealing the Story: Shakespeare's Self-Conscious Use of the Mimetic Tradition in the Tragedies]
* [https://www.google.co.uk/books/edition/The_Greenwood_Companion_to_Shakespeare_O/JkcgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Greenwood Companion to Shakespeare: Overviews and the history plays]
* [https://www.google.co.uk/books/edition/British_and_Irish_Literature_and_Its_Tim/xH4jAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover British and Irish Literature and Its Times]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Philosophy_of_History_Reve/1jwgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Philosophy of History Revealed in a Detailed Analysis of Henry V and Examined in Other History Plays]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Contemporaries/7em7coOthxQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Contemporaries]
* [https://www.google.co.uk/books/edition/The_Politics_of_the_Public_Sphere_in_Ear/0sGHAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Politics of the Public Sphere in Early Modern England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Catholic_Religion/Fl4gAQAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 Shakespeare and the Catholic religion]
* [https://www.google.co.uk/books/edition/Proceedings_of_the_British_Academy_Volum/8CsoAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Lectures]
* [https://www.google.co.uk/books/edition/Slander_and_Censorship_in_Late_Sixteenth/wb_oAvuJgbAC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Slander and Censorship in Late Sixteenth Century Literature]
* [https://www.google.co.uk/books/edition/Elizabethan_Literature_and_the_Law_of_Fr/vBFdAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabethan Literature and the Law of Fraudulent Conveyance]
* [https://www.google.co.uk/books/edition/Hamlet_History_and_commentary/yxgrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Hamlet History etc]
* [https://www.google.co.uk/books/edition/William_Shakespeare_A_Popular_Life/1BuaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: a popular life]
* [https://www.google.co.uk/books/edition/A_State_of_Mind/pCiIAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A State of Mind?]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Dramatic_Genres/J5FlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Dramatic Genres]
* [https://www.google.co.uk/books/edition/Literature_Criticism_from_1400_to_1800/O6VkAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Literature Criticism from 1400 to 1800 Volume 89]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Papist/LPwNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the Papist]
* [https://www.google.co.uk/books/edition/Goslicius_Ideal_Senator_and_His_Cultural/1jc7AQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Goslicius' Ideal Senator and His Cultural Impact Over the Centuries]
* [https://www.google.co.uk/books/edition/Shakespeare_by_Another_Name/FqllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover &quot;Shakespeare&quot; by Another Name]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Friends/AlZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Friends]
* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
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* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="52078" sha1="4ekwts2evayxlu5u90fn65axgp92v49" xml:space="preserve">==Background==

===Richard II===

Richard II succeeded to the throne in 1377 on the death of his grandfather, [[w:Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [w:[Peasants' Revolt]] in 1381. He was increasingly criticised for his [[w:patronage]] of a few select [[royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[w:Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[w:Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[w:Lord Chancellor|chancellor]], who was felt to exert too much influence on [[foreign policy]] and so became inextricably linked with its failure. One 20th-century [[historian]], [[Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[w:English peerage|peerage]] as [[Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[w:Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
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* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Contemporaries/7em7coOthxQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Contemporaries]
* [https://www.google.co.uk/books/edition/The_Politics_of_the_Public_Sphere_in_Ear/0sGHAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Politics of the Public Sphere in Early Modern England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Catholic_Religion/Fl4gAQAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 Shakespeare and the Catholic religion]
* [https://www.google.co.uk/books/edition/Proceedings_of_the_British_Academy_Volum/8CsoAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Lectures]
* [https://www.google.co.uk/books/edition/Slander_and_Censorship_in_Late_Sixteenth/wb_oAvuJgbAC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Slander and Censorship in Late Sixteenth Century Literature]
* [https://www.google.co.uk/books/edition/Elizabethan_Literature_and_the_Law_of_Fr/vBFdAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabethan Literature and the Law of Fraudulent Conveyance]
* [https://www.google.co.uk/books/edition/Hamlet_History_and_commentary/yxgrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Hamlet History etc]
* [https://www.google.co.uk/books/edition/William_Shakespeare_A_Popular_Life/1BuaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: a popular life]
* [https://www.google.co.uk/books/edition/A_State_of_Mind/pCiIAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A State of Mind?]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Dramatic_Genres/J5FlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Dramatic Genres]
* [https://www.google.co.uk/books/edition/Literature_Criticism_from_1400_to_1800/O6VkAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Literature Criticism from 1400 to 1800 Volume 89]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Papist/LPwNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the Papist]
* [https://www.google.co.uk/books/edition/Goslicius_Ideal_Senator_and_His_Cultural/1jc7AQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Goslicius' Ideal Senator and His Cultural Impact Over the Centuries]
* [https://www.google.co.uk/books/edition/Shakespeare_by_Another_Name/FqllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover &quot;Shakespeare&quot; by Another Name]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Friends/AlZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Friends]
* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="52078" sha1="osbkyoeccg6kqccfz8j945xq1swcc91" xml:space="preserve">==Background==

===Richard II===

Richard II succeeded to the throne in 1377 on the death of his grandfather, [[w:Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [[w:Peasants' Revolt]] in 1381. He was increasingly criticised for his [[w:patronage]] of a few select [[royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[w:Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[w:Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[w:Lord Chancellor|chancellor]], who was felt to exert too much influence on [[foreign policy]] and so became inextricably linked with its failure. One 20th-century [[historian]], [[Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[w:English peerage|peerage]] as [[Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[w:Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
* [https://broadlytextual.com/2017/12/15/i-am-richard-ii-know-ye-not-that-drama-and-political-anxiety-in-shakespeares-london/ Hixon, E., Syracuse Univ]
* Bate, Jonathan (2008). Soul of the Age. London: Penguin. pp. 256–286. ISBN 978-0-670-91482-1.
* [https://theconversation.com/richard-ii-by-william-shakespeare-why-the-divine-right-of-kings-still-matters-186648 McFarlane, K., Univ South Australia]
* [https://muse.jhu.edu/article/31090/summary Lemon, Rebecca. &quot;The Faulty Verdict in &quot;The Crown v. John Hayward&quot;.&quot; SEL Studies in English Literature 1500-1900, vol. 41 no. 1, 2001, p. 109-132. Project MUSE, https://dx.doi.org/10.1353/sel.2001.0009]
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* [https://www.google.co.uk/books/edition/Richard_II/z-kOAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Lopez, R2]
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* [https://www.google.co.uk/books/edition/Hamlet_History_and_commentary/yxgrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Hamlet History etc]
* [https://www.google.co.uk/books/edition/William_Shakespeare_A_Popular_Life/1BuaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: a popular life]
* [https://www.google.co.uk/books/edition/A_State_of_Mind/pCiIAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A State of Mind?]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Dramatic_Genres/J5FlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Dramatic Genres]
* [https://www.google.co.uk/books/edition/Literature_Criticism_from_1400_to_1800/O6VkAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Literature Criticism from 1400 to 1800 Volume 89]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Papist/LPwNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the Papist]
* [https://www.google.co.uk/books/edition/Goslicius_Ideal_Senator_and_His_Cultural/1jc7AQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Goslicius' Ideal Senator and His Cultural Impact Over the Centuries]
* [https://www.google.co.uk/books/edition/Shakespeare_by_Another_Name/FqllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover &quot;Shakespeare&quot; by Another Name]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Friends/AlZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Friends]
* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="52124" sha1="4o2f0p6x1ezptek6ga73yisyu8n1ge1" xml:space="preserve">==Background==

===Richard II===

Richard II succeeded to the throne in 1377 on the death of his grandfather, [[w:Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [[w:Peasants' Revolt|Peasants' Revolt]] in 1381. He was increasingly criticised for his [[w:Patronage|Patronage]] of a few select [[royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[w:Anthony Tuck|Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[w:Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[w:Lord Chancellor|chancellor]], who was felt to exert too much influence on [[w:foreign policy]] and so became inextricably linked with its failure. One 20th-century [[w:historian]], [[w:Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[w:English peerage|peerage]] as [[Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[w:Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
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* [https://www.google.co.uk/books/edition/Shakespeare_the_Papist/LPwNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the Papist]
* [https://www.google.co.uk/books/edition/Goslicius_Ideal_Senator_and_His_Cultural/1jc7AQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Goslicius' Ideal Senator and His Cultural Impact Over the Centuries]
* [https://www.google.co.uk/books/edition/Shakespeare_by_Another_Name/FqllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover &quot;Shakespeare&quot; by Another Name]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Friends/AlZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Friends]
* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="52161" sha1="jl12jzi2h680tgi4g8wm8nfz0kixire" xml:space="preserve">==Background==

===Richard II===

Richard II succeeded to the throne in 1377 on the death of his grandfather, [[w:Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [[w:Peasants' Revolt|Peasants' Revolt]] in 1381. He was increasingly criticised for his [[w:Patronage|Patronage]] of a few select [[w:Royal favourite|royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[w:Anthony Tuck|Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[w:Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[w:Lord Chancellor|chancellor]], who was felt to exert too much influence on [[w:foreign policy]] and so became inextricably linked with its failure. One 20th-century [[w:historian]], [[w:Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[w:English peerage|peerage]] as [[wp:Earl of Suffolk|Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[w:Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
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* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="52160" sha1="gk6q7xb2dlr4c11xip3wegg8krjguq1" xml:space="preserve">==Background==

===Richard II===

Richard II succeeded to the throne in 1377 on the death of his grandfather, [[w:Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [[w:Peasants' Revolt|Peasants' Revolt]] in 1381. He was increasingly criticised for his [[w:Patronage|Patronage]] of a few select [[w:Royal favourite|royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[w:Anthony Tuck|Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[w:Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[w:Lord Chancellor|chancellor]], who was felt to exert too much influence on [[w:foreign policy]] and so became inextricably linked with its failure. One 20th-century [[w:historian]], [[w:Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[w:English peerage|peerage]] as [[w:Earl of Suffolk|Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[w:Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
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* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="50643" sha1="tcabqlo0ler1qvgb33i7kjiu8kunqoe" xml:space="preserve">==Background==

===Richard II===


===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
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* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="100725" sha1="iiczof2qqz8ulw1cgmhjx3nscz6cf0c" xml:space="preserve">==Background==

===Richard II===


===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
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* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
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* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
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* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
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* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
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* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
{{refend}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
* [https://broadlytextual.com/2017/12/15/i-am-richard-ii-know-ye-not-that-drama-and-political-anxiety-in-shakespeares-london/ Hixon, E., Syracuse Univ]
* Bate, Jonathan (2008). Soul of the Age. London: Penguin. pp. 256–286. ISBN 978-0-670-91482-1.
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* [https://www.academia.edu/92423912/The_Good_Usurper_in_the_eyes_of_God_and_the_people_An_analysis_of_the_role_of_the_usurper_in_Shakespeares_Richard_II_and_Henry_IV_Part_1 The Good Usurper in the eyes of God and the people: An analysis of the role of the usurper in Shakespeare's Richard II and Henry IV Part 1]
* [https://www.academia.edu/91789871/The_Bacon_Shakespeare_Manuscript_Hitherto_known_as_the_Northumberland_Manuscript_which_originally_Contained_Copies_of_his_Shakespeare_Plays_Richard_II_and_Richard_III THE BACON-SHAKESPEARE MANUSCRIPT (HITHERTO KNOWN AS THE NORTHUMBERLAND MANUSCRIPT) WHICH ORIGINALLY CONTAINED COPIES OF HIS SHAKESPEARE PLAYS RICHARD II AND RICHARD III]
* [https://www.google.co.uk/books/edition/Richard_II/f4gGCAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA88&amp;printsec=frontcover Richard II: Critical Essays]
* [https://www.google.co.uk/books/edition/A_Companion_to_Shakespeare_s_Works_Volum/JlDNEAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA400&amp;printsec=frontcover A Companion to Shakespeare's Works, Volume II]
* [https://www.google.co.uk/books/edition/Shakespeare_Reread/Z6JhDwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA239&amp;printsec=frontcover Shakespeare Reread]
* [https://www.google.co.uk/books/edition/Shakespeare_in_the_Present/yTKWEAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PT8&amp;printsec=frontcover Shakespeare in the Present]
* [https://www.google.co.uk/books/edition/Studying_Shakespeare/1N4FBAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA129&amp;printsec=frontcover Studying Shakespeare A Practical Introduction]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_William_Faulkner/kAGBEAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PT178&amp;printsec=frontcover Critical Essays on William Faulkner]
* [https://www.google.co.uk/books/edition/Shakespeare/QY6aEQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA216&amp;printsec=frontcover Shakespeare: An Anthology of Criticism and Theory 1945-2000]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II/cv0WAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dodd, G., R2]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Institution_of_Theat/Nkt9DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA108&amp;printsec=frontcover Shakespeare and the Institution of Theatre]
* [https://www.google.co.uk/books/edition/The_Theory_of_the_King_s_Two_Bodies_in_t/8SRXAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Theory of the King's Two Bodies in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Stealing_the_Story/RaJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Stealing the Story: Shakespeare's Self-Conscious Use of the Mimetic Tradition in the Tragedies]
* [https://www.google.co.uk/books/edition/The_Greenwood_Companion_to_Shakespeare_O/JkcgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Greenwood Companion to Shakespeare: Overviews and the history plays]
* [https://www.google.co.uk/books/edition/British_and_Irish_Literature_and_Its_Tim/xH4jAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover British and Irish Literature and Its Times]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Philosophy_of_History_Reve/1jwgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Philosophy of History Revealed in a Detailed Analysis of Henry V and Examined in Other History Plays]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Contemporaries/7em7coOthxQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Contemporaries]
* [https://www.google.co.uk/books/edition/The_Politics_of_the_Public_Sphere_in_Ear/0sGHAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Politics of the Public Sphere in Early Modern England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Catholic_Religion/Fl4gAQAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 Shakespeare and the Catholic religion]
* [https://www.google.co.uk/books/edition/Proceedings_of_the_British_Academy_Volum/8CsoAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Lectures]
* [https://www.google.co.uk/books/edition/Slander_and_Censorship_in_Late_Sixteenth/wb_oAvuJgbAC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Slander and Censorship in Late Sixteenth Century Literature]
* [https://www.google.co.uk/books/edition/Elizabethan_Literature_and_the_Law_of_Fr/vBFdAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabethan Literature and the Law of Fraudulent Conveyance]
* [https://www.google.co.uk/books/edition/Hamlet_History_and_commentary/yxgrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Hamlet History etc]
* [https://www.google.co.uk/books/edition/William_Shakespeare_A_Popular_Life/1BuaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: a popular life]
* [https://www.google.co.uk/books/edition/A_State_of_Mind/pCiIAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A State of Mind?]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Dramatic_Genres/J5FlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Dramatic Genres]
* [https://www.google.co.uk/books/edition/Literature_Criticism_from_1400_to_1800/O6VkAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Literature Criticism from 1400 to 1800 Volume 89]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Papist/LPwNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the Papist]
* [https://www.google.co.uk/books/edition/Goslicius_Ideal_Senator_and_His_Cultural/1jc7AQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Goslicius' Ideal Senator and His Cultural Impact Over the Centuries]
* [https://www.google.co.uk/books/edition/Shakespeare_by_Another_Name/FqllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover &quot;Shakespeare&quot; by Another Name]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Friends/AlZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Friends]
* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="102144" sha1="63dw6zxmbyssnrryds5hryicesa8bxd" xml:space="preserve">==Background==

===Richard II===

Richard II succeeded to the throne in 1377 on the death of his grandfather, [[Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [[Peasants' Revolt]] in 1381. He was increasingly criticised for his [[patronage]] of a few select [[royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[Lord Chancellor|chancellor]], who was felt to exert too much influence on [[foreign policy]] and so became inextricably linked with its failure. One 20th-century [[historian]], [[Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[English peerage|peerage]] as [[Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
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* [https://www.google.co.uk/books/edition/The_Greenwood_Companion_to_Shakespeare_O/JkcgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Greenwood Companion to Shakespeare: Overviews and the history plays]
* [https://www.google.co.uk/books/edition/British_and_Irish_Literature_and_Its_Tim/xH4jAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover British and Irish Literature and Its Times]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Philosophy_of_History_Reve/1jwgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Philosophy of History Revealed in a Detailed Analysis of Henry V and Examined in Other History Plays]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Contemporaries/7em7coOthxQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Contemporaries]
* [https://www.google.co.uk/books/edition/The_Politics_of_the_Public_Sphere_in_Ear/0sGHAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Politics of the Public Sphere in Early Modern England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Catholic_Religion/Fl4gAQAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 Shakespeare and the Catholic religion]
* [https://www.google.co.uk/books/edition/Proceedings_of_the_British_Academy_Volum/8CsoAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Lectures]
* [https://www.google.co.uk/books/edition/Slander_and_Censorship_in_Late_Sixteenth/wb_oAvuJgbAC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Slander and Censorship in Late Sixteenth Century Literature]
* [https://www.google.co.uk/books/edition/Elizabethan_Literature_and_the_Law_of_Fr/vBFdAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabethan Literature and the Law of Fraudulent Conveyance]
* [https://www.google.co.uk/books/edition/Hamlet_History_and_commentary/yxgrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Hamlet History etc]
* [https://www.google.co.uk/books/edition/William_Shakespeare_A_Popular_Life/1BuaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: a popular life]
* [https://www.google.co.uk/books/edition/A_State_of_Mind/pCiIAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A State of Mind?]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Dramatic_Genres/J5FlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Dramatic Genres]
* [https://www.google.co.uk/books/edition/Literature_Criticism_from_1400_to_1800/O6VkAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Literature Criticism from 1400 to 1800 Volume 89]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Papist/LPwNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the Papist]
* [https://www.google.co.uk/books/edition/Goslicius_Ideal_Senator_and_His_Cultural/1jc7AQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Goslicius' Ideal Senator and His Cultural Impact Over the Centuries]
* [https://www.google.co.uk/books/edition/Shakespeare_by_Another_Name/FqllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover &quot;Shakespeare&quot; by Another Name]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Friends/AlZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Friends]
* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
{{refend}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
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* [https://www.google.co.uk/books/edition/Literature_Criticism_from_1400_to_1800/O6VkAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Literature Criticism from 1400 to 1800 Volume 89]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Papist/LPwNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the Papist]
* [https://www.google.co.uk/books/edition/Goslicius_Ideal_Senator_and_His_Cultural/1jc7AQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Goslicius' Ideal Senator and His Cultural Impact Over the Centuries]
* [https://www.google.co.uk/books/edition/Shakespeare_by_Another_Name/FqllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover &quot;Shakespeare&quot; by Another Name]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Friends/AlZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Friends]
* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="102159" sha1="crvxlnnzop4g92gb3b2cezxh40kkn8i" xml:space="preserve">==Background==

===Richard II===
Richard II succeeded to the throne in 1377 on the death of his grandfather, [[w:Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [w:[Peasants' Revolt]] in 1381. He was increasingly criticised for his [[w:patronage]] of a few select [[royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[w:Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[w:Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[w:Lord Chancellor|chancellor]], who was felt to exert too much influence on [[foreign policy]] and so became inextricably linked with its failure. One 20th-century [[historian]], [[Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[w:English peerage|peerage]] as [[Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[w:Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
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* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
{{refend}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
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* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="102159" sha1="r0eht88v10oybktwrpbch77iqdiugke" xml:space="preserve">==Background==

===Richard II===
Richard II succeeded to the throne in 1377 on the death of his grandfather, [[w:Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [[w:Peasants' Revolt]] in 1381. He was increasingly criticised for his [[w:patronage]] of a few select [[royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[w:Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[w:Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[w:Lord Chancellor|chancellor]], who was felt to exert too much influence on [[foreign policy]] and so became inextricably linked with its failure. One 20th-century [[historian]], [[Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[w:English peerage|peerage]] as [[Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[w:Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
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* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
{{refend}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
* [https://broadlytextual.com/2017/12/15/i-am-richard-ii-know-ye-not-that-drama-and-political-anxiety-in-shakespeares-london/ Hixon, E., Syracuse Univ]
* Bate, Jonathan (2008). Soul of the Age. London: Penguin. pp. 256–286. ISBN 978-0-670-91482-1.
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* [https://www.academia.edu/24392476/Richard_II_hamartia_and_climax Richard II hamartia and climax]
* [https://www.cambridge.org/core/books/abs/babylonian-jews-and-sasanian-imperialism-in-late-antiquity/kings-and-religion-in-the-talmud-and-in-the-imagination-of-sasanian-communities/E2DCC2F3E0FBA74ABE543DDD2DD7F1A7 Kings and Religion in the Talmud and in the Imagination of Sasanian Communities]
* Stephen Greenblatt, “Introduction,” in The Power of Forms in the English Renaissance, ed. Stephen Greenblatt (Norman, OK: 1982), 3-6]
* [https://www.academia.edu/30472558/Americas_Donald_Trump_Shakespeares_Richard_II_15_Dec_2016 America's Donald Trump, Shakespeare's Richard II]
* [https://www.academia.edu/5321346/Looking_Back_Shakespeare_s_Indebtedness_to_Chaucer_and_the_Representations_of_Chivalry_in_King_Richard_II_The_Two_Noble_Kinsmen_and_the_Knight_s_Tale Looking Back: Shakespeare’s Indebtedness to Chaucer and the Representations of Chivalry in King Richard II, The Two Noble Kinsmen and the Knight’s Tale]
* [https://www.academia.edu/92423912/The_Good_Usurper_in_the_eyes_of_God_and_the_people_An_analysis_of_the_role_of_the_usurper_in_Shakespeares_Richard_II_and_Henry_IV_Part_1 The Good Usurper in the eyes of God and the people: An analysis of the role of the usurper in Shakespeare's Richard II and Henry IV Part 1]
* [https://www.academia.edu/91789871/The_Bacon_Shakespeare_Manuscript_Hitherto_known_as_the_Northumberland_Manuscript_which_originally_Contained_Copies_of_his_Shakespeare_Plays_Richard_II_and_Richard_III THE BACON-SHAKESPEARE MANUSCRIPT (HITHERTO KNOWN AS THE NORTHUMBERLAND MANUSCRIPT) WHICH ORIGINALLY CONTAINED COPIES OF HIS SHAKESPEARE PLAYS RICHARD II AND RICHARD III]
* [https://www.google.co.uk/books/edition/Richard_II/f4gGCAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA88&amp;printsec=frontcover Richard II: Critical Essays]
* [https://www.google.co.uk/books/edition/A_Companion_to_Shakespeare_s_Works_Volum/JlDNEAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA400&amp;printsec=frontcover A Companion to Shakespeare's Works, Volume II]
* [https://www.google.co.uk/books/edition/Shakespeare_Reread/Z6JhDwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA239&amp;printsec=frontcover Shakespeare Reread]
* [https://www.google.co.uk/books/edition/Shakespeare_in_the_Present/yTKWEAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PT8&amp;printsec=frontcover Shakespeare in the Present]
* [https://www.google.co.uk/books/edition/Studying_Shakespeare/1N4FBAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA129&amp;printsec=frontcover Studying Shakespeare A Practical Introduction]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_William_Faulkner/kAGBEAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PT178&amp;printsec=frontcover Critical Essays on William Faulkner]
* [https://www.google.co.uk/books/edition/Shakespeare/QY6aEQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA216&amp;printsec=frontcover Shakespeare: An Anthology of Criticism and Theory 1945-2000]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II/cv0WAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dodd, G., R2]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Institution_of_Theat/Nkt9DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA108&amp;printsec=frontcover Shakespeare and the Institution of Theatre]
* [https://www.google.co.uk/books/edition/The_Theory_of_the_King_s_Two_Bodies_in_t/8SRXAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Theory of the King's Two Bodies in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Stealing_the_Story/RaJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Stealing the Story: Shakespeare's Self-Conscious Use of the Mimetic Tradition in the Tragedies]
* [https://www.google.co.uk/books/edition/The_Greenwood_Companion_to_Shakespeare_O/JkcgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Greenwood Companion to Shakespeare: Overviews and the history plays]
* [https://www.google.co.uk/books/edition/British_and_Irish_Literature_and_Its_Tim/xH4jAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover British and Irish Literature and Its Times]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Philosophy_of_History_Reve/1jwgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Philosophy of History Revealed in a Detailed Analysis of Henry V and Examined in Other History Plays]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Contemporaries/7em7coOthxQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Contemporaries]
* [https://www.google.co.uk/books/edition/The_Politics_of_the_Public_Sphere_in_Ear/0sGHAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Politics of the Public Sphere in Early Modern England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Catholic_Religion/Fl4gAQAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 Shakespeare and the Catholic religion]
* [https://www.google.co.uk/books/edition/Proceedings_of_the_British_Academy_Volum/8CsoAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Lectures]
* [https://www.google.co.uk/books/edition/Slander_and_Censorship_in_Late_Sixteenth/wb_oAvuJgbAC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Slander and Censorship in Late Sixteenth Century Literature]
* [https://www.google.co.uk/books/edition/Elizabethan_Literature_and_the_Law_of_Fr/vBFdAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabethan Literature and the Law of Fraudulent Conveyance]
* [https://www.google.co.uk/books/edition/Hamlet_History_and_commentary/yxgrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Hamlet History etc]
* [https://www.google.co.uk/books/edition/William_Shakespeare_A_Popular_Life/1BuaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: a popular life]
* [https://www.google.co.uk/books/edition/A_State_of_Mind/pCiIAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A State of Mind?]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Dramatic_Genres/J5FlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Dramatic Genres]
* [https://www.google.co.uk/books/edition/Literature_Criticism_from_1400_to_1800/O6VkAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Literature Criticism from 1400 to 1800 Volume 89]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Papist/LPwNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the Papist]
* [https://www.google.co.uk/books/edition/Goslicius_Ideal_Senator_and_His_Cultural/1jc7AQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Goslicius' Ideal Senator and His Cultural Impact Over the Centuries]
* [https://www.google.co.uk/books/edition/Shakespeare_by_Another_Name/FqllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover &quot;Shakespeare&quot; by Another Name]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Friends/AlZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Friends]
* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="102206" sha1="ji37xf57yepb5yqkv03za36xaxs2c0z" xml:space="preserve">==Background==

===Richard II===

Richard II succeeded to the throne in 1377 on the death of his grandfather, [[w:Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [[w:Peasants' Revolt|Peasants' Revolt]] in 1381. He was increasingly criticised for his [[w:Patronage|Patronage]] of a few select [[royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[w:Anthony Tuck|Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[w:Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[w:Lord Chancellor|chancellor]], who was felt to exert too much influence on [[w:foreign policy]] and so became inextricably linked with its failure. One 20th-century [[w:historian]], [[w:Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[w:English peerage|peerage]] as [[Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[w:Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
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* [https://www.academia.edu/5321346/Looking_Back_Shakespeare_s_Indebtedness_to_Chaucer_and_the_Representations_of_Chivalry_in_King_Richard_II_The_Two_Noble_Kinsmen_and_the_Knight_s_Tale Looking Back: Shakespeare’s Indebtedness to Chaucer and the Representations of Chivalry in King Richard II, The Two Noble Kinsmen and the Knight’s Tale]
* [https://www.academia.edu/92423912/The_Good_Usurper_in_the_eyes_of_God_and_the_people_An_analysis_of_the_role_of_the_usurper_in_Shakespeares_Richard_II_and_Henry_IV_Part_1 The Good Usurper in the eyes of God and the people: An analysis of the role of the usurper in Shakespeare's Richard II and Henry IV Part 1]
* [https://www.academia.edu/91789871/The_Bacon_Shakespeare_Manuscript_Hitherto_known_as_the_Northumberland_Manuscript_which_originally_Contained_Copies_of_his_Shakespeare_Plays_Richard_II_and_Richard_III THE BACON-SHAKESPEARE MANUSCRIPT (HITHERTO KNOWN AS THE NORTHUMBERLAND MANUSCRIPT) WHICH ORIGINALLY CONTAINED COPIES OF HIS SHAKESPEARE PLAYS RICHARD II AND RICHARD III]
* [https://www.google.co.uk/books/edition/Richard_II/f4gGCAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA88&amp;printsec=frontcover Richard II: Critical Essays]
* [https://www.google.co.uk/books/edition/A_Companion_to_Shakespeare_s_Works_Volum/JlDNEAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA400&amp;printsec=frontcover A Companion to Shakespeare's Works, Volume II]
* [https://www.google.co.uk/books/edition/Shakespeare_Reread/Z6JhDwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA239&amp;printsec=frontcover Shakespeare Reread]
* [https://www.google.co.uk/books/edition/Shakespeare_in_the_Present/yTKWEAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PT8&amp;printsec=frontcover Shakespeare in the Present]
* [https://www.google.co.uk/books/edition/Studying_Shakespeare/1N4FBAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA129&amp;printsec=frontcover Studying Shakespeare A Practical Introduction]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_William_Faulkner/kAGBEAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PT178&amp;printsec=frontcover Critical Essays on William Faulkner]
* [https://www.google.co.uk/books/edition/Shakespeare/QY6aEQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA216&amp;printsec=frontcover Shakespeare: An Anthology of Criticism and Theory 1945-2000]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II/cv0WAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dodd, G., R2]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Institution_of_Theat/Nkt9DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA108&amp;printsec=frontcover Shakespeare and the Institution of Theatre]
* [https://www.google.co.uk/books/edition/The_Theory_of_the_King_s_Two_Bodies_in_t/8SRXAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Theory of the King's Two Bodies in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Stealing_the_Story/RaJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Stealing the Story: Shakespeare's Self-Conscious Use of the Mimetic Tradition in the Tragedies]
* [https://www.google.co.uk/books/edition/The_Greenwood_Companion_to_Shakespeare_O/JkcgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Greenwood Companion to Shakespeare: Overviews and the history plays]
* [https://www.google.co.uk/books/edition/British_and_Irish_Literature_and_Its_Tim/xH4jAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover British and Irish Literature and Its Times]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Philosophy_of_History_Reve/1jwgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Philosophy of History Revealed in a Detailed Analysis of Henry V and Examined in Other History Plays]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Contemporaries/7em7coOthxQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Contemporaries]
* [https://www.google.co.uk/books/edition/The_Politics_of_the_Public_Sphere_in_Ear/0sGHAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Politics of the Public Sphere in Early Modern England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Catholic_Religion/Fl4gAQAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 Shakespeare and the Catholic religion]
* [https://www.google.co.uk/books/edition/Proceedings_of_the_British_Academy_Volum/8CsoAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Lectures]
* [https://www.google.co.uk/books/edition/Slander_and_Censorship_in_Late_Sixteenth/wb_oAvuJgbAC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Slander and Censorship in Late Sixteenth Century Literature]
* [https://www.google.co.uk/books/edition/Elizabethan_Literature_and_the_Law_of_Fr/vBFdAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabethan Literature and the Law of Fraudulent Conveyance]
* [https://www.google.co.uk/books/edition/Hamlet_History_and_commentary/yxgrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Hamlet History etc]
* [https://www.google.co.uk/books/edition/William_Shakespeare_A_Popular_Life/1BuaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: a popular life]
* [https://www.google.co.uk/books/edition/A_State_of_Mind/pCiIAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A State of Mind?]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Dramatic_Genres/J5FlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Dramatic Genres]
* [https://www.google.co.uk/books/edition/Literature_Criticism_from_1400_to_1800/O6VkAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Literature Criticism from 1400 to 1800 Volume 89]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Papist/LPwNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the Papist]
* [https://www.google.co.uk/books/edition/Goslicius_Ideal_Senator_and_His_Cultural/1jc7AQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Goslicius' Ideal Senator and His Cultural Impact Over the Centuries]
* [https://www.google.co.uk/books/edition/Shakespeare_by_Another_Name/FqllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover &quot;Shakespeare&quot; by Another Name]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Friends/AlZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Friends]
* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
{{refend}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
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* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Contemporaries/7em7coOthxQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Contemporaries]
* [https://www.google.co.uk/books/edition/The_Politics_of_the_Public_Sphere_in_Ear/0sGHAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Politics of the Public Sphere in Early Modern England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Catholic_Religion/Fl4gAQAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 Shakespeare and the Catholic religion]
* [https://www.google.co.uk/books/edition/Proceedings_of_the_British_Academy_Volum/8CsoAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Lectures]
* [https://www.google.co.uk/books/edition/Slander_and_Censorship_in_Late_Sixteenth/wb_oAvuJgbAC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Slander and Censorship in Late Sixteenth Century Literature]
* [https://www.google.co.uk/books/edition/Elizabethan_Literature_and_the_Law_of_Fr/vBFdAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabethan Literature and the Law of Fraudulent Conveyance]
* [https://www.google.co.uk/books/edition/Hamlet_History_and_commentary/yxgrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Hamlet History etc]
* [https://www.google.co.uk/books/edition/William_Shakespeare_A_Popular_Life/1BuaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: a popular life]
* [https://www.google.co.uk/books/edition/A_State_of_Mind/pCiIAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A State of Mind?]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Dramatic_Genres/J5FlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Dramatic Genres]
* [https://www.google.co.uk/books/edition/Literature_Criticism_from_1400_to_1800/O6VkAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Literature Criticism from 1400 to 1800 Volume 89]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Papist/LPwNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the Papist]
* [https://www.google.co.uk/books/edition/Goslicius_Ideal_Senator_and_His_Cultural/1jc7AQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Goslicius' Ideal Senator and His Cultural Impact Over the Centuries]
* [https://www.google.co.uk/books/edition/Shakespeare_by_Another_Name/FqllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover &quot;Shakespeare&quot; by Another Name]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Friends/AlZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Friends]
* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="102242" sha1="66xz6r4baubb2li568ajme53idxr9er" xml:space="preserve">==Background==

===Richard II===
Richard II succeeded to the throne in 1377 on the death of his grandfather, [[w:Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [[w:Peasants' Revolt|Peasants' Revolt]] in 1381. He was increasingly criticised for his [[w:Patronage|Patronage]] of a few select [[w:Royal favourite|royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[w:Anthony Tuck|Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[w:Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[w:Lord Chancellor|chancellor]], who was felt to exert too much influence on [[w:foreign policy]] and so became inextricably linked with its failure. One 20th-century [[w:historian]], [[w:Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[w:English peerage|peerage]] as [[wp:Earl of Suffolk|Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[w:Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
* [https://broadlytextual.com/2017/12/15/i-am-richard-ii-know-ye-not-that-drama-and-political-anxiety-in-shakespeares-london/ Hixon, E., Syracuse Univ]
* Bate, Jonathan (2008). Soul of the Age. London: Penguin. pp. 256–286. ISBN 978-0-670-91482-1.
* [https://theconversation.com/richard-ii-by-william-shakespeare-why-the-divine-right-of-kings-still-matters-186648 McFarlane, K., Univ South Australia]
* [https://muse.jhu.edu/article/31090/summary Lemon, Rebecca. &quot;The Faulty Verdict in &quot;The Crown v. John Hayward&quot;.&quot; SEL Studies in English Literature 1500-1900, vol. 41 no. 1, 2001, p. 109-132. Project MUSE, https://dx.doi.org/10.1353/sel.2001.0009]
* [https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH Kizelbach, U. (2014), In The Pragmatics of Early Modern Politics: Power and Kingship in Shakespeare’s History Plays. Leiden, The Netherlands: Brill. https://doi.org/10.1163/9789401211666_009]
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* [https://www.google.co.uk/books/edition/Elizabethan_Literature_and_the_Law_of_Fr/vBFdAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabethan Literature and the Law of Fraudulent Conveyance]
* [https://www.google.co.uk/books/edition/Hamlet_History_and_commentary/yxgrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Hamlet History etc]
* [https://www.google.co.uk/books/edition/William_Shakespeare_A_Popular_Life/1BuaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: a popular life]
* [https://www.google.co.uk/books/edition/A_State_of_Mind/pCiIAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A State of Mind?]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Dramatic_Genres/J5FlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Dramatic Genres]
* [https://www.google.co.uk/books/edition/Literature_Criticism_from_1400_to_1800/O6VkAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Literature Criticism from 1400 to 1800 Volume 89]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Papist/LPwNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the Papist]
* [https://www.google.co.uk/books/edition/Goslicius_Ideal_Senator_and_His_Cultural/1jc7AQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Goslicius' Ideal Senator and His Cultural Impact Over the Centuries]
* [https://www.google.co.uk/books/edition/Shakespeare_by_Another_Name/FqllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover &quot;Shakespeare&quot; by Another Name]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Friends/AlZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Friends]
* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
{{refend}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
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* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="102241" sha1="byawcpvwrw7e72tvx946w44k68c30zg" xml:space="preserve">==Background==

===Richard II===
Richard II succeeded to the throne in 1377 on the death of his grandfather, [[w:Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [[w:Peasants' Revolt|Peasants' Revolt]] in 1381. He was increasingly criticised for his [[w:Patronage|Patronage]] of a few select [[w:Royal favourite|royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[w:Anthony Tuck|Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[w:Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[w:Lord Chancellor|chancellor]], who was felt to exert too much influence on [[w:foreign policy]] and so became inextricably linked with its failure. One 20th-century [[w:historian]], [[w:Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[w:English peerage|peerage]] as [[w:Earl of Suffolk|Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[w:Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[WP:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
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* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
{{refend}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
* [https://broadlytextual.com/2017/12/15/i-am-richard-ii-know-ye-not-that-drama-and-political-anxiety-in-shakespeares-london/ Hixon, E., Syracuse Univ]
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* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
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* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
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* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
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* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
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* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
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      <text bytes="102240" sha1="mliuo19vytuk2cu5dx2vg0kh9v6dzjd" xml:space="preserve">==Background==

===Richard II===
Richard II succeeded to the throne in 1377 on the death of his grandfather, [[w:Edward III of England|Edward III]], but his unpopularity had been growing since Richard's suppression of the [[w:Peasants' Revolt|Peasants' Revolt]] in 1381. He was increasingly criticised for his [[w:Patronage|Patronage]] of a few select [[w:Royal favourite|royal favourite]]s, to an extent that has been described as &quot;lavish to the point of foolishness&quot; by a biographer, historian [[w:Anthony Tuck|Anthony Tuck]].{{sfn|Tuck|2004a}} Parliament was also coming to the view that the King needed to rule as economically as was possible, and they observed with displeasure the King's distribution of extravagant patronage to a limited circle, the greatest recipient of which was [[w:Michael de la Pole, 1st Earl of Suffolk|Michael de la Pole, Earl of Suffolk]].{{Sfn|Roskell|1984|p=47}} The King was also unpopular because of his choice of advisers, particularly de la Pole, the [[w:Lord Chancellor|chancellor]], who was felt to exert too much influence on [[w:foreign policy]] and so became inextricably linked with its failure. One 20th-century [[w:historian]], [[w:Clementine Oliver]], has described de la Pole as a &quot;staunch loyalist&quot;;{{sfn|Oliver|2010|p=87}} he had been elevated to the [[w:English peerage|peerage]] as [[w:Earl of Suffolk|Earl of Suffolk]] only the previous year,{{sfn|Tuck|2004a}} the first of his family to receive [[w:Peerage of the United Kingdom|a peerage]].{{sfn|Bloore|Martin|2015|p=106}}{{sfn|Pask|1996|p=43}}

===William Lambarde===
Lambarde was the royal archivist and had been instructed to bring the queen a calendar of manuscripts stored at [[W:Tower of London|the Tower]].{{sfn|Orgel|2011|pp=11–43}}

===Elizabeth I===

Described as 'political role playing'.&lt;ref&gt;https://brill.com/display/book/9789401211666/B9789401211666-s009.xml?language=en&amp;srsltid=AfmBOoqTUaTQr0msNWRdtEZZ9qQ3rNcVkSoBvDPXuGv7nRvHrC8t5OzH&lt;/ref&gt;

====Essex's rebellion====
Seven months before Lambarde's discussion with Elizabeth.{{sfn|Orgel|2011|pp=11–43}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
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* [https://www.academia.edu/24392476/Richard_II_hamartia_and_climax Richard II hamartia and climax]
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* Stephen Greenblatt, “Introduction,” in The Power of Forms in the English Renaissance, ed. Stephen Greenblatt (Norman, OK: 1982), 3-6]
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* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
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* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
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* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
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* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
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* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
{{refend}}

==IaR2==
Lambarde's account of his interview with the queen in August 1601 is well known.{{sfn|Orgel|2011|pp=11–43}}


===Political anxiety and tension===

===Censorship===

==Consequences and aftermath==


===Theatre===

[[w:Stephen Greenblatt|Stephen Greenblatt]] argues that 'it is the theater—Shakespeare’s theater—that offered the key to understanding the crisis of the present' for Shakespeare's audience; did Elizabeth's declaration suggest she was fully aware of this?{{sfn|Greenblatt|2018|p=}}

It certainly argues to her understanding the power of the play; as does the scene's removal.{{sfn|Folger|2024}}&lt;ref&gt;https://www.folger.edu/podcasts/shakespeare-unlimited/tragedy-richard-ii-henry-iv-helen-castor/&lt;/ref&gt;

== Notes ==
{{reflist|group=note}}

==References==
{{Reflist|20em}}

==Bibliography==
{{refbegin|30em|indent=yes}}
* {{Cite book|url=https://doi.org/10.1057/9780230307261_2|title=Prologue: I am Richard II|last=Orgel|first=Stephen|date=2011|publisher=Palgrave Macmillan UK|isbn=978-0-230-30726-1|editor-last=Petrina|editor-first=Alessandra|location=London|pages=11–43|language=en|doi=10.1057/9780230307261_2|editor-last2=Tosi|editor-first2=Laura}}
* [https://broadlytextual.com/2017/12/15/i-am-richard-ii-know-ye-not-that-drama-and-political-anxiety-in-shakespeares-london/ Hixon, E., Syracuse Univ]
* Bate, Jonathan (2008). Soul of the Age. London: Penguin. pp. 256–286. ISBN 978-0-670-91482-1.
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* [https://muse.jhu.edu/article/31090/summary Lemon, Rebecca. &quot;The Faulty Verdict in &quot;The Crown v. John Hayward&quot;.&quot; SEL Studies in English Literature 1500-1900, vol. 41 no. 1, 2001, p. 109-132. Project MUSE, https://dx.doi.org/10.1353/sel.2001.0009]
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* Stephen Greenblatt, “Introduction,” in The Power of Forms in the English Renaissance, ed. Stephen Greenblatt (Norman, OK: 1982), 3-6]
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* [https://www.academia.edu/92423912/The_Good_Usurper_in_the_eyes_of_God_and_the_people_An_analysis_of_the_role_of_the_usurper_in_Shakespeares_Richard_II_and_Henry_IV_Part_1 The Good Usurper in the eyes of God and the people: An analysis of the role of the usurper in Shakespeare's Richard II and Henry IV Part 1]
* [https://www.academia.edu/91789871/The_Bacon_Shakespeare_Manuscript_Hitherto_known_as_the_Northumberland_Manuscript_which_originally_Contained_Copies_of_his_Shakespeare_Plays_Richard_II_and_Richard_III THE BACON-SHAKESPEARE MANUSCRIPT (HITHERTO KNOWN AS THE NORTHUMBERLAND MANUSCRIPT) WHICH ORIGINALLY CONTAINED COPIES OF HIS SHAKESPEARE PLAYS RICHARD II AND RICHARD III]
* [https://www.google.co.uk/books/edition/Richard_II/f4gGCAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA88&amp;printsec=frontcover Richard II: Critical Essays]
* [https://www.google.co.uk/books/edition/A_Companion_to_Shakespeare_s_Works_Volum/JlDNEAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA400&amp;printsec=frontcover A Companion to Shakespeare's Works, Volume II]
* [https://www.google.co.uk/books/edition/Shakespeare_Reread/Z6JhDwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA239&amp;printsec=frontcover Shakespeare Reread]
* [https://www.google.co.uk/books/edition/Shakespeare_in_the_Present/yTKWEAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PT8&amp;printsec=frontcover Shakespeare in the Present]
* [https://www.google.co.uk/books/edition/Studying_Shakespeare/1N4FBAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA129&amp;printsec=frontcover Studying Shakespeare A Practical Introduction]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_William_Faulkner/kAGBEAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PT178&amp;printsec=frontcover Critical Essays on William Faulkner]
* [https://www.google.co.uk/books/edition/Shakespeare/QY6aEQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA216&amp;printsec=frontcover Shakespeare: An Anthology of Criticism and Theory 1945-2000]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II/cv0WAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dodd, G., R2]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Institution_of_Theat/Nkt9DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA108&amp;printsec=frontcover Shakespeare and the Institution of Theatre]
* [https://www.google.co.uk/books/edition/The_Theory_of_the_King_s_Two_Bodies_in_t/8SRXAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Theory of the King's Two Bodies in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Stealing_the_Story/RaJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Stealing the Story: Shakespeare's Self-Conscious Use of the Mimetic Tradition in the Tragedies]
* [https://www.google.co.uk/books/edition/The_Greenwood_Companion_to_Shakespeare_O/JkcgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Greenwood Companion to Shakespeare: Overviews and the history plays]
* [https://www.google.co.uk/books/edition/British_and_Irish_Literature_and_Its_Tim/xH4jAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover British and Irish Literature and Its Times]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Philosophy_of_History_Reve/1jwgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Philosophy of History Revealed in a Detailed Analysis of Henry V and Examined in Other History Plays]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Contemporaries/7em7coOthxQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Contemporaries]
* [https://www.google.co.uk/books/edition/The_Politics_of_the_Public_Sphere_in_Ear/0sGHAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Politics of the Public Sphere in Early Modern England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Catholic_Religion/Fl4gAQAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 Shakespeare and the Catholic religion]
* [https://www.google.co.uk/books/edition/Proceedings_of_the_British_Academy_Volum/8CsoAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Lectures]
* [https://www.google.co.uk/books/edition/Slander_and_Censorship_in_Late_Sixteenth/wb_oAvuJgbAC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Slander and Censorship in Late Sixteenth Century Literature]
* [https://www.google.co.uk/books/edition/Elizabethan_Literature_and_the_Law_of_Fr/vBFdAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabethan Literature and the Law of Fraudulent Conveyance]
* [https://www.google.co.uk/books/edition/Hamlet_History_and_commentary/yxgrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Hamlet History etc]
* [https://www.google.co.uk/books/edition/William_Shakespeare_A_Popular_Life/1BuaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: a popular life]
* [https://www.google.co.uk/books/edition/A_State_of_Mind/pCiIAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A State of Mind?]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Dramatic_Genres/J5FlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Dramatic Genres]
* [https://www.google.co.uk/books/edition/Literature_Criticism_from_1400_to_1800/O6VkAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Literature Criticism from 1400 to 1800 Volume 89]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Papist/LPwNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the Papist]
* [https://www.google.co.uk/books/edition/Goslicius_Ideal_Senator_and_His_Cultural/1jc7AQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Goslicius' Ideal Senator and His Cultural Impact Over the Centuries]
* [https://www.google.co.uk/books/edition/Shakespeare_by_Another_Name/FqllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover &quot;Shakespeare&quot; by Another Name]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Friends/AlZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Friends]
* [https://www.google.co.uk/books/edition/Dr_Simon_Forman/qHceAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dr Simon Forman]
* [https://www.google.co.uk/books/edition/William_Shakespeare_the_Wars_of_the_Rose/dZFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, the Wars of the Roses and the historians]
* [https://www.google.co.uk/books/edition/Shakespearean_Criticism/2TdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Criticism]
* [https://www.google.co.uk/books/edition/Poetry_History_and_Antiquarianism_in_Ref/jwIhAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry, History, and Antiquarianism in Reformation England]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Prince_of_Love/D0QgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Prince of Love]
* [https://www.google.co.uk/books/edition/Paper_Bullets_of_the_Brain/o0YgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Paper Bullets of the Brain]
* [https://www.google.co.uk/books/edition/As_You_Like_It/GiBaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover As You Like It: Third Series]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WCqaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare, Dominic Shellard]
* [https://www.google.co.uk/books/edition/Poets_and_God/0XZlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poets and God]
* [https://www.google.co.uk/books/edition/Law_and_Literature/Ax5MAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Law and Literature Volume 16]
* [https://www.google.co.uk/books/edition/The_Embodied_Word/FV8sAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Embodied Word]
* [https://www.google.co.uk/books/edition/The_Case_for_Shakespeare/WaRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Case for Shakespeare: The End of the Authorship Question]
* [https://www.google.co.uk/books/edition/Explorations_in_Renaissance_Culture/_SYrAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Explorations in Renaissance Culture Volumes 33-34]
* [https://www.google.co.uk/books/edition/The_Touch_of_the_Real/ewdaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Touch of the Real: Essays in Early Modern Culture in Honour of Stephen Greenblatt]
* [https://www.google.co.uk/books/edition/Wotton_and_His_Worlds/ZfgNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Wotton and his Worlds]
* [https://www.google.co.uk/books/edition/Theatre_and_Religion/wo1lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Theatre and Religion Lancastrian Shakespeare]
* [https://www.google.co.uk/books/edition/Trying_Treason/TOKxAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Trying Treason]
* [https://www.google.co.uk/books/edition/Willing_Subjects/IEX0sGwT1QQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Willing Subjects]
* [https://www.google.co.uk/books/edition/Symbolism/Bt0ZAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Symbolism]
* [https://www.google.co.uk/books/edition/Performing_Shakespeare/35pQAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Performing Shakespeare]
* [https://www.google.co.uk/books/edition/Soul_of_the_Age/e0UgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Soul of the Age]
* [https://www.google.co.uk/books/edition/England/aD9nAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover England]
* [https://www.google.co.uk/books/edition/Elizabeth_I/-GtnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I]
* [https://www.google.co.uk/books/edition/King_Richard_II/oGUMX4RntjgC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA25&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Legal_Imagination/OXPvBqQLw-4C?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA38&amp;printsec=frontcover Shakespeare and the legal imagination]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Theatre/GxN3ue9_r3oC?hl=en&amp;gbpv=1&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;pg=PA69&amp;printsec=frontcover Shakespeare's Theatre]
* [https://www.google.co.uk/books/edition/Critical_Essays_on_Shakespeare_s_Richard/AaYoAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Essays on Shakespeare's Richard II]
* [https://www.google.co.uk/books/edition/The_Reign_of_Richard_II_Essays_in_Honour/y3xnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Reign of Richard II: Essays in Honour of May McKisack]
* [https://www.google.co.uk/books/edition/Poetry_and_the_Realm_of_Politics/oQFaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Poetry and the Realm of Politics]
* [https://www.google.co.uk/books/edition/Shakespeare/BM0mAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespearean_Politics/oTdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Politics]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Theatrical_Dimension/wl4gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, the Theatrical Dimension]
* [https://www.google.co.uk/books/edition/Who_was_Kit_Marlowe/zQ1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kit Marlowe etc]
* [https://www.google.co.uk/books/edition/From_Page_to_Performance/beQKAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover From Page to Performance]
* [https://www.google.co.uk/books/edition/Exploring_Tudor_England/ax56AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Exploring Tudor England]
* [https://www.google.co.uk/books/edition/The_Movement_Towards_Subversion/vyJaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Movement Towards Subversion]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Typological_Satire/G5BlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Typological Satire]
* [https://www.google.co.uk/books/edition/Shakespeare_Recycled/zzNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare Recycled]
* [https://www.google.co.uk/books/edition/Reinventing_the_Middle_Ages_the_Renaissa/fXFnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Reinventing the Middle Ages &amp; the Renaissance]
* [https://www.google.co.uk/books/edition/The_Mysterious_William_Shakespeare/WnllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Mysterious William Shakespeare]
* [https://www.google.co.uk/books/edition/Richard_II/GHhlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II Critical Essays]
* [https://www.google.co.uk/books/edition/William_Shakespeare/WJvC6gu_I0gC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare: Records and Images]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Actors/HYtlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and the Actors]
* [https://www.google.co.uk/books/edition/Shakespeare_the_Man/BVdlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare the man]
* [https://www.google.co.uk/books/edition/Henry_V/zXllAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Henry V: A Guide to the Play]
* [https://www.google.co.uk/books/edition/Shakespearean_Contingencies/Cw1NAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespearean Contingencies]
* [https://www.google.co.uk/books/edition/Renaissance_Drama/E60kAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Drama 1990]
* [https://www.google.co.uk/books/edition/Language_Discourse_Sign/uH4oAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Language, Discourse, Sign]
* [https://www.google.co.uk/books/edition/Mock_Kings_in_Medieval_Society_and_Renai/T98KAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Mock kings in medieval society and Renaissance drama]
* [https://www.google.co.uk/books/edition/Shakespeare_Invention_of_the_Human/ojHirImrtYoC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare: Invention of the Human]
* [https://www.google.co.uk/books/edition/Shakespeare/wn5lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare]
* [https://www.google.co.uk/books/edition/Persons_in_Groups/rQ24AAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Persons in Groups]
* [https://www.google.co.uk/books/edition/All_Semblative_a_Woman_s_Part/0DlaAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover All Semblative a Woman's Part?]
* [https://www.google.co.uk/books/edition/Crossing_the_Mirror/qRZNAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Crossing the Mirror]
* [https://www.google.co.uk/books/edition/De_Vere_is_Shakespeare/dKJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover De Vere is Shakespeare]
* [https://www.google.co.uk/books/edition/William_Lambarde_Elizabethan_Antiquary_1/x1RnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Lambarde, Elizabethan Antiquary, 1536-1601]
* [https://www.google.co.uk/books/edition/The_Power_of_Forms_in_the_English_Renais/cPtZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Power of Forms in the English Renaissance]
* [https://www.google.co.uk/books/edition/Ravishment_and_Rememberance/G31LAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ravishment and Rememberance]
* [https://www.google.co.uk/books/edition/Shakespeare_and_His_Theatre/8A5ZQq3uOVQC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and His Theatre]
* [https://www.google.co.uk/books/edition/Critical_Hermeneutics_and_Shakespeare_s/O10gAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Critical Hermeneutics and Shakespeare's History Plays]
* [https://www.google.co.uk/books/edition/Christian_England/K-WfAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Christian England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Religious_Background/xDSaAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Religious Background]
* [https://www.google.co.uk/books/edition/Shylock/N4RlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shylock]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Legacy/MM5XAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare Legacy]
* [https://www.google.co.uk/books/edition/Renaissance_Genres/0uFZAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Renaissance Genres]
* [https://www.google.co.uk/books/edition/Cannibals_Witches_and_Divorce/qZRpAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Cannibals, Witches, and Divorce]
* [https://www.google.co.uk/books/edition/The_Problem_of_Religious_Knowledge/C29LAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Problem of Religious Knowledge]
* [https://www.google.co.uk/books/edition/Essex_and_the_Great_Revolt_of_1381/J8RzAAAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Essex and the Great Revolt of 1381]
* [https://www.google.co.uk/books/edition/Transactions_of_the_London_and_Middlesex/4dtJAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover TLMAS]
* [https://www.google.co.uk/books/edition/Shakespeare_Politics_and_the_State/Mn9lAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare, Politics and the State]
* [https://www.google.co.uk/books/edition/Allegories_of_Power_in_the_England_of_El/LIYgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Allegories of Power in the England of Elizabeth]
* [https://www.google.co.uk/books/edition/William_Shakespeare/rIVlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover William Shakespeare]
* [https://www.google.co.uk/books/edition/Women_s_Matters/PDRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Women's Matters]
* [https://www.google.co.uk/books/edition/The_Weak_King_Dilemma_in_the_Shakespeare/0bJlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Weak King Dilemma in the Shakespearean History Play]
* [https://www.google.co.uk/books/edition/The_Book_Known_as_Q/S2tlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Book Known as Q]
* [https://www.google.co.uk/books/edition/Fields_of_Vision/OD0eAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Fields of Vision]
* [https://www.google.co.uk/books/edition/Ungodly_Delights/RKgcAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Ungodly Delights]
* [https://www.google.co.uk/books/edition/The_Shakespeare_Handbook/rLRlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespeare HandboOK]
* [https://www.google.co.uk/books/edition/Humanities/y5FZAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Humanities]
* [https://www.google.co.uk/books/edition/Richard_II_by_William_Shakespeare/Bb3yAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II by William Shakespeare]
* [https://www.google.co.uk/books/edition/King_Richard_II/50NnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover King Richard II]
* [https://www.google.co.uk/books/edition/Murder_Under_Trust_Or_The_Topical_Macbet/0oNlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Murder under trust]
* [https://www.google.co.uk/books/edition/The_Shakespearean_Kings/tHBlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Shakespearean Kings]
* [https://www.google.co.uk/books/edition/America_the_Mabr_e_y_Experience/mRQ3AAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover America, the Mabr(e)y Experience: Resistance, Revolution &amp; Civil War]
* [https://www.google.co.uk/books/edition/Richard_II/ZDEkAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Richard II: An Annotated Bibliography, Volume 2]
* [https://www.google.co.uk/books/edition/The_Batsford_Companion_to_Medieval_Engla/ev78b9EJQy0C?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Batsford Companion to Medieval England]
* [https://www.google.co.uk/books/edition/Shakespeare_s_Unruly_Women/FKFlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare's Unruly Women]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Others/iFEgAQAAIAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Shakespeare and Others]
* [https://www.google.co.uk/books/edition/Kings_and_Chroniclers/L1wpAAAAYAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Kings and Chroniclers]
* [https://www.google.co.uk/books/edition/A_Kingdom_for_a_Stage/UzxlAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover A Kingdom for a Stage]
* [https://www.google.co.uk/books/edition/The_House_of_Commons/Ezz4OZuYVFYC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The History of Parliament: The House of Commons 1558-1603 (3 v.)]
* [https://www.google.co.uk/books/edition/Shakespeare_Soul_of_the_Age/nMYCAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover shakespeare, Soul of the Age]
* [https://www.google.co.uk/books/edition/After_Poststructuralism/TOaEAAAAIAAJ?hl=en&amp;gbpv=0&amp;bsq=%22I%20am%20Richard%20II,%20know%20ye%20not%20that?%22 After Poststructuralism: Interdisciplinarity and Literary Theory]
* [https://www.google.co.uk/books/edition/The_Unschooled_Mind/C7WnYtt219IC?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover The Unschooled Mind]
* [https://www.google.co.uk/books/edition/Elizabeth_I/hHZnAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Eliz I]
* [https://www.google.co.uk/books/edition/Dramas_of_Christian_Time/mnIqAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Dramas of Christian Time]
* [https://www.google.co.uk/books/edition/Elizabeth_I/XjQmAQAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover Elizabeth I: The Shrewdness of Virtue]
* [https://www.google.co.uk/books/edition/John_Dryden/9Q1aAAAAMAAJ?hl=en&amp;gbpv=1&amp;bsq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;dq=%22I+am+Richard+II,+know+ye+not+that%3F%22&amp;printsec=frontcover John Dryden]
* [https://www.google.co.uk/books/edition/Shakespeare_and_Early_Modern_Political_T/DUwhAwAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA259&amp;printsec=frontcover Shakespeare and Early Modern Political Thought]
* [https://www.google.co.uk/books/edition/The_English_History_Play_in_the_age_of_S/5TT-AQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA158&amp;printsec=frontcover The English History Play in the Age of Shakespeare]
* [https://www.google.co.uk/books/edition/Shakespeare_and_the_Political/rEcREQAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PA215&amp;printsec=frontcover Shakespeare and the Political]
* [https://www.google.co.uk/books/edition/William_Shakespeare_Subject_of_the_Crown/a7G6DAAAQBAJ?hl=en&amp;gbpv=1&amp;dq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;pg=PT18&amp;printsec=frontcover William Shakespeare - Subject of the Crown?]
* [https://www.google.com/search?q=%22shakespeare%22+%2B+%22political+propaganda%22&amp;client=firefox-b-d&amp;hs=4AQ&amp;sca_esv=6d4ade7bd26771c9&amp;udm=36&amp;biw=2510&amp;bih=1307&amp;tbs=cdr%3A1%2Ccd_min%3A2000%2Ccd_max%3A2099&amp;sxsrf=ANbL-n6I6Pkwl7mmdHK6N1xPQXLbGBIOSg%3A1776853062010&amp;ei=RqDoaZUvztiFsg_I5bToDw&amp;ved=0ahUKEwiV6tC8nYGUAxVObEEAHcgyDf0Q4dUDCBM&amp;uact=5&amp;oq=%22shakespeare%22+%2B+%22political+propaganda%22&amp;gs_lp=EhBnd3Mtd2l6LW1vZGVsZXNzIiYic2hha2VzcGVhcmUiICsgInBvbGl0aWNhbCBwcm9wYWdhbmRhIjIIECEYoAEYwwRInQlQxgZYuwdwAXgAkAEAmAF_oAHPAaoBAzEuMbgBA8gBAPgBAZgCAqACVsICCxAAGIAEGKIEGLADmAMAiAYBkAYCkgcBMqAHowOyBwExuAdTwgcDMC4yyAcEgAgB&amp;sclient=gws-wiz-modeless The Nazi Appropriation of Shakespeare: Cultural Politics in]
{{refend}}</text>
      <sha1>mliuo19vytuk2cu5dx2vg0kh9v6dzjd</sha1>
    </revision>
  </page>
  <page>
    <title>Module:Sandbox/22</title>
    <ns>828</ns>
    <id>331015</id>
    <revision>
      <id>2834271</id>
      <parentid>2834216</parentid>
      <timestamp>2026-09-22T22:03:17Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834271</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="18992" sha1="pjxtt6z8e4ssg5ushbtjwff4q5yhfn0" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations except passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	local frame = mw.getCurrentFrame()
	local pagename = mw.title.getCurrentTitle()
	local Entities = require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		
	}
	local isSuper = -- do blank args count the same as nonexistent ones? check
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Debuted&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		(pagecount &gt; 0)
			
	
	-- TITLE
	local table = mw.html.create( 'table' )
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot;)
				:node(&quot;&lt;big&gt;&quot; .. frame.args[&quot;Title&quot;] or pagename .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. frame.args[&quot;SUPER Title&quot;] or (&quot;Super&quot; .. (frame.args[&quot;Title&quot;] or pagename)) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Type&quot;]) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((frame.args[&quot;SUPER Type&quot;]) and &quot;Base Identification&quot; or &quot;Basic Info&quot;)
				:node((frame.args[&quot;SUPER Type&quot;]) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Type
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Type&quot;]) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Type&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;Type&quot;])
			)
		)
		:node( (frame.args[&quot;SUPER Type&quot;]) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Type&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;SUPER Type&quot;])
			))
		)
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			frame.args[&quot;Title&quot;] or pagename, 
			&quot;color&quot;
		)
	if (color ~= &quot;&quot;) then
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Color&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(frame:expandTemplate{ title = &quot;Color&quot;, args = {color} })
				)
			)
	else
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Color&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;)
				)
			)
	end
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			frame.args[&quot;Title&quot;] or pagename, 
			&quot;emoji&quot;
		)
	if (emoji ~= &quot;&quot;) then
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Emoji&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(emoji .. &quot; &quot; .. p.emojiCodepoint(emoji))
				)
			)
	else
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Emoji&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;)
				)
			)
	end
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	end
	local s_features
	local s_starts
	local s_scalings
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		local has_s_features = false;
		local has_s_starts = false;
		local has_s_scalings = false;
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = s_features[i].concat()
				s_starts[i] = s_starts[i].concat()
				s_scalings[i] = s_scalings[i].concat()
			end
			s_features = s_features.concat()
			s_starts = s_starts.concat()
			s_scalings = s_scalings.concat()
		else -- # of super features = 1? Proceed to render single-feature section
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				s_features = mw.html.create( 'tr' )
					:attr({
						id = &quot;mw-customcollapsible-Infobox&quot; })
					:addClass(&quot;mw-collapsible mw-collapsed&quot;)
					:node( mw.html.create( 'td' )
						:css({ [&quot;font-weight&quot;] = &quot;bold&quot; })
						:node(
							&quot;Feature&quot; .. 
							(frame.args[&quot;SUPER Var&quot;]) and &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;
						)
					)
					:node( mw.html.create( 'td' )
						:node(frame.args[&quot;SUPER Feature&quot;])
					)
				has_s_features = true
			end
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				s_features = mw.html.create( 'tr' )
					:attr({
						id = &quot;mw-customcollapsible-Infobox&quot; })
					:addClass(&quot;mw-collapsible mw-collapsed&quot;)
					:node( mw.html.create( 'td' )
						:css({ [&quot;font-weight&quot;] = &quot;bold&quot; })
						:node(
							&quot;Starting Value&quot; .. 
							(frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Var0&quot;]) and &quot; (&quot; .. p.var( frame.args[&quot;SUPER Var0&quot;] or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;)&quot;
						)
					)
					:node( mw.html.create( 'td' )
						:node(frame.args[&quot;SUPER Starting value&quot;])
					)
				has_s_starts = true;
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				s_features = mw.html.create( 'tr' )
					:attr({
						id = &quot;mw-customcollapsible-Infobox&quot; })
					:addClass(&quot;mw-collapsible mw-collapsed&quot;)
					:node( mw.html.create( 'td' )
						:css({ [&quot;font-weight&quot;] = &quot;bold&quot; })
						:node(&quot;Scaling&quot;)
					)
					:node( mw.html.create( 'td' )
						:node(frame.args[&quot;SUPER Scaling&quot;])
					)
				has_s_scalings = true;
			end
		end
	end
	if (featureCount &gt; 1) then end
	
	features = table.concat(features,&quot;&lt;br&gt;&quot;)
	starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
	scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	-- SECTION: Scaling Characteristics
		-- Section Heading
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Feature count&quot;]) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((frame.args[&quot;SUPER Feature count&quot;]) and &quot;Base Scaling Characteristics&quot; or &quot;Scaling Characteristics&quot;)
				:node((frame.args[&quot;SUPER Feature count&quot;]) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Features
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_features) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(featureCount &gt; 1) and &quot;Features&quot; or 
					( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) )
				)
			)
			:node( mw.html.create( 'td' )
				:node(features) -- also, still ahven't figured out how to do this yet
			)
		)
		:node( (has_s_features) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(s_featureCount &gt; 1) and &quot;Features&quot; or 
					( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) )
				)
			)
			:node( mw.html.create( 'td' )
				:node(s_features)
			))
		)
		-- Starting values
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_starts) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(featureCount &gt; 1) and &quot;Starting values&quot; or 
					( 
						(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
						&quot;Starting value&quot;
					)
				)
			)
			:node( mw.html.create( 'td' )
				:node(starts)
			)
		)
		:node( (has_s_starts) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
					( 
						(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
						&quot;Starting value&quot;
					)
				)
			)
			:node( mw.html.create( 'td' )
				:node(s_starts)
			))
		)
		-- Scaling
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_scalings) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Scaling&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(scalings)
			)
		)
		:node( (has_s_scalings) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Scaling&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(s_scalings)
			))
		)
	
	return tostring(table)
end

function p.title()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>pjxtt6z8e4ssg5ushbtjwff4q5yhfn0</sha1>
    </revision>
  </page>
  <page>
    <title>Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment</title>
    <ns>0</ns>
    <id>331021</id>
    <revision>
      <id>2834307</id>
      <parentid>2833738</parentid>
      <timestamp>2026-09-23T08:23:36Z</timestamp>
      <contributor>
        <username>Jtneill</username>
        <id>10242</id>
      </contributor>
      <comment>/* See also */ * [[/Non-invasive brain stimulation techniques/]]</comment>
      <origin>2834307</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="35038" sha1="qvlkiu62o1f6hq1g2kfffcql36kbw89" xml:space="preserve">{{title|Immersive therapy for PTSD treatment:&lt;br&gt;How does it work and what are the effects?}}
__TOC__
== Overview ==
{{RoundBoxTop|theme=2}}
'''Scenario: Immersive PTSD therapies'''

Andriy, a soldier, harnessed to a treadmill, walks towards an image he spent months avoiding, his clinical therapist  beside him. This is multi-modular motion assisted memory desensitisation and reconsolidation (3MDR), one of a new generation of immersive therapies for post-traumatic stress disorder. 
[[File:Andriy 3MDR enhanced.gif|center|600x600px]]

'''Figure 1.''' Andriy moves through his 3MDR treatment.

Learn about immersive therapy and Andriy’s* experience below (*Andriy: a fictional name). {{RoundBoxBottom}}
[[File:Post-traumatic_stress_disorder_world_map_-_DALY_-_WHO2004.svg|alt=|thumb|271x271px|'''Figure 2:''' The World Health Organisation (2024) estimated that 3.9% of the world's population had PTSD at some stage.&lt;ref&gt;{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}&lt;/ref&gt;]]
[[w:Post-traumatic_stress_disorder|Post-traumatic stress disorder]] (PTSD) develops after severe or life-threatening trauma and carries a substantial personal and societal cost (Figure 2), with military personnel disproportionately represented (Boska et al., 2025). See costs and limitations below (Davis et al., 2022; Montgomery-Marks et al., 2025). 

PTSD's emotional impact is shaped by [[w:Emotional_dysregulation|emotional dysregulation]] - difficulty managing intense feelings such as guilt, fear or shame (Westphal et al., 2017). This commonly triggers [[Cognitive psychology|cognitive]] and behavioural avoidance that offers short-term relief but prevents traumatic memory from being adaptively processed, trapping individuals in cycles of avoidance and chronic hyperarousal (de Haart et al., 2026; van Gelderen et al., 2018).

Immersive interventions, including [[w:Virtual_reality_therapy|virtual reality exposure therapy]] (VRET) and 3MDR, aim to break this avoidance cycle by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold &amp; Wiederhold, 2025). This chapter explains the psychological theory behind these approaches, reviews the research evidence for their effects and considers their limitations.

{{RoundBoxTop|theme=2}}
'''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]]

* Why is emotional processing important in PTSD?
* How can immersive therapies influence the emotional processes underlying PTSD? 
* What does the research evidence show?
* What are the costs and limitations of immersive therapies? 
{{RoundBoxBottom}}

== Why is emotional processing important in PTSD? ==
[[File:PTSD.png|thumb|'''Figure 3.''' PTSD can deeply affect our emotions.]]PTSD is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria and is characterised by disrupted executive and emotional processing systems, heightened threat perception, hypervigilance and persistent negative emotional states as depicted in Figure 3 (Kukharuk et al., 2025; López-Ojeda &amp; Hurley, 2022; Osman et al., 2016). Emotional processing theory provides the primary framework for understanding this disruption, supported by emotion regulation theory and inhibitory learning models introduced later in the chapter.

{{RoundBoxTop|theme=3}}[[Image:Crystal Clear app help index.svg|left|50px]]
;Predict the outcome

A soldier with PTSD encounters a trauma-related image expecting:

'''TRAUMA CUE → DANGER → DISTRESS → AVOID'''

However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?&lt;quiz display=simple&gt;
{
|type=&quot;()&quot;}
- Fear increases permanently.

- Memory cannot change.

+ Prediction error creates opportunities for new learning.

- Emotional processing stops. 

}

&lt;/quiz&gt;
&lt;div style=&quot;text-align:right; color:red; font-weight:bold;&quot;&gt;
Click &quot;show&quot; below  to understand more⤵ &lt;/div&gt;
{{Hidden begin|title=Please consider the answer before opening this section}}The answer is '''C'''.
&lt;div style=&quot;text-align:left; color:black; font-weight:regular;&quot;&gt;
Mismatches between expected and actual danger create a
'''prediction error'''. This may contribute to fear extinction,
emotion regulation, and memory reconsolidation. '''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play?
&lt;/div&gt;

 
{{Hidden end}}
&lt;div style=&quot;text-align:left; color:black; font-weight:regular;&quot;&gt;
&lt;/div&gt;{{RoundBoxBottom}}

=== Understanding PTSD and emotions ===
Emotional processing theory suggests recovery requires the trauma memory to be reactivated and updated with corrective information. In PTSD, this process is blocked and to manage distress, many individuals adopt cognitive and behavioural avoidance mechanisms (López-Ojeda &amp; Hurley, 2022). Avoidance offers short-term relief, but prevents the traumatic memory from being reactivated, so it cannot be updated. Trauma reminders such as flashbacks continue to trigger extreme distress, trapping the individual in a maladaptive, self-reinforcing avoidance cycle (Figure 4)  (Vermetten, Burback, et al., 2025b). 

At a neural level, Westphal et al. (2017) linked this to [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], in which the traumatic memory network remains isolated from the brain's [[w:Salience_network|salience]]  and central executive networks. Effective treatment requires reactivating this network so the memory can be integrated (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). This is empirically supported: A 2025 study of Danish military veterans (''n''=142) found emotional regulation difficulties explained an additional 28% of the variance in PTSD symptoms; combined with [[w:Comorbidity|comorbid]] symptoms, these factors accounted for 52% of the variance in severity (''F''(13, 92) = 9.58, ''p'' &lt;0.001) (Elklit &amp; Dahl, 2025).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 4'''. Avoidance cycles and the anticipated positive responses associated with immersive therapies. Based on: Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]]

=== Why treatment can be difficult ===
Trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) and [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) ask patients to actively engage with distressing memories to generate fear extinction, precisely what avoidance prevents (van Toorenburg et al., 2020). Many patients cannot tolerate the emotional exposure these therapies require (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). Because the trigger is never confronted, the brain cannot experience a prediction error needed to learn the threat has passed, so symptoms persist (de Haart et al., 2026; López-Ojeda &amp; Hurley, 2022).

This is reflected in outcomes where an estimated 39.2% of patients fail to respond to standard trauma-focused therapy, and dropout rates range from 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). Among military veterans, younger patients show heightened severity when trauma is central to their identity, while others turn to poor diet or substance abuse, further eroding emotional regulation (Efremov, 2025; Niles et al., 2023).

[[w:Emotional_dysregulation|Emotional dysregulation]] was historically viewed as a fixed barrier requiring lengthy stabilisation before treatment could begin (van Toorenburg et al., 2020). More recent evidence suggests otherwise, although emotional regulation contributes to PTSD symptoms, it is also being increasingly viewed as a modifiable process with dynamic capacity, one able to improve as a natural consequence of successful memory processing (van Toorenburg et al., 2020). This reframes the clinical challenge as helping an individual safely approach and process the traumatic memory, not correcting a fixed deficit. [[File:UC PhD VR study.png|right|thumb|'''Figure 5.''' PhD work by Selvakumaran (University of Canberra) examining cultural adaptation using the US-''Bravemind'' system.]]Cultural context adds another layer of difficulty. Doctoral research at the [[University of Canberra]] is examining how protocols such as the US-centric ''Bravemind''&lt;ref&gt;{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}&lt;/ref&gt; need cultural adaptation for Australian veterans and first responders, whose operational backgrounds differ from their US counterparts (Selvakumaran, 2025). Integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation to support physical and emotional recovery (Figure 5)  (Selvakumaran, 2025). These treatment gaps carry a substantial economic and personal cost, part of the motivation for developing alternatives such as immersive therapies.   

== How can immersive therapies influence emotional processes? ==
Immersive PTSD treatments mark a shift from passive, sedentary therapy towards active, embodied, interactive approaches (van Gelderen et al., 2018). Immersive therapy uses three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda &amp; Hurley, 2022; van Gelderen et al., 2018).

Embodied cognition is how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). Immersion therapy goes beyond simple visual replication of a trauma memory; instead, capturing the participant’s visceral and cognitive focus by limiting distractions (Macey et al., 2026). 

=== What is immersive therapy? ===
[[File:XR and Human Senses.png|right|thumb|'''Figure 6.''' The Extended Reality environment. ]]Immersive therapies&lt;ref&gt;{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&amp;oldid=1357152847|journal=Wikipedia|language=en}}&lt;/ref&gt; use [[w:Extended_reality|extended reality]] (XR) platforms, encompassing [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), to create customisable, controlled, and standardised therapeutic environments (López-Ojeda &amp; Hurley, 2022; Wiederhold &amp; Wiederhold, 2025). This ecosystem is depicted in Figure 6.
This chapter focuses on two applications: VRET where therapists reconstruct traumatic scenarios in safe, graded environments, and 3MDR, which extends this by having the patient move on a treadmill beside their therapist, rather than in a stationary, face-to-face session (de Haart et al., 2026; Felemban et al., 2026).

=== Presence and embodied cognition ===
Immersive therapy’s distinguishing feature is its ability to generate presence, or the psychological illusion of being ‘''there’''. The illusion is amplified by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes et al., 2025; López-Ojeda &amp; Hurley, 2022). This increases engagement with the trauma memory and supports emotional processing (van Gelderen et al., 2018).

In 3MDR, presence combines with cognition. The working principle is that physical states of the body can directly shape states of the mind (van Gelderen et al., 2018). Walking towards a virtual trauma reminder functions as a fear antagonistic action and rather than retreating in avoidance, the patient approaches, converting passive helplessness into active, empowered participation and disrupting the rigid and repetitive trauma narratives  common in PTSD (de Haart et al., 2026; Osman et al., 2016; van Gelderen et al., 2018). 

Notably, extinction learning normally requires moderate-to-high-intensity activity to stimulate [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF), but 3MDR's walking pace (&lt; 4 km/h) is too slow to generate meaningful BDNF secretion, making a major exercise induced BDNF mechanism unlikely, although physiological factors cannot be ruled out. The approach action and the cognitive restructuring it enables may be more important psychological drivers (de Haart et al., 2026).

=== Prediction error and inhibitory learning ===
Immersive therapy builds on the inhibitory learning model of exposure therapy, in which a new, safe association competes with and suppresses the original fear response. Walking towards a trauma cue and encountering safety instead of the expected catastrophe creates a prediction error between the anticipated, life-threatening event and actual reality. This may destabilise the traumatic memory, potentially creating conditions for memory reconsolidation to occur (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold &amp; Wiederhold, 2025).

=== Memory reconsolidation ===
According to [[w:Memory_consolidation|memory reconsolidation]] theory, traumatic memories retrieved in a safe immersive context can become [[w:Malleability_of_intelligence|malleable]], allowing new, safe information to reconsolidate the memory in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed, 3MDR uses dual-attention tasks such as tracking an oscillating ball (Figure 1), which tax working memory resources and reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b).

Emerging linguistic research suggests this processing is reflected in patients' language. Across successive 3MDR sessions, [[w:Affect_labeling|affective labelling]] of feelings such as guilt shifted from past-tense to present-tense narration, consistent with a renewed ability to integrate traumatic memories into present-moment awareness (Vermetten, Barcaro, et al., 2025a).

== What does the research evidence show? ==
Addressing these barriers is important for any PTSD population, but especially critical for military populations with high treatment failure and dropout rates (van Gelderen et al., 2018). Immersive therapies can tailor patient-selected trauma cues to improve access to traumatic memory networks (Vermetten, Burback, et al., 2025b). 

=== Virtual reality exposure therapy ===
[[w:Virtual_reality_therapy|VRET]] reconstructs traumatic events in a structured context (Felemban et al., 2026; López-Ojeda &amp; Hurley, 2022). This may help bypass imagination challenges such as emotional numbing or amnesia that can prevent patients from engaging with traditional therapy (Macey et al., 2026). A meta-analysis of VRET for PTSD found substantial symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD Scale]] and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale]  (Felemban et al., 2026). Because changes of 10-20 points on these scales are considered clinically significant, this could mean the difference between severe functional impairment and mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  Comparative effects against other active PTSD treatments remain modest, but VRET appears to be a more engaging alternative to conventional treatment (Felemban et al., 2026)

=== 3MDR ===
3MDR takes the same multisensory effect in VRET and adds an activating context. Rather than a sedentary, face-to-face session, the patient and the therapist face the virtual display together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). It follows a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). In a trial involving treatment-resistant PTSD; 3MDR showed large effect sizes from pre-treatment to six-months (''n'' = 134, ''d'' = 1.0) and high-acceptability, with 7-20% dropout rates (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). Substantially lower than the 16-48% typical trauma-focused therapy in military populations (Lewis et al., 2020).

Improvements are not limited to PTSD symptoms. A trial of 62 adults with severe PTSD, including childhood sexual trauma, found intensive trauma-focused treatment improved emotion-regulation abilities regardless of PTSD outcome (van Toorenburg et al., 2020). Some researchers link this improvement to positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]]. Theorising that as patients regain a sense of safety and control, this may support a positive spiral of emotional flexibility that reinforces recovery (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017).  

Critically, the exact causation remains unknown. Given the recent innovations in immersive therapies and small study samples, it remains unclear whether they work through exposure-based extinction, enhanced emotional engagement, physiological factors, embodiment or positive cognitive restructuring. These questions are relevant to both basic and applied research and have not yet been adequately addressed by current trial designs.  

'''Table 1:''' Treatment effects and psychological mechanisms
{| class=&quot;wikitable mw-collapsible&quot;
| valign=&quot;top&quot; |'''Clinical Dimension'''
| valign=&quot;top&quot; |'''Traditional'''
| valign=&quot;top&quot; |'''Immersive'''
| valign=&quot;top&quot; |'''Psychological Mechanisms'''
|-
| valign=&quot;top&quot; |'''Context'''
| valign=&quot;top&quot; |'''''Sedentary'''''. Face-to-face, verbally describes trauma.
| valign=&quot;top&quot; |'''''Activating.''''' Dynamic, multi-sensory environment.
| valign=&quot;top&quot; |'''''Fear Antagonistic Action.'''''
'''''Approach behaviours.'''''

'''''Prediction Errors.'''''
|-
| valign=&quot;top&quot; |'''Trauma cue delivery'''
| valign=&quot;top&quot; |'''''Imaginary Retrieval'''''
Patient capacity
| valign=&quot;top&quot; |'''''Multisensory Immersion'''''
Highly tailored
| valign=&quot;top&quot; |'''''External Scaffolding.'''''
Bypasses internal barriers to activate memory networks.
|-
| valign=&quot;top&quot; |'''Processing'''
| valign=&quot;top&quot; |'''''Convergent processing.'''''
Repeated narration and fear habituation.
| valign=&quot;top&quot; |'''''Active Narrative Processing.'''''
Interactive, real-time affective labelling and dual attention tasks.
| valign=&quot;top&quot; |'''''Working Memory.'''''
Memory taxation reduces vividness and emotional intensity.
|-
| valign=&quot;top&quot; |'''Engagement''' 
| valign=&quot;top&quot; |'''''Attrition.'''''
Dropout rates 16-48%.
| valign=&quot;top&quot; |'''''Acceptability.'''''
Attractive. Dropout rates 7-20%.
| valign=&quot;top&quot; |'''''Sustained Motivation.'''''
Presence and safety in immersive environment.
|}
=== Applied example: 3MDR treatment in Ukraine ===
{{RoundBoxTop|theme=2}}
'''Scenario: Ukraine War: an applied 3MDR example'''

Andriy*, a Ukrainian Armed Forces volunteer, is struggling with hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible; his mind remains in a constant state of combat readiness, even in quiet rooms.

In the pre-platform phase, Andriy identifies ‘hotspot’ memories in photographs. On the treadmill, harnessed and walking, he faces a panoramic screen as personalised warm-up music plays, selected to keep him connected to his traumatic memory network (Vermetten et al., 2025b). As his hotspot image fills the screen, his therapist asks three questions (Vermetten et al., 2025b):

1. What do you '''SEE''' ?
2. What does it '''TELL''' you?
3. What do you '''FEEL''' in your body NOW?

When Andriy identifies a surge of shame, the word '''GUILT''' is displayed as an affective label, and a dual-attention task begins. He tracks an oscillating, numbered ball while he stays with the emotion, taxing his working memory and reducing the intensity of the recalled trauma.
[[File:Andriy 3MDR enhanced.gif|center|600x600px]]

'''Figure 7.''' Andriy's 3MDR treatment.

By the end of the session, Andriy had walked toward what he used to avoid, creating a mismatch between his expectation of threat and his safety and turning a rigid, stuck memory into a manageable narrative.

*''Andriy, a fictional name given to one of 69 Ukrainian veterans, participating in a 2023 randomised controlled trial. Many demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). 

{{RoundBoxBottom}}

== What are the costs and limitations of immersive therapies? ==
PTSD carries a substantial economic burden. An estimated US$232 billion in excess costs in the United States in 2018 and over £40 billion, in the United Kingdom in 2020-21, 92.4% of which were indirect rather than direct clinical costs (Davis et al., 2022; Montgomery-Marks et al., 2025). In Australia, the annual cost of PTSD per military veteran was estimated at $112,172 in 2025 (Magnusson &amp; Dey, 2025). In addition, individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidities tripling this effect (Bothe et al., 2020). These figures span several countries and years and should be read as an indication of scale rather than as directly comparable totals.

Immersive therapy’s ability to move from small trials into mainstream PTSD treatment remains limited by methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, and a lack of long-term data (Felemban et al., 2026). Many trials rely on military-heavy, treatment-resistant samples with few active comparison conditions, which limits the generalisation of findings to civilian or initial treatment populations.   Practical issues such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can disrupt participation (Kukharuk et al., 2025).

Structural barriers include workforce training and equipment costs. Basic VR systems cost around US$3,500 per provider headset annually, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). Despite this, adoption of immersive therapy is scaling. The [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]] have expanded VR use from five medical centres in 2017 to over 154 centres and 2,300 staff, with applications now including over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). Reflecting this potential growth trend, some market analysts estimate the global PTSD-focused VR therapy market was worth US$1.59 billion in 2025, forecasted to reach US$5.94 billion by 2032, driven largely by growing mental health awareness and the absence of standard clinical protocols (Stratistics MRC, 2025, an industry market report).

These limitations do not undermine the case for immersive therapy, but they show its evidence base and infrastructure are still maturing. Demonstrating rigorously why these therapies work, rather than assuming their novelty accounts for their effects is essential to avoid misallocating resources to unproven interventions and may support an emerging shift towards greater emphasis on post-traumatic growth and renewed optimism (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold &amp; Wiederhold, 2025).

{{Robelbox|theme=2|title=Quiz}}
&lt;quiz display=simple&gt;
{Which of the following is an expected outcome of immersive therapy ?
|type=&quot;()&quot;}


- Patients are at risk because of an uncontrolled environment.
- The environments represent traditional face-to-face treatments.
- Failure and dropout rates are higher than traditional PTSD treatment.
+ Patients often broaden and build an upward spiral of emotion and optimism.
&lt;/quiz&gt;
{{Robelbox/close}}
== Conclusion ==
PTSD traps people in a self-reinforcing cycle of avoidance that blocks the adaptive processing necessary for traumatic memories to be resolved (see: ''Understanding PTSD and emotions''). Standard trauma-focused therapies require patients to confront exactly what this cycle causes them to avoid, which contributes to high non-response and dropout rates (see ''Why treatment can be difficult'').

Immersive therapies such as VRET and 3MDR address this by using presence, embodied cognition, prediction error and memory reconsolidation to help patients safely approach trauma cues rather than avoid them (see: ''What does the research evidence show''). The technology itself is only a delivery mechanism that enables the processes, the positive benefits appear to arise from the psychological mechanisms that immersive therapies facilitate, rather than the novelty of technology alone.

The evidence to date shows meaningful reductions in PTSD symptoms and comparatively low drop-out rates, alongside broader gains in emotional regulation. However, small samples, methodological variation, and a lack of long-term data mean the evidence base is still developing, and cost and infrastructure barriers remain significant (see ''costs and limitations'').{{RoundBoxTop|theme=11}}
[[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' 
Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}}

== See also ==
'''Wikiversity'''
* [[Motivation and emotion/Textbook/Emotion/Anxiety|Anxiety book chapter]]
* [[/Non-invasive brain stimulation techniques/]]
* [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)|Evidence-based PTSD assessment]]
* [[Motivation and emotion/Book/2019/Phobias|Phobias book chapter]] 

* [[Motivation and emotion/Book/2024/Sense hacking|Sense hacking book chapter]] 
'''Wikipedia'''

* [[w:Affect_labeling|Affective labelling]] 
* [[Augmented Reality|Augmented reality]] 
* [[w:Brain-derived_neurotrophic_factor|Brain-derived neurotrophic factor]] 
* [[w:Broaden-and-build|Broaden-and-build theory]]
* [[w:Cognitive_processing_therapy|Cognitive processing therapy]] 
* [[w:Virtual_reality_sickness|Cyber sickness]]
* [[w:DSM-5|DSM-5]]
* [[w:Emotional_dysregulation|Emotional dysregulation]] 
* [[w:Extended_reality|Extended reality]]
* [[w:Malleability_of_intelligence|Malleability of intelligence]] 
* [[w:Memory_consolidation|Memory reconsolidation]]
* [[w:Mixed_reality_game|Mixed reality]] 
* [[w:Post-traumatic_stress_disorder|Post-traumatic stress disorder]]
* [[w:Prolonged_exposure_therapy|Prolonged exposure therapy]] 
* [[wikipedia:Transdiagnostic_process|Transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]]
* [[wikipedia:Virtual_reality_therapy|Virtual reality exposure therapy]]

== References ==
{{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., &amp; Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. ''NEJM Catalyst Innovations in Care Delivery'', 5(4). https://doi.org/10.1056/cat.23.0356

Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., &amp; Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. ''Military Psychology'', 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904

de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., &amp; Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. ''European'' ''Journal of Psychotraumatology'', 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803

Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. ''Journal of Rational-Emotive &amp; Cognitive-Behavior Therapy'', 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7

Elklit, A., &amp; Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. ''Scandinavian Journal of Military Studies'', 8(1), 308-326. https://doi.org/10.31374/sjms.264

Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., &amp; Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. ''Frontiers in Psychiatry'', 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. ''American Psychologist'', 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218

Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., &amp; Sun, C. (2018). Virtual reality clinical research: Promises and challenges. ''JMIR Serious Games'', 6(4), e10839. https://doi.org/10.2196/10839

Kukharuk, O., Tkalich, K., Kamash, N., &amp; Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. ''European Journal of Psychotraumatology'', 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097

Lewis, C., Roberts, N. P., Andrew, M., Starling, E., &amp; Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. ''European Journal of Psychotraumatology'', 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633

Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., &amp; Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In ''Proceedings of the 17th International Conference on Quality of Multimedia Experience'' (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945

López-Ojeda, W., &amp; Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. ''The Journal of Neuropsychiatry and Clinical Neurosciences'', 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244

Macey, A.-L., Macey, J., &amp; Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. ''Interacting with Computers'', 29, 1-20. https://doi.org/10.1093/iwc/iwag029

Niles, B., Lang, A., &amp; Olff, M. (2023). Complementary and integrative interventions for PTSD. ''European Journal of Psychotraumatology'', 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888

Osman, A., Paczynski, M., &amp; Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. ''Military Psychology'', 29(1), 41-57. https://doi.org/10.1037/mil0000128

Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In ''Proceedings of the 27th International Conference on Multimodal Interaction'' (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826

Trejo, B. C., Richard, E. M., van Driel, M., &amp; McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. ''Military Psychology'', 27(5), 276-286. https://doi.org/10.1037/mil0000081

van Gelderen, M. J., Nijdam, M. J., &amp; Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. ''Frontiers in Psychiatry'', 9, 176. https://doi.org/10.3389/fpsyt.2018.00176

van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., &amp; De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? ''European Journal of Psychotraumatology'', 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417

Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., &amp; Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. ''Psychiatry and Clinical Psychopharmacology'', 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024

Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., &amp; Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. ''Psychiatry and Clinical Psychopharmacology'', 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028

Westphal, M., Aldao, A., &amp; Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. ''Military Psychology'', 29(3), 216-233. https://doi.org/10.1037/mil0000157

Wiederhold, B. K., &amp; Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. ''Expert Review of Medical Devices'', 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930
}}


== External links ==
* '''Web:''' [https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd Post traumatic stress disorder] (Australian Government)
* '''Web:''' [https://www.ptsd.va.gov/index.asp National Center for PTSD information home page]  (US Government)
* '''Web:''' [https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html US Veterans Affairs Immersive Programs Innov]&lt;nowiki/&gt;[https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html ation] (US Government)
* '''Web:''' [https://defenceveteransuicide.royalcommission.gov.au/publications/final-report Australian Royal Commission into Defence and Veteran Suicide - Final Repor]&lt;nowiki/&gt;[https://defenceveteransuicide.royalcommission.gov.au/publications/final-report t] (Australian Government)
* '''Web:''' [https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Virtual reality therapy for PTSD market forecasts to 2032:] (Stratistics MR&lt;nowiki/&gt;C, a 2025 industry market report). 
* '''Podcast:''' [https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c PTSD Podcast] (Peace of Mind: Mental Health and Psychiatry, ACAST, 43 min)
* '''Video:''' [https://www.youtube.com/watch?v=bD43R_oa6qo 3MDR: Virtual reality treatment for veterans] (National Centre for Mental Health,Youtube, 2:46 min)
* '''Video:'''  [https://www.youtube.com/watch?v=jL2bKmniMTc VR exposure for combat PTSD] (PsyTech VR, Youtube, 2:20 min)  
* '''Final Report:''' [https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf 3MDR randomised control trial - Final-Report] (Cardiff University)

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      <text bytes="35071" sha1="48bil6icgsofhv0cw3yfbs0ssmb12jd" xml:space="preserve">{{title|Immersive therapy for PTSD treatment:&lt;br&gt;How does it work and what are the effects?}}
__TOC__
== Overview ==
{{RoundBoxTop|theme=2}}
'''Scenario: Immersive PTSD therapies'''

Andriy, a soldier, harnessed to a treadmill, walks towards an image he spent months avoiding, his clinical therapist  beside him. This is multi-modular motion assisted memory desensitisation and reconsolidation (3MDR), one of a new generation of immersive therapies for post-traumatic stress disorder. 
[[File:Andriy 3MDR enhanced.gif|center|600x600px]]

'''Figure 1.''' Andriy moves through his 3MDR treatment.

Learn about immersive therapy and Andriy’s* experience below (*Andriy: a fictional name). {{RoundBoxBottom}}
[[File:Post-traumatic_stress_disorder_world_map_-_DALY_-_WHO2004.svg|alt=|thumb|271x271px|'''Figure 2:''' The World Health Organisation (2024) estimated that 3.9% of the world's population had PTSD at some stage.&lt;ref&gt;{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}&lt;/ref&gt;]]
[[w:Post-traumatic_stress_disorder|Post-traumatic stress disorder]] (PTSD) develops after severe or life-threatening trauma and carries a substantial personal and societal cost (Figure 2), with military personnel disproportionately represented (Boska et al., 2025). See costs and limitations below (Davis et al., 2022; Montgomery-Marks et al., 2025). 

PTSD's emotional impact is shaped by [[w:Emotional_dysregulation|emotional dysregulation]] - difficulty managing intense feelings such as guilt, fear or shame (Westphal et al., 2017). This commonly triggers [[Cognitive psychology|cognitive]] and behavioural avoidance that offers short-term relief but prevents traumatic memory from being adaptively processed, trapping individuals in cycles of avoidance and chronic hyperarousal (de Haart et al., 2026; van Gelderen et al., 2018).

Immersive interventions, including [[w:Virtual_reality_therapy|virtual reality exposure therapy]] (VRET) and 3MDR, aim to break this avoidance cycle by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold &amp; Wiederhold, 2025). This chapter explains the psychological theory behind these approaches, reviews the research evidence for their effects and considers their limitations.

{{RoundBoxTop|theme=2}}
'''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]]

* Why is emotional processing important in PTSD?
* How can immersive therapies influence the emotional processes underlying PTSD? 
* What does the research evidence show?
* What are the costs and limitations of immersive therapies? 
{{RoundBoxBottom}}

== Why is emotional processing important in PTSD? ==
[[File:PTSD.png|thumb|'''Figure 3.''' PTSD can deeply affect our emotions.]]PTSD is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria and is characterised by disrupted executive and emotional processing systems, heightened threat perception, hypervigilance and persistent negative emotional states as depicted in Figure 3 (Kukharuk et al., 2025; López-Ojeda &amp; Hurley, 2022; Osman et al., 2016). Emotional processing theory provides the primary framework for understanding this disruption, supported by emotion regulation theory and inhibitory learning models introduced later in the chapter.

{{RoundBoxTop|theme=3}}[[Image:Crystal Clear app help index.svg|left|50px]]
;Predict the outcome

A soldier with PTSD encounters a trauma-related image expecting:

'''TRAUMA CUE → DANGER → DISTRESS → AVOID'''

However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?&lt;quiz display=simple&gt;
{
|type=&quot;()&quot;}
- Fear increases permanently.

- Memory cannot change.

+ Prediction error creates opportunities for new learning.

- Emotional processing stops. 

}

&lt;/quiz&gt;
&lt;div style=&quot;text-align:right; color:red; font-weight:bold;&quot;&gt;
Click &quot;show&quot; below  to understand more⤵ &lt;/div&gt;
{{Hidden begin|title=Please consider the answer before opening this section}}The answer is '''C'''.
&lt;div style=&quot;text-align:left; color:black; font-weight:regular;&quot;&gt;
Mismatches between expected and actual danger create a
'''prediction error'''. This may contribute to fear extinction,
emotion regulation, and memory reconsolidation. '''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play?
&lt;/div&gt;

 
{{Hidden end}}
&lt;div style=&quot;text-align:left; color:black; font-weight:regular;&quot;&gt;
&lt;/div&gt;{{RoundBoxBottom}}

=== Understanding PTSD and emotions ===
Emotional processing theory suggests recovery requires the trauma memory to be reactivated and updated with corrective information. In PTSD, this process is blocked and to manage distress, many individuals adopt cognitive and behavioural avoidance mechanisms (López-Ojeda &amp; Hurley, 2022). Avoidance offers short-term relief, but prevents the traumatic memory from being reactivated, so it cannot be updated. Trauma reminders such as flashbacks continue to trigger extreme distress, trapping the individual in a maladaptive, self-reinforcing avoidance cycle (Figure 4)  (Vermetten, Burback, et al., 2025b). 

At a neural level, Westphal et al. (2017) linked this to [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], in which the traumatic memory network remains isolated from the brain's [[w:Salience_network|salience]]  and central executive networks. Effective treatment requires reactivating this network so the memory can be integrated (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). This is empirically supported: A 2025 study of Danish military veterans (''n''=142) found emotional regulation difficulties explained an additional 28% of the variance in PTSD symptoms; combined with [[w:Comorbidity|comorbid]] symptoms, these factors accounted for 52% of the variance in severity (''F''(13, 92) = 9.58, ''p'' &lt;0.001) (Elklit &amp; Dahl, 2025).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 4'''. Avoidance cycles and the anticipated positive responses associated with immersive therapies. Based on: Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]]

=== Why treatment can be difficult ===
Trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) and [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) ask patients to actively engage with distressing memories to generate fear extinction, precisely what avoidance prevents (van Toorenburg et al., 2020). Many patients cannot tolerate the emotional exposure these therapies require (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). Because the trigger is never confronted, the brain cannot experience a prediction error needed to learn the threat has passed, so symptoms persist (de Haart et al., 2026; López-Ojeda &amp; Hurley, 2022).

This is reflected in outcomes where an estimated 39.2% of patients fail to respond to standard trauma-focused therapy, and dropout rates range from 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). Among military veterans, younger patients show heightened severity when trauma is central to their identity, while others turn to poor diet or substance abuse, further eroding emotional regulation (Efremov, 2025; Niles et al., 2023).

[[w:Emotional_dysregulation|Emotional dysregulation]] was historically viewed as a fixed barrier requiring lengthy stabilisation before treatment could begin (van Toorenburg et al., 2020). More recent evidence suggests otherwise, although emotional regulation contributes to PTSD symptoms, it is also being increasingly viewed as a modifiable process with dynamic capacity, one able to improve as a natural consequence of successful memory processing (van Toorenburg et al., 2020). This reframes the clinical challenge as helping an individual safely approach and process the traumatic memory, not correcting a fixed deficit. [[File:UC PhD VR study.png|right|thumb|'''Figure 5.''' PhD work by Selvakumaran (University of Canberra) examining cultural adaptation using the US-''Bravemind'' system.]]Cultural context adds another layer of difficulty. Doctoral research at the [[University of Canberra]] is examining how protocols such as the US-centric ''Bravemind''&lt;ref&gt;{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}&lt;/ref&gt; need cultural adaptation for Australian veterans and first responders, whose operational backgrounds differ from their US counterparts (Selvakumaran, 2025). Integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation to support physical and emotional recovery (Figure 5)  (Selvakumaran, 2025). These treatment gaps carry a substantial economic and personal cost, part of the motivation for developing alternatives such as immersive therapies.   

== How can immersive therapies influence emotional processes? ==
Immersive PTSD treatments mark a shift from passive, sedentary therapy towards active, embodied, interactive approaches (van Gelderen et al., 2018). Immersive therapy uses three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda &amp; Hurley, 2022; van Gelderen et al., 2018).

Embodied cognition is how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). Immersion therapy goes beyond simple visual replication of a trauma memory; instead, capturing the participant’s visceral and cognitive focus by limiting distractions (Macey et al., 2026). 

=== What is immersive therapy? ===
[[File:XR and Human Senses.png|right|thumb|'''Figure 6.''' The Extended Reality environment. ]]Immersive therapies&lt;ref&gt;{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&amp;oldid=1357152847|journal=Wikipedia|language=en}}&lt;/ref&gt; use [[w:Extended_reality|extended reality]] (XR) platforms, encompassing [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), to create customisable, controlled, and standardised therapeutic environments (López-Ojeda &amp; Hurley, 2022; Wiederhold &amp; Wiederhold, 2025). This ecosystem is depicted in Figure 6.
This chapter focuses on two applications: VRET where therapists reconstruct traumatic scenarios in safe, graded environments, and 3MDR, which extends this by having the patient move on a treadmill beside their therapist, rather than in a stationary, face-to-face session (de Haart et al., 2026; Felemban et al., 2026).

=== Presence and embodied cognition ===
Immersive therapy’s distinguishing feature is its ability to generate presence, or the psychological illusion of being ‘''there’''. The illusion is amplified by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes et al., 2025; López-Ojeda &amp; Hurley, 2022). This increases engagement with the trauma memory and supports emotional processing (van Gelderen et al., 2018).

In 3MDR, presence combines with cognition. The working principle is that physical states of the body can directly shape states of the mind (van Gelderen et al., 2018). Walking towards a virtual trauma reminder functions as a fear antagonistic action and rather than retreating in avoidance, the patient approaches, converting passive helplessness into active, empowered participation and disrupting the rigid and repetitive trauma narratives  common in PTSD (de Haart et al., 2026; Osman et al., 2016; van Gelderen et al., 2018). 

Notably, extinction learning normally requires moderate-to-high-intensity activity to stimulate [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF), but 3MDR's walking pace (&lt; 4 km/h) is too slow to generate meaningful BDNF secretion, making a major exercise induced BDNF mechanism unlikely, although physiological factors cannot be ruled out. The approach action and the cognitive restructuring it enables may be more important psychological drivers (de Haart et al., 2026).

=== Prediction error and inhibitory learning ===
Immersive therapy builds on the inhibitory learning model of exposure therapy, in which a new, safe association competes with and suppresses the original fear response. Walking towards a trauma cue and encountering safety instead of the expected catastrophe creates a prediction error between the anticipated, life-threatening event and actual reality. This may destabilise the traumatic memory, potentially creating conditions for memory reconsolidation to occur (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold &amp; Wiederhold, 2025).

=== Memory reconsolidation ===
According to [[w:Memory_consolidation|memory reconsolidation]] theory, traumatic memories retrieved in a safe immersive context can become [[w:Malleability_of_intelligence|malleable]], allowing new, safe information to reconsolidate the memory in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed, 3MDR uses dual-attention tasks such as tracking an oscillating ball (Figure 1), which tax working memory resources and reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b).

Emerging linguistic research suggests this processing is reflected in patients' language. Across successive 3MDR sessions, [[w:Affect_labeling|affective labelling]] of feelings such as guilt shifted from past-tense to present-tense narration, consistent with a renewed ability to integrate traumatic memories into present-moment awareness (Vermetten, Barcaro, et al., 2025a).

== What does the research evidence show? ==
Addressing these barriers is important for any PTSD population, but especially critical for military populations with high treatment failure and dropout rates (van Gelderen et al., 2018). Immersive therapies can tailor patient-selected trauma cues to improve access to traumatic memory networks (Vermetten, Burback, et al., 2025b). 

=== Virtual reality exposure therapy ===
[[w:Virtual_reality_therapy|VRET]] reconstructs traumatic events in a structured context (Felemban et al., 2026; López-Ojeda &amp; Hurley, 2022). This may help bypass imagination challenges such as emotional numbing or amnesia that can prevent patients from engaging with traditional therapy (Macey et al., 2026). A meta-analysis of VRET for PTSD found substantial symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD Scale]] and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale]  (Felemban et al., 2026). Because changes of 10-20 points on these scales are considered clinically significant, this could mean the difference between severe functional impairment and mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  Comparative effects against other active PTSD treatments remain modest, but VRET appears to be a more engaging alternative to conventional treatment (Felemban et al., 2026)

=== 3MDR ===
3MDR takes the same multisensory effect in VRET and adds an activating context. Rather than a sedentary, face-to-face session, the patient and the therapist face the virtual display together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). It follows a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). In a trial involving treatment-resistant PTSD; 3MDR showed large effect sizes from pre-treatment to six-months (''n'' = 134, ''d'' = 1.0) and high-acceptability, with 7-20% dropout rates (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). Substantially lower than the 16-48% typical trauma-focused therapy in military populations (Lewis et al., 2020).

Improvements are not limited to PTSD symptoms. A trial of 62 adults with severe PTSD, including childhood sexual trauma, found intensive trauma-focused treatment improved emotion-regulation abilities regardless of PTSD outcome (van Toorenburg et al., 2020). Some researchers link this improvement to positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]]. Theorising that as patients regain a sense of safety and control, this may support a positive spiral of emotional flexibility that reinforces recovery (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017).  

Critically, the exact causation remains unknown. Given the recent innovations in immersive therapies and small study samples, it remains unclear whether they work through exposure-based extinction, enhanced emotional engagement, physiological factors, embodiment or positive cognitive restructuring. These questions are relevant to both basic and applied research and have not yet been adequately addressed by current trial designs.  

'''Table 1:''' Treatment effects and psychological mechanisms
{| class=&quot;wikitable mw-collapsible&quot;
| valign=&quot;top&quot; |'''Clinical Dimension'''
| valign=&quot;top&quot; |'''Traditional'''
| valign=&quot;top&quot; |'''Immersive'''
| valign=&quot;top&quot; |'''Psychological Mechanisms'''
|-
| valign=&quot;top&quot; |'''Context'''
| valign=&quot;top&quot; |'''''Sedentary'''''. Face-to-face, verbally describes trauma.
| valign=&quot;top&quot; |'''''Activating.''''' Dynamic, multi-sensory environment.
| valign=&quot;top&quot; |'''''Fear Antagonistic Action.'''''
'''''Approach behaviours.'''''

'''''Prediction Errors.'''''
|-
| valign=&quot;top&quot; |'''Trauma cue delivery'''
| valign=&quot;top&quot; |'''''Imaginary Retrieval'''''
Patient capacity
| valign=&quot;top&quot; |'''''Multisensory Immersion'''''
Highly tailored
| valign=&quot;top&quot; |'''''External Scaffolding.'''''
Bypasses internal barriers to activate memory networks.
|-
| valign=&quot;top&quot; |'''Processing'''
| valign=&quot;top&quot; |'''''Convergent processing.'''''
Repeated narration and fear habituation.
| valign=&quot;top&quot; |'''''Active Narrative Processing.'''''
Interactive, real-time affective labelling and dual attention tasks.
| valign=&quot;top&quot; |'''''Working Memory.'''''
Memory taxation reduces vividness and emotional intensity.
|-
| valign=&quot;top&quot; |'''Engagement''' 
| valign=&quot;top&quot; |'''''Attrition.'''''
Dropout rates 16-48%.
| valign=&quot;top&quot; |'''''Acceptability.'''''
Attractive. Dropout rates 7-20%.
| valign=&quot;top&quot; |'''''Sustained Motivation.'''''
Presence and safety in immersive environment.
|}
=== Applied example: 3MDR treatment in Ukraine ===
{{RoundBoxTop|theme=2}}
'''Scenario: Ukraine War: an applied 3MDR example'''

Andriy*, a Ukrainian Armed Forces volunteer, is struggling with hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible; his mind remains in a constant state of combat readiness, even in quiet rooms.

In the pre-platform phase, Andriy identifies ‘hotspot’ memories in photographs. On the treadmill, harnessed and walking, he faces a panoramic screen as personalised warm-up music plays, selected to keep him connected to his traumatic memory network (Vermetten et al., 2025b). As his hotspot image fills the screen, his therapist asks three questions (Vermetten et al., 2025b):

1. What do you '''SEE''' ?
2. What does it '''TELL''' you?
3. What do you '''FEEL''' in your body NOW?

When Andriy identifies a surge of shame, the word '''GUILT''' is displayed as an affective label, and a dual-attention task begins. He tracks an oscillating, numbered ball while he stays with the emotion, taxing his working memory and reducing the intensity of the recalled trauma.
[[File:Andriy 3MDR enhanced.gif|center|600x600px]]

'''Figure 7.''' Andriy's 3MDR treatment.

By the end of the session, Andriy had walked toward what he used to avoid, creating a mismatch between his expectation of threat and his safety and turning a rigid, stuck memory into a manageable narrative.

*''Andriy, a fictional name given to one of 69 Ukrainian veterans, participating in a 2023 randomised controlled trial. Many demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). 

{{RoundBoxBottom}}

== What are the costs and limitations of immersive therapies? ==
PTSD carries a substantial economic burden. An estimated US$232 billion in excess costs in the United States in 2018 and over £40 billion, in the United Kingdom in 2020-21, 92.4% of which were indirect rather than direct clinical costs (Davis et al., 2022; Montgomery-Marks et al., 2025). In Australia, the annual cost of PTSD per military veteran was estimated at $112,172 in 2025 (Magnusson &amp; Dey, 2025). In addition, individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidities tripling this effect (Bothe et al., 2020). These figures span several countries and years and should be read as an indication of scale rather than as directly comparable totals.

Immersive therapy’s ability to move from small trials into mainstream PTSD treatment remains limited by methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, and a lack of long-term data (Felemban et al., 2026). Many trials rely on military-heavy, treatment-resistant samples with few active comparison conditions, which limits the generalisation of findings to civilian or initial treatment populations.   Practical issues such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can disrupt participation (Kukharuk et al., 2025).

Structural barriers include workforce training and equipment costs. Basic VR systems cost around US$3,500 per provider headset annually, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). Despite this, adoption of immersive therapy is scaling. The [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]] have expanded VR use from five medical centres in 2017 to over 154 centres and 2,300 staff, with applications now including over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). Reflecting this potential growth trend, some market analysts estimate the global PTSD-focused VR therapy market was worth US$1.59 billion in 2025, forecasted to reach US$5.94 billion by 2032, driven largely by growing mental health awareness and the absence of standard clinical protocols (Stratistics MRC, 2025, an industry market report).

These limitations do not undermine the case for immersive therapy, but they show its evidence base and infrastructure are still maturing. Demonstrating rigorously why these therapies work, rather than assuming their novelty accounts for their effects is essential to avoid misallocating resources to unproven interventions and may support an emerging shift towards greater emphasis on post-traumatic growth and renewed optimism (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold &amp; Wiederhold, 2025).

{{Robelbox|theme=2|title=Quiz}}
&lt;quiz display=simple&gt;
{Which of the following is an expected outcome of immersive therapy ?
|type=&quot;()&quot;}


- Patients are at risk because of an uncontrolled environment.
- The environments represent traditional face-to-face treatments.
- Failure and dropout rates are higher than traditional PTSD treatment.
+ Patients often broaden and build an upward spiral of emotion and optimism.
&lt;/quiz&gt;
{{Robelbox/close}}
== Conclusion ==
PTSD traps people in a self-reinforcing cycle of avoidance that blocks the adaptive processing necessary for traumatic memories to be resolved (see: ''Understanding PTSD and emotions''). Standard trauma-focused therapies require patients to confront exactly what this cycle causes them to avoid, which contributes to high non-response and dropout rates (see ''Why treatment can be difficult'').

Immersive therapies such as VRET and 3MDR address this by using presence, embodied cognition, prediction error and memory reconsolidation to help patients safely approach trauma cues rather than avoid them (see: ''What does the research evidence show''). The technology itself is only a delivery mechanism that enables the processes, the positive benefits appear to arise from the psychological mechanisms that immersive therapies facilitate, rather than the novelty of technology alone.

The evidence to date shows meaningful reductions in PTSD symptoms and comparatively low drop-out rates, alongside broader gains in emotional regulation. However, small samples, methodological variation, and a lack of long-term data mean the evidence base is still developing, and cost and infrastructure barriers remain significant (see ''costs and limitations'').{{RoundBoxTop|theme=11}}
[[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' 
Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}}

== See also ==
'''Wikiversity'''
* [[Motivation and emotion/Textbook/Emotion/Anxiety|Anxiety]] (Book chapter, 2010)
* [[/Non-invasive brain stimulation techniques/]] (Sub-page)
* [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)|Evidence-based PTSD assessment]]
* [[Motivation and emotion/Book/2019/Phobias|Phobias]] (Book chpater, 2019)
* [[Motivation and emotion/Book/2024/Sense hacking|Sense hacking]] (Book chpater, 2024) 

'''Wikipedia'''
* [[w:Affect_labeling|Affective labelling]] 
* [[Augmented Reality|Augmented reality]] 
* [[w:Brain-derived_neurotrophic_factor|Brain-derived neurotrophic factor]] 
* [[w:Broaden-and-build|Broaden-and-build theory]]
* [[w:Cognitive_processing_therapy|Cognitive processing therapy]] 
* [[w:Virtual_reality_sickness|Cyber sickness]]
* [[w:DSM-5|DSM-5]]
* [[w:Emotional_dysregulation|Emotional dysregulation]] 
* [[w:Extended_reality|Extended reality]]
* [[w:Malleability_of_intelligence|Malleability of intelligence]] 
* [[w:Memory_consolidation|Memory reconsolidation]]
* [[w:Mixed_reality_game|Mixed reality]] 
* [[w:Post-traumatic_stress_disorder|Post-traumatic stress disorder]]
* [[w:Prolonged_exposure_therapy|Prolonged exposure therapy]] 
* [[wikipedia:Transdiagnostic_process|Transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]]
* [[wikipedia:Virtual_reality_therapy|Virtual reality exposure therapy]]

== References ==
{{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., &amp; Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. ''NEJM Catalyst Innovations in Care Delivery'', 5(4). https://doi.org/10.1056/cat.23.0356

Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., &amp; Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. ''Military Psychology'', 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904

de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., &amp; Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. ''European'' ''Journal of Psychotraumatology'', 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803

Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. ''Journal of Rational-Emotive &amp; Cognitive-Behavior Therapy'', 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7

Elklit, A., &amp; Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. ''Scandinavian Journal of Military Studies'', 8(1), 308-326. https://doi.org/10.31374/sjms.264

Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., &amp; Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. ''Frontiers in Psychiatry'', 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. ''American Psychologist'', 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218

Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., &amp; Sun, C. (2018). Virtual reality clinical research: Promises and challenges. ''JMIR Serious Games'', 6(4), e10839. https://doi.org/10.2196/10839

Kukharuk, O., Tkalich, K., Kamash, N., &amp; Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. ''European Journal of Psychotraumatology'', 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097

Lewis, C., Roberts, N. P., Andrew, M., Starling, E., &amp; Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. ''European Journal of Psychotraumatology'', 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633

Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., &amp; Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In ''Proceedings of the 17th International Conference on Quality of Multimedia Experience'' (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945

López-Ojeda, W., &amp; Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. ''The Journal of Neuropsychiatry and Clinical Neurosciences'', 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244

Macey, A.-L., Macey, J., &amp; Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. ''Interacting with Computers'', 29, 1-20. https://doi.org/10.1093/iwc/iwag029

Niles, B., Lang, A., &amp; Olff, M. (2023). Complementary and integrative interventions for PTSD. ''European Journal of Psychotraumatology'', 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888

Osman, A., Paczynski, M., &amp; Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. ''Military Psychology'', 29(1), 41-57. https://doi.org/10.1037/mil0000128

Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In ''Proceedings of the 27th International Conference on Multimodal Interaction'' (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826

Trejo, B. C., Richard, E. M., van Driel, M., &amp; McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. ''Military Psychology'', 27(5), 276-286. https://doi.org/10.1037/mil0000081

van Gelderen, M. J., Nijdam, M. J., &amp; Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. ''Frontiers in Psychiatry'', 9, 176. https://doi.org/10.3389/fpsyt.2018.00176

van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., &amp; De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? ''European Journal of Psychotraumatology'', 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417

Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., &amp; Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. ''Psychiatry and Clinical Psychopharmacology'', 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024

Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., &amp; Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. ''Psychiatry and Clinical Psychopharmacology'', 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028

Westphal, M., Aldao, A., &amp; Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. ''Military Psychology'', 29(3), 216-233. https://doi.org/10.1037/mil0000157

Wiederhold, B. K., &amp; Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. ''Expert Review of Medical Devices'', 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930
}}


== External links ==
* '''Web:''' [https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd Post traumatic stress disorder] (Australian Government)
* '''Web:''' [https://www.ptsd.va.gov/index.asp National Center for PTSD information home page]  (US Government)
* '''Web:''' [https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html US Veterans Affairs Immersive Programs Innov]&lt;nowiki/&gt;[https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html ation] (US Government)
* '''Web:''' [https://defenceveteransuicide.royalcommission.gov.au/publications/final-report Australian Royal Commission into Defence and Veteran Suicide - Final Repor]&lt;nowiki/&gt;[https://defenceveteransuicide.royalcommission.gov.au/publications/final-report t] (Australian Government)
* '''Web:''' [https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Virtual reality therapy for PTSD market forecasts to 2032:] (Stratistics MR&lt;nowiki/&gt;C, a 2025 industry market report). 
* '''Podcast:''' [https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c PTSD Podcast] (Peace of Mind: Mental Health and Psychiatry, ACAST, 43 min)
* '''Video:''' [https://www.youtube.com/watch?v=bD43R_oa6qo 3MDR: Virtual reality treatment for veterans] (National Centre for Mental Health,Youtube, 2:46 min)
* '''Video:'''  [https://www.youtube.com/watch?v=jL2bKmniMTc VR exposure for combat PTSD] (PsyTech VR, Youtube, 2:20 min)  
* '''Final Report:''' [https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf 3MDR randomised control trial - Final-Report] (Cardiff University)

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Psychotherapy]]
[[Category:Motivation and emotion/Book/Trauma]]
&lt;references /&gt;</text>
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    <title>Motivation and emotion/Book/2026/Self-concept and motivation</title>
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      <text bytes="36281" sha1="lsaopi5h0t89i7xzuevlxtu7n2umlq0" xml:space="preserve">{{title|Self-concept and motivation:&lt;br&gt;How does self-concept relate to motivation?}}

== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept shape motivation? 
*How does motivation influence self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is unique to, but encompasses, many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

'''Table 1'''

Self-Concept Properties and Their Significance for Motivation

''[note: add back in which theory each property comes from?]''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Significance for motivation
|-
|'''Multidimensional'''
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|General and specific domains influence each other and different behaviours
|-
|'''Socially developed'''
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Self-concept changes with experience
|-
|'''Evaluative'''
|Perceived self-worth affects responses to success/failure
|-
|'''Descriptive  '''
|Identity beliefs influence goals and expectations
|}

== How does self-concept shape motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|'''self-discrepancy theory''']] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant sources of motivation.   

'''Table 2'''   

Dimensions of the Self and Emotional Effects of Discrepancies   
{| class=&quot;wikitable&quot;
!Self dimension
!Attribute examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|'''Regulatory focus theory''']] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both orientations generate self-sustained motivation, they produce different ways to approach tasks.                   

'''Table 3''' 

Self-concept's Motivational Mechanisms
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy theory and regulatory focus theory suggest individuals perceived distances from a valued self create a motivating pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impacts goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future self can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== &lt;s&gt;Perceived competence: The motivational power of self-evaluations&lt;/s&gt; ===

&lt;s&gt;Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2,786 Australian students found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations.&lt;/s&gt; 

&lt;s&gt;According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (see Figure 2; Vandewalle et al., 2019). Seaton et al.'s (2014) results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.&lt;/s&gt; 
[[File:Mastery versus performance orientation illustration.jpg|center|thumb|450x450px|&lt;s&gt;'''Figure 2.''' Illustration of mastery and performance goal orientations.&lt;/s&gt;]]

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the multidimensional theory of self-concept suggests, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation influence self-concept? ==
The research and theories so far discussed have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

'''[[Self-determination theory]]''' (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory psychological needs.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development.
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. 

However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). 

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3., Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of self-discrepancies, perceived self-competence, and responses to failure. While self-concept shapes how individuals approach goals (Oyserman, 2024), evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. These processes provide insight that motivation-improving interventions should not solely target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable motivation. 

Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan &amp; Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn &amp; Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. 

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237  

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85-115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36-62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1-11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Vandewalle, D., Nerstad, C. G., &amp; Dysvik, A. (2019). Goal orientation: A review of the miles traveled and the miles to go. ''Annual Review of Organizational Psychology and Organizational Behavior, 6''(1), 115-144. https://doi.org/10.1146/annurev-orgpsych-041015-062547  

Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

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Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

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Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept shape motivation? 
*How does motivation influence self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is unique to, but encompasses, many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

James' (1892) model of self-concept proposed the self has two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley (1992) later framed the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. Self-discrepancy theory (Higgins, 1987) and regulatory focus theory (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted; identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Each of these key theories are key to understanding how self-concept and motivation are related (see Table 1).  

'''Table 1'''

Self-Concept Properties, Theories of Origin and Their Significance for Motivation
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains influence each other and different behaviours
|}

== How does self-concept shape motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|'''self-discrepancy theory''']] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant sources of motivation.   

'''Table 2'''   

Dimensions of the Self and Emotional Effects of Discrepancies   
{| class=&quot;wikitable&quot;
!Self dimension
!Attribute examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|'''Regulatory focus theory''']] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both orientations generate self-sustained motivation, they produce different ways to approach tasks.                   

'''Table 3''' 

Self-concept's Motivational Mechanisms
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy theory and regulatory focus theory suggest individuals perceived distances from a valued self create a motivating pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impacts goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future self can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. The multidimensional theory of self-concept suggests, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation influence self-concept? ==
The research and theories so far discussed have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

'''[[Self-determination theory]]''' (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory psychological needs.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development.
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. 

However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). 

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3., Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of self-discrepancies, perceived self-competence, and responses to failure. While self-concept shapes how individuals approach goals (Oyserman, 2024), evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. These processes provide insight that motivation-improving interventions should not solely target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable motivation. 

Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan &amp; Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn &amp; Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. 

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237  

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85-115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36-62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1-11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Vandewalle, D., Nerstad, C. G., &amp; Dysvik, A. (2019). Goal orientation: A review of the miles traveled and the miles to go. ''Annual Review of Organizational Psychology and Organizational Behavior, 6''(1), 115-144. https://doi.org/10.1146/annurev-orgpsych-041015-062547  

Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

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Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept shape motivation? 
*How does motivation influence self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is unique to, but encompasses, many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

James' (1892) model of self-concept proposed the self has two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley (1992) later framed the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. Self-discrepancy theory (Higgins, 1987) and regulatory focus theory (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted; identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Each of these key theories are key to understanding how self-concept and motivation are related (see Table 1).  

'''Table 1'''

Self-Concept Properties, Theories of Origin and Their Significance for Motivation
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains influence each other and different behaviours
|}

== How does self-concept shape motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|'''self-discrepancy theory''']] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant sources of motivation.   

'''Table 2'''   

Dimensions of the Self and Emotional Effects of Discrepancies   
{| class=&quot;wikitable&quot;
!Self dimension
!Attribute examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|'''Regulatory focus theory''']] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both orientations generate self-sustained motivation, they produce different ways to approach tasks.                   

'''Table 3''' 

Self-concept's Motivational Mechanisms
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy theory and regulatory focus theory suggest individuals perceived distances from a valued self create a motivating pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impacts goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future self can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. The multidimensional theory of self-concept suggests, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation influence self-concept? ==
The research and theories so far discussed have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

'''[[Self-determination theory]]''' (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory psychological needs.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development.
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. 

However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). 

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3., Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of self-discrepancies, perceived self-competence, and responses to failure. While self-concept shapes how individuals approach goals (Oyserman, 2024), evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. These processes provide insight that motivation-improving interventions should not solely target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable motivation. 

Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan &amp; Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn &amp; Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. 

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
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Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
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      <text bytes="36448" sha1="nnpakfx3j3j6x2eals9v7b2hasyo4nc" xml:space="preserve">{{title|Self-concept and motivation:&lt;br&gt;How does self-concept relate to motivation?}}

== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept shape motivation? 
*How does motivation influence self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is unique to, but encompasses, many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

James' (1892) model of self-concept proposed the self has two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley (1992) later framed the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. Self-discrepancy theory (Higgins, 1987) and regulatory focus theory (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Each of these key theories are key to understanding how self-concept and motivation are related (see Table 1).  

'''Table 1'''

Self-Concept Properties, Theories of Origin and Their Significance for Motivation
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains influence each other and different behaviours
|}

== How does self-concept shape motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|'''self-discrepancy theory''']] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant sources of motivation.   

'''Table 2'''   

Dimensions of the Self and Emotional Effects of Discrepancies   
{| class=&quot;wikitable&quot;
!Self dimension
!Attribute examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|'''Regulatory focus theory''']] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both orientations generate self-sustained motivation, they produce different ways to approach tasks.                   

'''Table 3''' 

Self-concept's Motivational Mechanisms
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy theory and regulatory focus theory suggest individuals perceived distances from a valued self create a motivating pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impacts goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future self can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. The multidimensional theory of self-concept suggests, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation influence self-concept? ==
The research and theories so far discussed have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

'''[[Self-determination theory]]''' (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory psychological needs.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development.
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. 

However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). 

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3., Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of self-discrepancies, perceived self-competence, and responses to failure. While self-concept shapes how individuals approach goals (Oyserman, 2024), evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. These processes provide insight that motivation-improving interventions should not solely target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable motivation. 

Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan &amp; Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn &amp; Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. 

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
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Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Vandewalle, D., Nerstad, C. G., &amp; Dysvik, A. (2019). Goal orientation: A review of the miles traveled and the miles to go. ''Annual Review of Organizational Psychology and Organizational Behavior, 6''(1), 115-144. https://doi.org/10.1146/annurev-orgpsych-041015-062547  

Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept shape motivation? 
*How does motivation influence self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

James' (1892) model of self-concept proposed the self has two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley (1902) later framed the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. Self-discrepancy theory (Higgins, 1987) and regulatory focus theory (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains influence each other and different behaviours
|}

== How does self-concept shape motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|'''self-discrepancy theory''']] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Attribute examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|'''Regulatory focus theory''']] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both orientations generate self-sustained motivation, they produce different ways to approach tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distances from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future self can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation influence self-concept? ==
The research and theories so far discussed have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

'''[[Self-determination theory]]''' (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. 

However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). 

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3, Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself. Self-concept acts as a guiding compass that motivates and directs behaviours by determining which goals feel meaningful, attainable and identity-consistent.  

Self-concept shapes motivation through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours. 

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126-28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85-115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36-62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1-11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Vandewalle, D., Nerstad, C. G., &amp; Dysvik, A. (2019). Goal orientation: A review of the miles traveled and the miles to go. ''Annual Review of Organizational Psychology and Organizational Behavior, 6''(1), 115-144. https://doi.org/10.1146/annurev-orgpsych-041015-062547  

Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept shape motivation? 
*How does motivation influence self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

James' (1892) model of self-concept proposed the self has two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley (1902) later framed the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. Self-discrepancy theory (Higgins, 1987) and regulatory focus theory (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains influence each other and different behaviours
|}

== How does self-concept shape motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|'''self-discrepancy theory''']] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Attribute examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|'''Regulatory focus theory''']] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both orientations generate self-sustained motivation, they produce different ways to approach tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distances from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future self can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation influence self-concept? ==
The research and theories so far discussed have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

'''[[Self-determination theory]]''' (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. 

However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). 

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3, Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126-28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85-115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36-62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1-11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Vandewalle, D., Nerstad, C. G., &amp; Dysvik, A. (2019). Goal orientation: A review of the miles traveled and the miles to go. ''Annual Review of Organizational Psychology and Organizational Behavior, 6''(1), 115-144. https://doi.org/10.1146/annurev-orgpsych-041015-062547  

Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Self-concept]]
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      <text bytes="8911" sha1="68yeslz4xguvg4tbaz29s02xcd65q0i" xml:space="preserve">== About Me ==
I am a military veteran, working to complete a Bachelor of Science in Psychology as part of a lifelong approach to learning. After a military career working with people around the world on a spectrum of operations, I wanted to better understand the human dimension and the science behind what makes us all tick. Along the way, I want to give back to the community where I can. I have an interest in veterans' PTSD, advocacy and international affairs.

== Book Chapter ==
[[File:PTSD.png|left|thumb|250x250px|'''Figure 1.''' PTSD can have a deep and lasting impact on our emotions.]]
I am writing a book chapter titled [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|Immersive Therapy for PTSD: How does it work and what are the effects?]] 

This chapter is an individual student contribution as part of a larger [https://www.canberra.edu.au/ University of Canberra] class effort in 2026 to write a book [[Motivation and emotion/Book]]. 

The 2026 book extends a Wikiversity book series started in 2010, with over 1,800 online book chapters on how psychological science can improve human lives.

The book editor and University psychology unit convener is [[User:Jtneill|Dr. James Neill]]
{{clear}}

== Social Contributions ==

#'''18 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Defence mechanisms and emotion regulation. Edits at https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FDefence_mechanisms_and_emotion_regulation&amp;diff=2822629&amp;oldid=2763661
# '''18 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Neurodivergence and trauma. Edits at https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FNeurodivergence_and_trauma&amp;diff=2822636&amp;oldid=2812805
# '''19 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Incentive theory of motivation. Edits at&lt;nowiki/&gt;https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FIncentive_theory_of_motivation&amp;diff=2822844&amp;oldid=2814898
# '''19 Aug 26:''' UC Canvas Discussion: Introduced the book chapter intent to the class and welcomed anyone with sim&lt;nowiki/&gt;ilar topics or interests to contribute. I offered the same. https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456450
# '''20 Aug 26:''' Comment: Supported another Wiki user by providing some peer-reviewed ideas on starter references f&lt;nowiki/&gt;or a Chapter page. [[Talk:Motivation and emotion/Book/2026/Perfectionism and procrastination#Reference material]]
# '''20 Aug 26:''' Comment: Supported another Wiki user by providing some peer-reviewed ideas on starter references f&lt;nowiki/&gt;or a Chapter page.[[Talk:Motivation and emotion/Book/2026/Irritability#Reference material]]
# '''22 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Mental health in astronauts. Edits at [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FMental_health_in_astronauts&amp;diff=2824159&amp;oldid=2804667 ht]&lt;nowiki/&gt;[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FMental_health_in_astronauts&amp;diff=2824159&amp;oldid=2804667 tps://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FMental_health_in_astronauts&amp;diff=2824159&amp;oldid=2804667]
# '''25 Aug 26:''' Comment: Supported another Wiki user by providing some peer-reviewed ideas on starter references f&lt;nowiki/&gt;or a Chapter page.[[Talk:Motivation and emotion/Book/2026/Feedback literacy#Reference]]
# '''25 Aug 26''': UC Canvas Discussion: Responded to student topic query.[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457190 https://uclearn.canberra.edu.au/courses/201]&lt;nowiki/&gt;[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457190 43/discussion_topics/457190]
# '''26 Aug 26:''' Comment: Supported another Wiki user by providing some external link ideas for a Chapter page.[[Talk:Motivation and emotion/Book/2026/Dark empathy#Reference|Talk]]&lt;nowiki/&gt;[[Talk:Motivation and emotion/Book/2026/Dark empathy#Reference|:Motivation and emotion/Book/2026/Dark empathy#Reference]]
# '''26 Aug 26:''' UC Canvas Discussion: Responded to student topic query with data from a Random Game of Dice scenar&lt;nowiki/&gt;io.https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457412
# '''27 Aug 26:''' Wiki thanks and editing conversation: [[User talk:Jtneill#Punctuation change in book title]]
# '''28 Aug 26:''' UC Canvas Discussion: Responded to student topic query&lt;nowiki/&gt; https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457809
# '''4 Sep 26:''' Comment: Included creation of graphics for Wiki page.[[c:File:Avoidance_and_Processing_Cycles.png|ht]]&lt;nowiki/&gt;[[c:File:Avoidance_and_Processing_Cycles.png|tps://commons.wikimedia.org/wiki/File:Avoidance_and_Processing_Cycles.png]]
# '''4 Sep 26:''' Comment: Assisted other Wiki user by adding a quiz temp&lt;nowiki/&gt;late to their chapter page https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FBuilding_therapeutic_alliance&amp;diff=2831108&amp;oldid=2830050
# '''8 Sep 26:''' Comment: Assisted other Wiki user by adding a quiz temp&lt;nowiki/&gt;late to their chapter page https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FSelf-concept_and_motivation&amp;diff=2832141&amp;oldid=2831622
# '''9 Sep 26:''' Comment: Assisted another Wiki user by adding a quiz te&lt;nowiki/&gt;mplate to their chapter page&lt;nowiki/&gt;https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FOutdoor_play_and_children%27s_emotional_well-being&amp;diff=2832147&amp;oldid=2828722
# '''9 Sep 26:''' UC Canvas Discussion: Responded to student topic query &lt;nowiki/&gt;https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457888
# '''11 Sep 26:''' UC Canvas Discussion: Chapter word count question - in&lt;nowiki/&gt;cludes great response advice from other contributors on tools and techniques https://uclearn.canberra.edu.au/courses/20143/discussion_topics/461216
# '''14 Sep:''' Comment: Assisted another Wiki user by adding some advice&lt;nowiki/&gt; on prediction error references [[Talk:Motivation and emotion/Book/2026/Fear extinction#Prediction Error and Extinction]]
# '''15 Sep 26:''' Correspondence: Email exchange between chapter author &lt;nowiki/&gt;and Professor Vermetten, who is credited with creating the 3MDR therapy and referenced in the chapter.  &quot;I have looked at the Wikiversity page and think you are on the right path. You have brought together the concepts of immersion, embodiment, motivation, and trauma-focused treatment in a thoughtful and relevant way.&quot;
# '''16 Sep 26:''' Grammar and content editing improvements on 2025 chapt&lt;nowiki/&gt;er due to links with PTSD and prediction error ,https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FNeuroscience_of_unexpected_positive_outcomes&amp;diff=2833368&amp;oldid=2762078
# '''16 Sep 26:''' UC Canvas Discussion: Responded to student request for&lt;nowiki/&gt; chapter feedback on impulsivity and sensation seeking https://uclearn.canberra.edu.au/courses/20143/discussion_topics/461607
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# '''17 Sep 26:''' UC Canvas Discussion: Chapter referencing question abo&lt;nowiki/&gt;ut integration of non-academic journal sources neede&lt;nowiki/&gt;d to source financial market analysis relating to immersive PTSD forecasts. https://uclearn.canberra.edu.au/courses/20143/discussion_topics/462166
# '''21 Sep 26:''' Comment: Assisted another Wiki user by making formatti&lt;nowiki/&gt;ng changes in chapter heading styles to create page &lt;nowiki/&gt;menu. https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FHypothalamus_and_homeostatic_motivation&amp;diff=2834144&amp;oldid=2833547
# '''21 Sep 26:''' UC Canvas discussion: Chapter feedback provided on UC &lt;nowiki/&gt;Canvas at the request of the author.[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457901 https://uclearn.]&lt;nowiki/&gt;[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457901 canberra.edu.au/courses/20143/discussion_topics/457901]
# '''21 Sep 26:''' UC Canvas discussion: Assisted user with search for li&lt;nowiki/&gt;terature. Provided a number of contemporary meta-ana&lt;nowiki/&gt;lyses and systetemic reviews from the library that may help their research. https://uclearn.canberra.edu.au/courses/20143/discussion_topics/459237
# '''23 Sep 26:''' UC Canvas discussion: From combat to cognition - a lay&lt;nowiki/&gt;person's insights into motivation [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345 https://uclearn.ca]&lt;nowiki/&gt;[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345 nberra.edu.au/courses/20143/discussion_topics/456345]</text>
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      <text bytes="49932" sha1="7pyexskyajwupfh1um2dxbxsjbg9cj2" xml:space="preserve">{{title|Outdoor play and children's emotional well-being:&lt;br&gt;How does outdoor play influence children's emotional well-being?}}
__TOC__
Overview
{| class=&quot;wikitable&quot;
|'''Imagine this....'''[[File:School children happily playing in playground.jpg|thumb|'''Figure 1''': Children engaged in outdoor play.]]A child arrives at playground and joins a group of children who are already playing. The children are making their own game and deciding the rules as they play. At first, child enjoys choosing where and what to play and moving between the different activities. During the game, another child changes the rules of the game and argument breaks out. The child becomes frustrated and avoids the activity. After watching for short time, the child returns, suggests for new idea to continue game and re-joins the group. How might experiences like this during outdoor play influence children's emotional well-being? Emotional regulation theory provides one way of understanding on how children may respond to emotional situations during play (see figure 1) (Gross, 2015).
|}

Outdoor play can involve more than physical movement. It is more than simply being outside and engage in the activities across playgrounds, gardens, streets and natural spaces. Outdoor play involves exploration, social interaction, choice and challenge and engagement with surrounding environment (Dodd et al.,2026; Pereira et al.,2024). These experiences may create emotional  situations in which children need to respond to frustration, disagreement, uncertainty or excitement. Gross (2015) [[emotional regulation]] theory provides a [[psychological]] explanation for how children may recognise and respond to these emotional situations. Outdoor play experiences are also shaped by the environment where play takes place. Experiences are shaped by the different opportunities provided by different physical and social environments, which means the same outdoor space may not provide the same experience for every child (Morgenthaler et al.,2024).This chapter examines how [[Emotional regulation|emotional,]] [[Cognitive psychology|cognitive]], social and environmental processes may help explain the relationship between outdoor play and children's emotional well-being. 

{| class=&quot;wikitable&quot;
|

;[[File:Bulb Idea Flat Icon GIF Animation.gif|alt=Focus questions|left|100x100px|thumb]]


'''Focus questions'''

* What are outdoor play and children's emotional well-being?

* How does outdoor play influence children's emotional well-being?

* How do social and environmental conditions shape  children's outdoor play experiences?

* What does recent research show about the relationship between outdoor play and children's emotional well-being?

* How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}


age in outdoor environment. For example playing games, riding bikes, exploring the nature, using playground equipment or creating activities with other children. These experiences can involve physical, cognitive, emotional and social processes. 

. Recent research does not examine children's emotional well-being as one single outcome. Studies on outdoor play have examined [[wikipedia:Emotional_dysregulation|emotional dysregulation]] (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), [[Evidence-based assessment/Instruments/Positive and Negative Affect Schedule|positive and negative affect]] (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026) {{ic|Move citations into subsequent sections; use this section for a user-friendly overview; provide research review in the main body, not here.}}. These outcomes examine different aspects of children's emotional functioning.

Research has also examined characteristics of outdoor play and conditions surrounding children's participation. Lee et al. (2025) examined both the amount and timing of outdoor play and tested [[wikipedia:Working_memory|working memory]] as a statistical mediator of the  association to emotional dysregulation. The study used a [[wikipedia:Mediation_(statistics)|mediation analysis]] with 325 preschool children. Beekhuizen et al. (2025)  in a [[qualitative study]] examined facilitators and barriers to inclusive outdoor play and identified personal, interacting and environmental factors. The study involved 40 children aged 6 to 12 years.

This chapter will {{ic|Use present tense}} examine how outdoor play and [[wikipedia:Emotional_well-being|emotional well-being]] are represented in recent research, the psychological processes that may be involved, the social and environmental conditions shaping outdoor-play experiences, differences in recent findings, and how families, communities, and schools can support opportunities for outdoor play.

* Outdoor play needs to have a clear definition {{ic|Move this detail into a subsequent section}}. Outdoor play refers to the range of child-centric activities that happen outdoors. It is more than simply being outside. It generally involves voluntary and intrinsically motivated activity in outdoor environments such as playgrounds, gardens, streets and natural spaces (Dodd et al., 2026). Outdoor play and outdoor physical activity  are related but should not be treated as the same construct (Davenport et al.,2025).
* Children's emotional well-being is examined through different outcomes in recent outdoor play research {{ic|Move this detail into a subsequent section}}. It cannot be defined as simply as feeling happy. These includes emotional dysregulation (Lee et al., 2025), [[wikipedia:Emotional_self-regulation|Emotional self-regulation]], social emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al.,2026) and internalising and externalising mental health symptoms (Dodd et al., 2026).
* Recent studies have different findings about outdoor play and children's emotional functioning {{ic|Move this detail into a subsequent section}}. (Ferguson et al., 2025) found that more outdoor play was associated with better social-emotional competence. In a [[wikipedia:Longitudinal_study|longitudinal study]], Dodd et al., (2026) predicted that children who played outdoors more often during the preschool days were less likely to have less favourable mental health trajectories later in childhood. However, findings are not equally even across all children, settings and measures.
* The relationship between outdoor play and emotional well-being appears to be more complex than simply playing more time outdoors {{ic|Move this detail into a subsequent section}}. [[wikipedia:Emotional_self-regulation|Emotional self-regulation]], [[wikipedia:Physical_activity|Physical activity]], [[wikipedia:Working_memory|Working memory]], social interaction, freedom and the opportunities provided by different outdoor environments  are possible factors to consider (Davenport et al.,2025; Dodd et al., 2026; Gross, 2015; Lee et al.,2025).
* Access to the outdoors is not equal {{ic|Move this detail into a subsequent section}}. Beekhuizen et al. (2025) found that children with disabilities experienced physical, social and practical barriers and these barriers have made outdoor play less accessible. Ferguson et al. (2025) also showed that outdoor play experiences and their relationship with social-emotional outcomes varied across different social contexts.

{| class=&quot;wikitable&quot;
|

;Focus questions

{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

What are outdoor play and children's emotional well-being?

How does outdoor play influence children's emotional well-being?

How do social and environmental conditions shape  children's outdoor play experiences?

What does recent research show about the relationship between outdoor play and children's emotional well-being?

How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== '''Understanding Outdoor play and emotional well-being''' ==

* Outdoor play includes different activities and takes place across various outdoor environments. It involves movement, exploration, social play, challenge, and interaction with various outdoor environments. Recent research has examined both children's outdoor play and features of environment where play happens (Dodd et al.,2026; Pereira et al.,2024).
* Outdoor play and physical activity can overlap however they should not be considered as the same concept. Davenport et al. (2025) examined outdoor play separately from their outdoor moderate to vigorous physical activity (MVPA).
* Children's emotional well-being is measured through different outcomes. Recent research on outdoor play has examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect after recess (Poulos et al.,2026), and internalising and externalising mental health symptoms (Dodd et al.,2026).

=== '''Outdoor play''' ===
* Outdoor play is defined as voluntary and intrinsically motivated activity that occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, allowing children to freely interact with their environment and have autonomy to make choices over their activities (Biino et al., 2025).
* Outdoor play should not be treated as equivalent to outdoor physical activity. Davenport et al. (2024) examined parent-reported and device-measured outdoor play among 107 preschool children and tested whether associations with physical, [[Cognitive psychology|cognitive]] and social-emotional developmental indicators were independent of outdoor moderate to vigorous physical activity. Distinguishing these measures are important because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity.
* Outdoor play environment contains different physical features. Pereira et al. (2024) systematically reviewed 51 articles representing 45 primary studies and examined outdoor play space features including fixed structures, space naturalness, floor markings, loose parts or equipment, available area and combinations of environmental features. Physical activity was the most frequently examined outcome, and heterogeneity between studies limited conclusions about the effects of individual outdoor play features. The findings should not automatically be interpreted as evidence of effects on children's emotional well-being.
* [[w:Affordance|Affordance]] theory provides different perspective of examining relationships between outdoor environments and children's play. Morgenthaler et al. (2024) used the theory of affordances to examine environment play transactions and developed an Environmental Taxonomy of Outdoor Play Space Features. The review identified 284 distinct play occupations afforded by different spaces and objects and examined the functional environmental qualities associated with these opportunities. This provides evidence that physical characteristics of outdoor spaces can afford different forms of play. It does not establish that particular environmental affordances cause better emotional well-being.

=== '''Children's emotional well-being''' ===

* Children's emotional well-being is represented through different outcomes in the recent outdoor play research. Studies have examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Lee et al. (2025) examined emotional dysregulation among 325 preschool children in relation to the amount and timing of outdoor play and also examined working memory as a statistical mediator. The mediation findings are considered in the psychological-process section. 
* Ferguson et al. (2025) examined social-emotional competence, including difficulties and prosocial behaviour. This is different from lee et al. (2025) measure of emotional dysregulation.
* Poulos et al. (2026) examined positive and negative affect following recess in an outdoor schoolyard, gymnasium and classroom,  while Dodd et al. (2026) examined trajectories of internalising and externalising symptoms using the Strengths and Difficulties Questionnaire''.'' Dodd et al. also defined emotional symptoms and peer problems for internalising symptoms and conduct problems and [[w:Hyperactivity|hyperactivity]] inattention for externalising symptoms. 
* These differences in measurement are significant because different aspects and time frames of children's emotional functioning should not be interpreted as equivalent when findings across the studies are compared.

'''Table:1''' {{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
| colspan=&quot;3&quot; |Emotional outcomes examined in recent research on outdoor play and children's emotional being
|-
|'''Study'''
|'''Outcome Examined'''
|'''What the outcome represents in the study''' 
|-
|Lee et al. (2025)
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount and timing of outdoor play
|-
|Ferguson et al. (2025)
|Social emotional competence
|Social- emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following following recess in different settings
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising; emotional symptoms and peer problems; externalising; conduct problems and hyperactivity-inattention
|}

As shown in Table 1, the studies examine different aspects and time frames of children's emotional functioning. Affect following recess should not be treated as the same outcome as emotional dysregulation measured over several months or trajectories of internalising and externalising symptoms across childhood.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Key points'''

* Outdoor play and outdoor physical activity are related but are not interchangeable measures. Davenport et al. (2024) examined parent-reported outdoor play and device-measured outdoor play separately from outdoor moderate to vigorous physical activity (N=107).
* Outdoor environments provide different opportunities for play. Pereira et al. (2024) examined features including fixed structures, space naturalness, floor markings, loose parts or equipment and available area, while Morgenthaler et al. (2024) used affordance theory to examine how spaces and objects afford different forms of play. These findings concern opportunities for play and should not be treated as evidence that particular environmental features improved emotional well-being.
* Children's emotional well-being is not represented by one common outcome across the recent studies'''.''' Research has examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* The emotional outcomes also differ in their time frame. Poulos et al. (2026) examined affect following recess, whereas Lee et al. (2025) examined emotional dysregulation over several months and Dodd et al. (2026) examined trajectories of internalising and externalising symptoms across childhood. These outcomes should not be treated as equivalent when findings are compared.

|}

== '''How does outdoor play influence children's emotional well-being?''' ==

* Lee et al. (2025) examined working memory as possible process between outdoor play and emotional regulation. Dodd et al.(2026) discussed cognitive, social and emotional skills development, social interaction, physical activity, connection with the nature, adventurous play as possible measures for association between outdoor play and mental health symptoms.
* Lee et al. (2025) examined 325 preschool children and used meditation analysis  to test whether the timing and amount of outdoor play were related to emotional dysregulation and working memory.
* Dodd et al. (2026) found that more frequent outdoor play during the preschool years predicted healthier mental health trajectories into middle childhood. The study used nationally representative longitudinal cohort and suggest possible pathways that includes cognitive, social and emotional skills development, exposure and relation with the nature, physical activity, social interaction and adventurous play.
* These pathways were proposed by Dodd et al.(2025) but not directly tested as mechanisms. The findings of the study do not shows outdoor play causes better emotional well-being. Many of the existing outdoor play research remains observational (De Lannoy et  al., 2023).

=== '''Emotion regulation''' ===

* [[w:Emotional_self-regulation|Emotional self-regulation]] regulation provides an understanding of how children manage emotional situations. Gross (2015) describes emotional regulation as a process involving identification, selection and implementation. Identification concerns deciding whether to regulate an emotion, selection concerns selecting regulation strategy and implementation concerns applying chosen response into practice.
* Gross (2015) describes {{ic|Use past tense here}} various forms of emotion regulation like situation selection, situation modification, attention deployment cognitive change and response modulation. During outdoor play a child may experience frustration, conflict, disagreement, uncertainty or changes to their activity. These process provide a psychological framework for understanding how people respond to emotional situations. This model can be applied to these outdoor play situations to consider how children might recognise emotional response, decide how to manage the situation, and act on that decision.
* However, this is an application of Gross (2015) theoretical framework to outdoor play. This study did not examine whether outdoor play influence to children's emotion regulation.

=== '''Working memory and cognitive process''' ===

* Lee et al. (2025) examined [[w:Working_memory|working memory]] as a mediator between outdoor play and emotional dysregulation among 325 preschool children. Outdoor play was examined across three part of the day: wake-up to noon, noon to 6 pm and 6 pm to bedtime.
* The timing of outdoor play was important. More outdoor play between noon and 6 pm was related to lower emotional dysregulation. In contrast, more outdoor play before noon and after 6 pm was related to higher emotional dysregulation (Lee et al. 2025).
* Lee et al (2025) found that more outdoor play from noon to 6 pm was associated with better working memory (b=1.61, p&lt;.05) and better working memory was associated with lower emotional dysregulation (b= -0.08, p&lt; .01). This relation between noon to 6pm outdoor play and emotional dysregulation as no longer statistically significant when working memory was included in the analysis. As a result it is reported as full mediation.
* The findings suggest that working memory can be one cognitive functioning process involved in the association between outdoor play and emotional regulation. However, statistical mediation in an observational study which does not prove that outdoor play caused better working memory or emotional regulation. Lee et al. (2025) called for further research examining both immediate and longer-term effects of outdoor play on working memory and emotion regulation.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|Key points

* Lee et al. (2025) found that associations between outdoor play and emotional dysregulation differed according to time of day.
* Working memory statistically mediated the association between afternoon outdoor play and lower emotional dysregulation in Lee et al. (2025).
* Dodd et al. (2026) found that more frequent preschool outdoor play predicted lower odds of non-normative internalising and externalising symptom trajectories.
|}

== '''Social and environmental influences on outdoor play''' ==

* Outdoor play opportunities are shaped by more than the physical being outdoor space. Beekhuizen et al. (2025) interviewed 40 children aged 6 to 12, with and without disabilities about facilitators and barriers to inclusive outdoor play. The findings were identified personal factor, interacting factors and environmental factors.
* Personal factors included experiencing [[w:Autonomy|autonomy]], and children's feelings of physical and social limitations. Interacting factors included making contact, growing up together, and adopting the ways of playing. Environmental factors included parents, outdoor play environments, communities, and time constrains (Beekhuizen et al., 2025).
* Opportunities for outdoor play was not experienced in the same way by all children. Beekhuizen et al. (2025) found that children with disabilities experienced more barriers than children with no disability. The challenges were related to making contact with other children, adopting play and the physical play environment.
* Ferguson et al. (2025) examined the association between outdoor play and children's social-emotional competence. In a cross sectional analysis of 2568 children, aged 7.1 to 12.6 years from multi-ethnic urban cohort found that outdoor play was associated with better social-emotional competence. However, the association was differed across ethnicity, and weekday or weekend outdoor play.
* Ferguson et al. (2025) also examined area deprivation. The relation between outdoor play and social-emotional competence appeared stronger in less deprived area, although the statistical evidence for the differences by deprivation was significantly weak.

=== '''Social relationship and inclusion''' ===

* Beekhuizen et al. (2025) identified making contact and growing up together as interacting factors in inclusive outdoor play. Some children described familiarity with other children as an easy way to approach, communication and play together. Making contact could also be a barrier when children approaching to another unfamiliar children or joining in play who were already playing.
* Children also described the need to adopt games so that children with different abilities could participate. School and communities were identified settings where children with and without disabilities could become familiar with each other (Beekhuizen et al., 2025).
* In the recent observational research by Beekhuizen et al. (2026) observed outdoor play among children with and without disability. The researchers found that getting to know each other, making contact and interaction while playing together as process of inclusive outdoor play. These observational findings showed that familiarity and making contact determine social and inclusive play because children chose to play with children they already knew. 
* Ferguson et al. (2025) also found that the association between outdoor play and social emotional competence was not the same across all ethnic and deprivation groups. In the cross sectional analysis of 2568 children aged 7.1 to 12.6 years from multi ethnic urban cohort, outdoor play was associated with better social-emotional competence. However, associations varies across same ethnic groups and according to weekday or weekend outdoor play.

=== '''Autonomy, parents and time''' ===

* Experiencing autonomy was identified as a personal factor in inclusive outdoor play. Children having some independence during outdoor play could promote their sense of independence over what they do and who they play with (Beekhuizen et al., 2025).
* Experiencing autonomy also included opportunities to play without direct involvement of parents. Some children with disabilities described wanting to play outside independently, although parental support could make outdoor play possible (Beekhuizen et al., 2025)
* Parents were identified as an environmental factors. Beekhuizen et al. (2025) found that parental involvement could support children's participation in outdoor play, specially when child needed help to access or participate in outdoor play.
* Time constraints were considered as another environmental factor. Some children with disabilities were described as having limited outdoor play time due to parents work schedule, after-school arrangements or longer travel distance between home and school (Beekhuizen et al., 2025)

=== '''Outdoor environments and accessibility''' ===

* The outdoor play environment was identified as an environmental factor that could could support or restrict inclusive outdoor play. Children described both physical and social aspects of outdoor play environments. For example, children discussed the importance of physical and social safety, including traffic near playgrounds and disputes among children. Accessibility was particularly relevant to children with disabilities because opportunities for inclusive outdoor play could be affected by play environments and physical abilities (Beekhuizen et al., 2025).
* Pereira et al. (2024) provided evidence about the physical features of outdoor play spaces. Their systematic review included 51 articles representing 45 primary studies aged between 5 to 12 and examined particular environmental features like fixed structures, natural elements, floor marking, loose parts or equipment and available play area.
* Pereira et al. (2024) found positive association between outdoor play space features and children's behaviours. However, there was substantial variation between studies so the review could not establish clear conclusions about the effects of particular environmental features.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|+
|Key points   

* Beekhuizen et al. (2025) identified personal, interacting and environmental factors that could facilitate or restrict inclusive outdoor play.
* Social relationships and familiarity affected participation, with children with disabilities reporting more barriers to inclusive outdoor play (Beekhuizen et al., 2025).
* Associations between outdoor play and social-emotional competence varied across some population groups and play contexts (Ferguson et al., 2025).
|}

== '''What does recent research show about outdoor play and children's emotional well-being?''' ==

* Recent research has examined various aspects of outdoor play and children's emotional well-being and provides mixed evidence. These include emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Ferguson et al. (2025) found that more frequent outdoor play was associated with better social-emotional competence. However, the associations varied across some ethnic groups and according to whether outdoor play occurred on school days or weekends.
* Dodd et al. (2026) provides longitudinal evidence from 4,151 children from the Growing Up in Scotland study. Children who played outdoors more frequently between approximately 2 and 4 years of age were more likely to follow a trajectory of low and stable internalising and externalising symptoms through to age 8.
* Poulos et al. (2026) examined children's emotional state immediately after recess during hot weather. Among 317 children in years 4 and 5, the positive effect was higher after outdoor recess and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess settings.
* Together, these studies show evidence of associations between outdoor play or outdoor recess and several aspects of emotional well-being. However, the studies did not show the common effect because the study differ in children's ages, research designs, measures of outdoor play, and emotional outcomes.

=== '''Consistency of recent research findings''' ===
* Recent findings do not show the same effect across all outcomes. Ferguson et al. (2025) found that more frequent outdoor play was associated with lower total difficulties and greater prosocial behaviour. In contrast, Davenport et al. (2024) found that most associations between outdoor play and the physical, cognitive and social-emotional developmental indicators examined were not statistically significant. Therefore, the recent studies have not found significant association across all developmental outcomes.
* Findings can also differ according to the emotional outcome being measured. Poulos et al. (2026) found higher positive affect after outdoor and gymnasium recess than after classroom recess, but no significant differences in negative affect between the three recess settings. Lee et al. (2025)  found that lower emotional dysregulation associated with greater afternoon outdoor play but higher emotional dysregulation is associated with greater outdoor play earlier and later in the day.
* Dodd et al. (2026) provides longer-term evidence. More frequent outdoor play during the preschool years predicted lower odds of belonging to the increasing or decreasing internalising and externalising symptom trajectory groups, relative to the normative low and stable group. This shows an association between early outdoor play and mental-health symptom trajectories across childhood rather than an emotional outcome measured at one point in time.
* Associations may also vary across children and outdoor play contexts. Ferguson et al. (2025) reported differences according to ethnicity and whether outdoor play occurred on school days or weekends.
* Recent findings suggest that associations between outdoor play and emotional well-being are not the same across all outcomes, children and play contexts. The studies differ in children's age, research designs, measures of outdoor play, and emotional outcomes. Thus, findings should not be treated as evidence of one single effect.

=== '''Strengths and limitations of current research''' ===

* Longitudinal research strengthens the evidence concerning temporal relationship. Dodd et al. (2026) analysed 4,151 children from the Growing Up in Scotland study. Outdoor play was measured at approximately 2, 3 and 4 years of age, while internalising and externalising symptoms were measured at approximately 4, 5, 6 and 8 years. This allowed the researchers to examine whether early outdoor play predicted different mental-health symptom trajectories across childhood.
* Although, longitudinal evidence does not establish cause and effect. Dodd et al. (2026) identified reliance on parent report measures as a key limitation, while Lee et al. (2025) also discussed about the possibility of reverse causation when interpreting associations between the timing of outdoor play and emotional dysregulation.
* Measurement of outdoor play is another important consideration. Davenport et al. (2024) examined both parent reported and device measured outdoor play and also tested whether associations were independent of outdoor moderate to vigorous physical activity. This approach distinguishes outdoor play from outdoor physical activity rather than interchangeable measures.
* Limitations are also present across the wider outdoor play literature. De Lannoy et al. (2023) identified 275 Canadian outdoor play publications and found that cross sectional study design was most common. Mental and emotional development had received less research attention in comparison to physical health and development.

{| class=&quot;wikitable&quot;
|+Table 2. Comparison of recent research
!Study               
!Research method             
!Research strength                      
!Limitation                                                
|-
|  &lt;small&gt;Lee et al. (2025)&lt;/small&gt;                                     
|Observational; 6 month follow-up
|Examined the timing of outdoor play and tested working memory as a statistical mediator of the association with emotional dysregulation.     
|Observational mediation cannot establish causation; the authors also considered possible reverse causation when interpreting timing-related findings.
|-
|Ferguson et al. (2025)
|Cross sectional; multi ethnic urban cohort (N=2,568)
|Large sample allowed associations to be examined across population groups and school-day/weekend outdoor play.
|Cross-sectional design cannot establish temporal direction; associations also differed across some groups and play contexts.
|-
|Davenport et al. (2024)
|Observational; preschool sample (N=107)
|Used both parent-reported and device-measured outdoor play and distinguished outdoor play from outdoor moderate-to-vigorous physical activity (MVPA)
|Small sample , and most tested associations with developmental outcomes were not statistically significant.
|-
|Dodd et al. (2026)
|Longitudinal cohort (N = 4,151)
|Outdoor play was measured in the preschool years before later internalising and externalising symptom trajectories.
|Outdoor play and symptoms relied on parent reported measures, and the observational design does not establish conclusions.
|-
|Poulos et al. (2026)
|Recess comparison study (N=317)
|Compared children's positive and negative affect following outdoor, gymnasium and classroom recess rather than using outdoor recess without a comparison setting.
|Examined immediate affect during an extreme-heat context; higher positive affect was also found after gymnasium recess, so the result was not specific to outdoor recess.
|}
As shown in table 2, the recent evidence has different methodological strengths and limitations. Longitudinal data provide stronger evidence about temporal ordering than cross-sectional studies, while the use of parent-reported and device-measured outdoor play addresses some measurement concerns. However, much of the evidence remains observational, several studies rely on parent-reported measures, and differences in emotional outcomes and play contexts limit  the direct comparison between studies.  

{| class=&quot;wikitable&quot;
|Key points

* Recent studies report positive, mixed and non-significant findings across different emotional outcomes and measures of outdoor play (Davenport et al., 2024; Ferguson et al., 2025).
* Lee et al. (2025) and Dodd et al. (2026) found associations across different emotional outcomes and time frames, from emotional dysregulation to later symptom trajectories.
* Differences in study design, measurement, children's age and play context mean the findings should not be interpreted as one consistent effect of outdoor play on emotional well-being. 

|}

== '''How do families, communities and schools support outdoor play opportunities?''' ==

* Opportunities for outdoor play are influenced by children's social and physical environments. Beekhuizen et al. (2025) identified parents, outdoor play environments, communities and time constraints as environmental factors that could act as facilitators or barriers to inclusive outdoor play.
* Support for outdoor play also involves whether children can participate with other children. Beekhuizen et al. (2025) identified experiencing autonomy,  growing up together, making contact and adapting ways of playing as factors involved in inclusive outdoor play.
* The  2025 Position Statement on Active Outdoor Play recommends increasing opportunities for active outdoor play in settings where people live, learn, work and play. It also emphasises collaboration across sectors, settings and societies to support equitable access to active outdoor play (Lee et al., 2025).

=== '''Families''' ===

* Beekhuizen et al. (2025) identified parents as an environmental factor in inclusive outdoor play. Children with disabilities described parents as important in encouraging participation and, for some children, helping to explain their disability to other children.
* Experiencing autonomy was identified as an important personal factor. Some children with disabilities wanted their parents to allow them freedom during outdoor play. Some preferred their parents not to accompany them to the playground, while others were comfortable with parents remaining at a reasonable distance (Beekhuizen et al., 2025).
* These findings indicate that parental support and children's autonomy can both be relevant to opportunities for outdoor play. For some children with disabilities, support could be necessary for participation while opportunities to play more independently were also valued (Beekhuizen et al., 2025).
* Beekhuizen et al. (2025) identified parental support as important for facilitating positive inclusive play experiences. The authors also recommended providing children and parents with knowledge about disabilities and possible adaptations that can support participation
* Family level opportunities also need to be interpreted alongside the time constraints. Some children attending special education described long journeys between school and home that reduced the time available for outdoor play (Beekhuizen et al., 2025). This means that opportunities for outdoor play cannot be interpreted only in terms of children's or parents' preferences.

=== '''Communities''' ===

* Beekhuizen et al. (2025) identified communities and the outdoor play environment as  environmental factors in inclusive outdoor play. Children described physically and socially safe playgrounds as important. While barriers included structure of playgrounds that made participation difficult for some children with disabilities.
* The social environment of a community was also important. Children with disabilities described smaller communities, such as villages and schools, the places where other children and parents could become more familiar with disability. This familiarity was associated with greater acceptance and stronger connections with other children (Beekhuizen et al., 2025).
* Recent  observational research also shows that physical access alone does not explain inclusive outdoor play. Beekhuizen et al. (2026) observed 63 children with and without disabilities during six inclusive outdoor play sessions and assessed both children's playfulness and environmental supportiveness. Children with disabilities showed significantly lower playfulness scores indicating that opportunities for inclusive play were not experienced equally.
* The 2025 Position Statement on Active Outdoor Play recommends collaboration across sectors, settings and societies to preserve, promote and value equitable access to active outdoor play. This places responsibility for outdoor play opportunities across communities and wider systems rather than on children and families alone (Lee et al., 2025).

=== '''Schools''' ===

* Schools can provide opportunities for children with and without disabilities to become familiar with one another. Beekhuizen et al. (2025) identified growing up together and making contact as interacting factors in inclusive outdoor play. Children described familiarity with other children as making contact easier.
* School circumstances can also affect the time and opportunities available for outdoor play. Some children attending special primary education described long travel times between school and home as reducing the time available to play outdoors. Beekhuizen et al. (2025) identified these experiences under time constraints.
* Recess provides another school setting in which children's emotional experiences have been examined. Poulos et al. (2026) studied 317 Year 4 and 5 children during extreme heat weather and found significantly higher positive affect after outdoor and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess     settings.
* Poulos et al. (2026) identified implications for school health, policy and equity, including the need for heat adaptive infrastructure to support access to recess environments during extreme heat. However, the findings do not show that outdoor recess is always better than indoor recess because positive affect was also higher following gymnasium recess.

Quiz

{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Children who have access to the same outdoor playground may still have different opportunities to participate in play.
|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;
{{Robelbox/close}}


{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}
{| class=&quot;wikitable&quot;
|1. Children who have access to the same outdoor playground may still have different opportunities to participate in play.

True                                                                                                                                                                                
False                                                                                                                                                                                                 
2. Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.                                                                                                                                                               
True                                                                                                                                                                                
False                                                                                                                                                                              

|}

{| class=&quot;wikitable&quot;
|Scenario

Two primary school aged children A and B enjoy playing  outdoors. They both lived near the same playground. Child A was very familiar  with the playground and knows several other children who play there and  easily join the games. While child B has disability, uses mobility device and  does not know other children at playground. Some parts of the playground are  difficult to access and joining other children who are already playing can  also be challenging. Child B's parents can provide support, although the child  also prefers to play more independently. 

Consider both children can access the same playground, but  do they have same level opportunities to take part in outdoor play?
|}
'''''&lt;u&gt;Note: Answers to the quiz is 1: True and 2 False&lt;/u&gt;'''''

== '''Conclusion''' ==

* Outdoor play and children's emotional well-being are measured in different ways across recent research. Outdoor play is not equivalent to outdoor physical activity, while emotional outcomes include emotional dysregulation, social-emotional competence, positive and negative affect, and internalising and externalising symptoms. These differences need to be considered when findings across studies are compared.
* Research also provides mixed evidence about how outdoor play may be related to emotional well-being. Gross's (2015) emotion-regulation framework can be applied to emotional situations experienced during play, but it does not show that outdoor play improves emotion regulation. Lee et al. (2025) provides more direct evidence of a possible cognitive process, with working memory statistically mediating the association between afternoon outdoor play and lower emotional dysregulation. However, this observational finding does not establish causation.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Overall, current research supports an association between outdoor play and some aspects of children's emotional well-being but does not establish one consistent effect. Differences in measurement, research design, children and play contexts remain important when interpreting the evidence.

==See also==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www-taylorfrancis-com.ezproxy.canberra.edu.au/books/mono/10.4324/9781003349655/right-child-play-naomi-lott Book Chapter, 2 {{ic|Move to References and cite}}

https://en.wikipedia.org/wiki/Emotional_dysregulation&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Autonomy&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

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[[Cognitive psychology|https://en.wikiversity.org/wiki/Cognitive_psychology]]-Wikipedia article

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==References==
{{Hanging indent|1=

Beekhuizen, R. Q., Bolster, E. A. M., Gorter, J. W., Henry, N. L., Visser, K., Wittink, H., Kotte, E. M. W., Sol, M. E., &amp; Bloemen, M. A. T. (2025). Play Together? Unveiling Facilitators and Barriers to Inclusive Outdoor Play for Dutch Children With and Without Disabilities: A Qualitative Study. Child: Care, Health &amp; Development, 51(6), Article e70154. https://doi.org/10.1111/cch.70154

Biino, V., Pesce, C., &amp; Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), Article 594. https://doi.org/10.3390/children12050594

Davenport, C., Kuzik, N., Larouche, R., &amp; Carson, V. (2025). The Associations Between Parental-Reported and Device-Based Measured Outdoor Play and Health Indicators of Physical, Cognitive, and Social–Emotional Development in Preschool-Aged Children. Pediatric Exercise Science, 37(2), 102–111. https://doi.org/10.1123/pes.2023-0119

de Lannoy, L., Barbeau, K., Seguin, N., &amp; Tremblay, M. S. (2023). Scoping review of children’s and youth’s outdoor play publications in Canada. Chronic Diseases in Canada, 43(1), 1–13. https://doi.org/10.24095/hpcdp.43.1.01

Dodd, H. F., Cordwell, K., Hesketh, K., Johnstone, A., de la Torre-Luque, A., &amp; McCrorie, P. (2026). Early outdoor play predicts trajectories of child mental health in a population-based cohort. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70175

Ferguson, M., Teyhan, A., Lovell, R., Dodd, H., Wheeler, B., &amp; McEachan, R. (2025). The association between park visits, outdoor play and child social-emotional competency in a multi-ethnic, urban cohort. Wellbeing, Space and Society, 9, Article 100293. https://doi.org/10.1016/j.wss.2025.100293

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Lee, E.-Y., de Lannoy, L., Kim, Y.-B., Rathod, A., James, M. E., Lopes, O., Nasrallah, B., Thankarajah, A., Adjei-Boadi, D., de Barros, M. I. A., Duncan, S., Miller, R. M., Mygind, L., Vanderloo, L. M., Wang, P.-Y., &amp; Tremblay, M. S. (2025). 2025 Position statement on active outdoor play. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), Article 117. https://doi.org/10.1186/s12966-025-01813-9

Lee, J. J., Flouri, E., &amp; Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health &amp; Development, 51(1), Article e70020. https://doi.org/10.1111/cch.70020

Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D., &amp; Schulze, C. (2024). Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review. The American Journal of Occupational Therapy, 78(4), Article 7804185120. https://doi.org/10.5014/ajot.2024.050606

Pereira, J. V., Vila-Nova, F., Veiga, G., Lopes, F., &amp; Cordovil, R. (2024). Associations between outdoor play features and children’s behavior and health: A systematic review. Health &amp; Place, 87, Article 103235. https://doi.org/10.1016/j.healthplace.2024.103235

Poulos, A., Hassan, U. A., Wilson, K., Price, P. M., Vanos, J., &amp; Quilla, J. (2026). Differences in Schoolchildren’s Emotional State After Indoor Versus Outdoor Recess in Extreme‐Heat Weather. The Journal of School Health, 96(4), Article e70135. https://doi.org/10.1111/josh.70135

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==External links==
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https://www.child-encyclopedia.com/outdoor-play&lt;nowiki/&gt;-Encyclopedia in early childhood development

https://www.outdoorplaycanada.ca/wp-content/uploads/2026/03/The-2025-AOP10-Position-Statement.pdf&lt;nowiki/&gt;-Position Statement

https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more&lt;nowiki/&gt;-World Health Organisation

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      <text bytes="49826" sha1="tw061oa1tr4dj63u8kdyxvz2plzgwwv" xml:space="preserve">{{title|Outdoor play and children's emotional well-being:&lt;br&gt;How does outdoor play influence children's emotional well-being?}}
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== Overview ==
{| class=&quot;wikitable&quot;
|'''Imagine this....'''[[File:School children happily playing in playground.jpg|thumb|'''Figure 1''': Children engaged in outdoor play.]]A child arrives at playground and joins a group of children who are already playing. The children are making their own game and deciding the rules as they play. At first, child enjoys choosing where and what to play and moving between the different activities. During the game, another child changes the rules of the game and argument breaks out. The child becomes frustrated and avoids the activity. After watching for short time, the child returns, suggests for new idea to continue game and re-joins the group. How might experiences like this during outdoor play influence children's emotional well-being? Emotional regulation theory provides one way of understanding on how children may respond to emotional situations during play (see figure 1) (Gross, 2015).
|}

Outdoor play can involve more than physical movement. It is more than simply being outside and engage in the activities across playgrounds, gardens, streets and natural spaces. Outdoor play involves exploration, social interaction, choice and challenge and engagement with surrounding environment (Dodd et al.,2026; Pereira et al.,2024). These experiences may create emotional  situations in which children need to respond to frustration, disagreement, uncertainty or excitement. Gross (2015) [[emotional regulation]] theory provides a [[psychological]] explanation for how children may recognise and respond to these emotional situations. Outdoor play experiences are also shaped by the environment where play takes place. Experiences are shaped by the different opportunities provided by different physical and social environments, which means the same outdoor space may not provide the same experience for every child (Morgenthaler et al.,2024).This chapter examines how [[Emotional regulation|emotional,]] [[Cognitive psychology|cognitive]], social and environmental processes may help explain the relationship between outdoor play and children's emotional well-being. 

{| class=&quot;wikitable&quot;
|

;[[File:Bulb Idea Flat Icon GIF Animation.gif|alt=Focus questions|left|100x100px|thumb]]


'''Focus questions'''

* What are outdoor play and children's emotional well-being?

* How does outdoor play influence children's emotional well-being?

* How do social and environmental conditions shape  children's outdoor play experiences?

* How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}


age in outdoor environment. For example playing games, riding bikes, exploring the nature, using playground equipment or creating activities with other children. These experiences can involve physical, cognitive, emotional and social processes. 

. Recent research does not examine children's emotional well-being as one single outcome. Studies on outdoor play have examined [[wikipedia:Emotional_dysregulation|emotional dysregulation]] (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), [[Evidence-based assessment/Instruments/Positive and Negative Affect Schedule|positive and negative affect]] (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026) {{ic|Move citations into subsequent sections; use this section for a user-friendly overview; provide research review in the main body, not here.}}. These outcomes examine different aspects of children's emotional functioning.

Research has also examined characteristics of outdoor play and conditions surrounding children's participation. Lee et al. (2025) examined both the amount and timing of outdoor play and tested [[wikipedia:Working_memory|working memory]] as a statistical mediator of the  association to emotional dysregulation. The study used a [[wikipedia:Mediation_(statistics)|mediation analysis]] with 325 preschool children. Beekhuizen et al. (2025)  in a [[qualitative study]] examined facilitators and barriers to inclusive outdoor play and identified personal, interacting and environmental factors. The study involved 40 children aged 6 to 12 years.

This chapter will {{ic|Use present tense}} examine how outdoor play and [[wikipedia:Emotional_well-being|emotional well-being]] are represented in recent research, the psychological processes that may be involved, the social and environmental conditions shaping outdoor-play experiences, differences in recent findings, and how families, communities, and schools can support opportunities for outdoor play.

* Outdoor play needs to have a clear definition {{ic|Move this detail into a subsequent section}}. Outdoor play refers to the range of child-centric activities that happen outdoors. It is more than simply being outside. It generally involves voluntary and intrinsically motivated activity in outdoor environments such as playgrounds, gardens, streets and natural spaces (Dodd et al., 2026). Outdoor play and outdoor physical activity  are related but should not be treated as the same construct (Davenport et al.,2025).
* Children's emotional well-being is examined through different outcomes in recent outdoor play research {{ic|Move this detail into a subsequent section}}. It cannot be defined as simply as feeling happy. These includes emotional dysregulation (Lee et al., 2025), [[wikipedia:Emotional_self-regulation|Emotional self-regulation]], social emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al.,2026) and internalising and externalising mental health symptoms (Dodd et al., 2026).
* Recent studies have different findings about outdoor play and children's emotional functioning {{ic|Move this detail into a subsequent section}}. (Ferguson et al., 2025) found that more outdoor play was associated with better social-emotional competence. In a [[wikipedia:Longitudinal_study|longitudinal study]], Dodd et al., (2026) predicted that children who played outdoors more often during the preschool days were less likely to have less favourable mental health trajectories later in childhood. However, findings are not equally even across all children, settings and measures.
* The relationship between outdoor play and emotional well-being appears to be more complex than simply playing more time outdoors {{ic|Move this detail into a subsequent section}}. [[wikipedia:Emotional_self-regulation|Emotional self-regulation]], [[wikipedia:Physical_activity|Physical activity]], [[wikipedia:Working_memory|Working memory]], social interaction, freedom and the opportunities provided by different outdoor environments  are possible factors to consider (Davenport et al.,2025; Dodd et al., 2026; Gross, 2015; Lee et al.,2025).
* Access to the outdoors is not equal {{ic|Move this detail into a subsequent section}}. Beekhuizen et al. (2025) found that children with disabilities experienced physical, social and practical barriers and these barriers have made outdoor play less accessible. Ferguson et al. (2025) also showed that outdoor play experiences and their relationship with social-emotional outcomes varied across different social contexts.

{| class=&quot;wikitable&quot;
|

;Focus questions

{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

What are outdoor play and children's emotional well-being?

How does outdoor play influence children's emotional well-being?

How do social and environmental conditions shape  children's outdoor play experiences?

What does recent research show about the relationship between outdoor play and children's emotional well-being?

How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== '''Understanding Outdoor play and emotional well-being''' ==

* Outdoor play includes different activities and takes place across various outdoor environments. It involves movement, exploration, social play, challenge, and interaction with various outdoor environments. Recent research has examined both children's outdoor play and features of environment where play happens (Dodd et al.,2026; Pereira et al.,2024).
* Outdoor play and physical activity can overlap however they should not be considered as the same concept. Davenport et al. (2025) examined outdoor play separately from their outdoor moderate to vigorous physical activity (MVPA).
* Children's emotional well-being is measured through different outcomes. Recent research on outdoor play has examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect after recess (Poulos et al.,2026), and internalising and externalising mental health symptoms (Dodd et al.,2026).

=== '''Outdoor play''' ===
* Outdoor play is defined as voluntary and intrinsically motivated activity that occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, allowing children to freely interact with their environment and have autonomy to make choices over their activities (Biino et al., 2025).
* Outdoor play should not be treated as equivalent to outdoor physical activity. Davenport et al. (2024) examined parent-reported and device-measured outdoor play among 107 preschool children and tested whether associations with physical, [[Cognitive psychology|cognitive]] and social-emotional developmental indicators were independent of outdoor moderate to vigorous physical activity. Distinguishing these measures are important because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity.
* Outdoor play environment contains different physical features. Pereira et al. (2024) systematically reviewed 51 articles representing 45 primary studies and examined outdoor play space features including fixed structures, space naturalness, floor markings, loose parts or equipment, available area and combinations of environmental features. Physical activity was the most frequently examined outcome, and heterogeneity between studies limited conclusions about the effects of individual outdoor play features. The findings should not automatically be interpreted as evidence of effects on children's emotional well-being.
* [[w:Affordance|Affordance]] theory provides different perspective of examining relationships between outdoor environments and children's play. Morgenthaler et al. (2024) used the theory of affordances to examine environment play transactions and developed an Environmental Taxonomy of Outdoor Play Space Features. The review identified 284 distinct play occupations afforded by different spaces and objects and examined the functional environmental qualities associated with these opportunities. This provides evidence that physical characteristics of outdoor spaces can afford different forms of play. It does not establish that particular environmental affordances cause better emotional well-being.

=== '''Children's emotional well-being''' ===

* Children's emotional well-being is represented through different outcomes in the recent outdoor play research. Studies have examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Lee et al. (2025) examined emotional dysregulation among 325 preschool children in relation to the amount and timing of outdoor play and also examined working memory as a statistical mediator. The mediation findings are considered in the psychological-process section. 
* Ferguson et al. (2025) examined social-emotional competence, including difficulties and prosocial behaviour. This is different from lee et al. (2025) measure of emotional dysregulation.
* Poulos et al. (2026) examined positive and negative affect following recess in an outdoor schoolyard, gymnasium and classroom,  while Dodd et al. (2026) examined trajectories of internalising and externalising symptoms using the Strengths and Difficulties Questionnaire''.'' Dodd et al. also defined emotional symptoms and peer problems for internalising symptoms and conduct problems and [[w:Hyperactivity|hyperactivity]] inattention for externalising symptoms. 
* These differences in measurement are significant because different aspects and time frames of children's emotional functioning should not be interpreted as equivalent when findings across the studies are compared.

'''Table:1''' {{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
| colspan=&quot;3&quot; |Emotional outcomes examined in recent research on outdoor play and children's emotional being
|-
|'''Study'''
|'''Outcome Examined'''
|'''What the outcome represents in the study''' 
|-
|Lee et al. (2025)
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount and timing of outdoor play
|-
|Ferguson et al. (2025)
|Social emotional competence
|Social- emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following following recess in different settings
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising; emotional symptoms and peer problems; externalising; conduct problems and hyperactivity-inattention
|}

As shown in Table 1, the studies examine different aspects and time frames of children's emotional functioning. Affect following recess should not be treated as the same outcome as emotional dysregulation measured over several months or trajectories of internalising and externalising symptoms across childhood.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Key points'''

* Outdoor play and outdoor physical activity are related but are not interchangeable measures. Davenport et al. (2024) examined parent-reported outdoor play and device-measured outdoor play separately from outdoor moderate to vigorous physical activity (N=107).
* Outdoor environments provide different opportunities for play. Pereira et al. (2024) examined features including fixed structures, space naturalness, floor markings, loose parts or equipment and available area, while Morgenthaler et al. (2024) used affordance theory to examine how spaces and objects afford different forms of play. These findings concern opportunities for play and should not be treated as evidence that particular environmental features improved emotional well-being.
* Children's emotional well-being is not represented by one common outcome across the recent studies'''.''' Research has examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* The emotional outcomes also differ in their time frame. Poulos et al. (2026) examined affect following recess, whereas Lee et al. (2025) examined emotional dysregulation over several months and Dodd et al. (2026) examined trajectories of internalising and externalising symptoms across childhood. These outcomes should not be treated as equivalent when findings are compared.

|}

== '''How does outdoor play influence children's emotional well-being?''' ==

* Lee et al. (2025) examined working memory as possible process between outdoor play and emotional regulation. Dodd et al.(2026) discussed cognitive, social and emotional skills development, social interaction, physical activity, connection with the nature, adventurous play as possible measures for association between outdoor play and mental health symptoms.
* Lee et al. (2025) examined 325 preschool children and used meditation analysis  to test whether the timing and amount of outdoor play were related to emotional dysregulation and working memory.
* Dodd et al. (2026) found that more frequent outdoor play during the preschool years predicted healthier mental health trajectories into middle childhood. The study used nationally representative longitudinal cohort and suggest possible pathways that includes cognitive, social and emotional skills development, exposure and relation with the nature, physical activity, social interaction and adventurous play.
* These pathways were proposed by Dodd et al.(2025) but not directly tested as mechanisms. The findings of the study do not shows outdoor play causes better emotional well-being. Many of the existing outdoor play research remains observational (De Lannoy et  al., 2023).

=== '''Emotion regulation''' ===

* [[w:Emotional_self-regulation|Emotional self-regulation]] regulation provides an understanding of how children manage emotional situations. Gross (2015) describes emotional regulation as a process involving identification, selection and implementation. Identification concerns deciding whether to regulate an emotion, selection concerns selecting regulation strategy and implementation concerns applying chosen response into practice.
* Gross (2015) describes {{ic|Use past tense here}} various forms of emotion regulation like situation selection, situation modification, attention deployment cognitive change and response modulation. During outdoor play a child may experience frustration, conflict, disagreement, uncertainty or changes to their activity. These process provide a psychological framework for understanding how people respond to emotional situations. This model can be applied to these outdoor play situations to consider how children might recognise emotional response, decide how to manage the situation, and act on that decision.
* However, this is an application of Gross (2015) theoretical framework to outdoor play. This study did not examine whether outdoor play influence to children's emotion regulation.

=== '''Working memory and cognitive process''' ===

* Lee et al. (2025) examined [[w:Working_memory|working memory]] as a mediator between outdoor play and emotional dysregulation among 325 preschool children. Outdoor play was examined across three part of the day: wake-up to noon, noon to 6 pm and 6 pm to bedtime.
* The timing of outdoor play was important. More outdoor play between noon and 6 pm was related to lower emotional dysregulation. In contrast, more outdoor play before noon and after 6 pm was related to higher emotional dysregulation (Lee et al. 2025).
* Lee et al (2025) found that more outdoor play from noon to 6 pm was associated with better working memory (b=1.61, p&lt;.05) and better working memory was associated with lower emotional dysregulation (b= -0.08, p&lt; .01). This relation between noon to 6pm outdoor play and emotional dysregulation as no longer statistically significant when working memory was included in the analysis. As a result it is reported as full mediation.
* The findings suggest that working memory can be one cognitive functioning process involved in the association between outdoor play and emotional regulation. However, statistical mediation in an observational study which does not prove that outdoor play caused better working memory or emotional regulation. Lee et al. (2025) called for further research examining both immediate and longer-term effects of outdoor play on working memory and emotion regulation.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|Key points

* Lee et al. (2025) found that associations between outdoor play and emotional dysregulation differed according to time of day.
* Working memory statistically mediated the association between afternoon outdoor play and lower emotional dysregulation in Lee et al. (2025).
* Dodd et al. (2026) found that more frequent preschool outdoor play predicted lower odds of non-normative internalising and externalising symptom trajectories.
|}

== '''Social and environmental influences on outdoor play''' ==

* Outdoor play opportunities are shaped by more than the physical being outdoor space. Beekhuizen et al. (2025) interviewed 40 children aged 6 to 12, with and without disabilities about facilitators and barriers to inclusive outdoor play. The findings were identified personal factor, interacting factors and environmental factors.
* Personal factors included experiencing [[w:Autonomy|autonomy]], and children's feelings of physical and social limitations. Interacting factors included making contact, growing up together, and adopting the ways of playing. Environmental factors included parents, outdoor play environments, communities, and time constrains (Beekhuizen et al., 2025).
* Opportunities for outdoor play was not experienced in the same way by all children. Beekhuizen et al. (2025) found that children with disabilities experienced more barriers than children with no disability. The challenges were related to making contact with other children, adopting play and the physical play environment.
* Ferguson et al. (2025) examined the association between outdoor play and children's social-emotional competence. In a cross sectional analysis of 2568 children, aged 7.1 to 12.6 years from multi-ethnic urban cohort found that outdoor play was associated with better social-emotional competence. However, the association was differed across ethnicity, and weekday or weekend outdoor play.
* Ferguson et al. (2025) also examined area deprivation. The relation between outdoor play and social-emotional competence appeared stronger in less deprived area, although the statistical evidence for the differences by deprivation was significantly weak.

=== '''Social relationship and inclusion''' ===

* Beekhuizen et al. (2025) identified making contact and growing up together as interacting factors in inclusive outdoor play. Some children described familiarity with other children as an easy way to approach, communication and play together. Making contact could also be a barrier when children approaching to another unfamiliar children or joining in play who were already playing.
* Children also described the need to adopt games so that children with different abilities could participate. School and communities were identified settings where children with and without disabilities could become familiar with each other (Beekhuizen et al., 2025).
* In the recent observational research by Beekhuizen et al. (2026) observed outdoor play among children with and without disability. The researchers found that getting to know each other, making contact and interaction while playing together as process of inclusive outdoor play. These observational findings showed that familiarity and making contact determine social and inclusive play because children chose to play with children they already knew. 
* Ferguson et al. (2025) also found that the association between outdoor play and social emotional competence was not the same across all ethnic and deprivation groups. In the cross sectional analysis of 2568 children aged 7.1 to 12.6 years from multi ethnic urban cohort, outdoor play was associated with better social-emotional competence. However, associations varies across same ethnic groups and according to weekday or weekend outdoor play.

=== '''Autonomy, parents and time''' ===

* Experiencing autonomy was identified as a personal factor in inclusive outdoor play. Children having some independence during outdoor play could promote their sense of independence over what they do and who they play with (Beekhuizen et al., 2025).
* Experiencing autonomy also included opportunities to play without direct involvement of parents. Some children with disabilities described wanting to play outside independently, although parental support could make outdoor play possible (Beekhuizen et al., 2025)
* Parents were identified as an environmental factors. Beekhuizen et al. (2025) found that parental involvement could support children's participation in outdoor play, specially when child needed help to access or participate in outdoor play.
* Time constraints were considered as another environmental factor. Some children with disabilities were described as having limited outdoor play time due to parents work schedule, after-school arrangements or longer travel distance between home and school (Beekhuizen et al., 2025)

=== '''Outdoor environments and accessibility''' ===

* The outdoor play environment was identified as an environmental factor that could could support or restrict inclusive outdoor play. Children described both physical and social aspects of outdoor play environments. For example, children discussed the importance of physical and social safety, including traffic near playgrounds and disputes among children. Accessibility was particularly relevant to children with disabilities because opportunities for inclusive outdoor play could be affected by play environments and physical abilities (Beekhuizen et al., 2025).
* Pereira et al. (2024) provided evidence about the physical features of outdoor play spaces. Their systematic review included 51 articles representing 45 primary studies aged between 5 to 12 and examined particular environmental features like fixed structures, natural elements, floor marking, loose parts or equipment and available play area.
* Pereira et al. (2024) found positive association between outdoor play space features and children's behaviours. However, there was substantial variation between studies so the review could not establish clear conclusions about the effects of particular environmental features.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|+
|Key points   

* Beekhuizen et al. (2025) identified personal, interacting and environmental factors that could facilitate or restrict inclusive outdoor play.
* Social relationships and familiarity affected participation, with children with disabilities reporting more barriers to inclusive outdoor play (Beekhuizen et al., 2025).
* Associations between outdoor play and social-emotional competence varied across some population groups and play contexts (Ferguson et al., 2025).
|}

== '''What does recent research show about outdoor play and children's emotional well-being?''' ==

* Recent research has examined various aspects of outdoor play and children's emotional well-being and provides mixed evidence. These include emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Ferguson et al. (2025) found that more frequent outdoor play was associated with better social-emotional competence. However, the associations varied across some ethnic groups and according to whether outdoor play occurred on school days or weekends.
* Dodd et al. (2026) provides longitudinal evidence from 4,151 children from the Growing Up in Scotland study. Children who played outdoors more frequently between approximately 2 and 4 years of age were more likely to follow a trajectory of low and stable internalising and externalising symptoms through to age 8.
* Poulos et al. (2026) examined children's emotional state immediately after recess during hot weather. Among 317 children in years 4 and 5, the positive effect was higher after outdoor recess and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess settings.
* Together, these studies show evidence of associations between outdoor play or outdoor recess and several aspects of emotional well-being. However, the studies did not show the common effect because the study differ in children's ages, research designs, measures of outdoor play, and emotional outcomes.

=== '''Consistency of recent research findings''' ===
* Recent findings do not show the same effect across all outcomes. Ferguson et al. (2025) found that more frequent outdoor play was associated with lower total difficulties and greater prosocial behaviour. In contrast, Davenport et al. (2024) found that most associations between outdoor play and the physical, cognitive and social-emotional developmental indicators examined were not statistically significant. Therefore, the recent studies have not found significant association across all developmental outcomes.
* Findings can also differ according to the emotional outcome being measured. Poulos et al. (2026) found higher positive affect after outdoor and gymnasium recess than after classroom recess, but no significant differences in negative affect between the three recess settings. Lee et al. (2025)  found that lower emotional dysregulation associated with greater afternoon outdoor play but higher emotional dysregulation is associated with greater outdoor play earlier and later in the day.
* Dodd et al. (2026) provides longer-term evidence. More frequent outdoor play during the preschool years predicted lower odds of belonging to the increasing or decreasing internalising and externalising symptom trajectory groups, relative to the normative low and stable group. This shows an association between early outdoor play and mental-health symptom trajectories across childhood rather than an emotional outcome measured at one point in time.
* Associations may also vary across children and outdoor play contexts. Ferguson et al. (2025) reported differences according to ethnicity and whether outdoor play occurred on school days or weekends.
* Recent findings suggest that associations between outdoor play and emotional well-being are not the same across all outcomes, children and play contexts. The studies differ in children's age, research designs, measures of outdoor play, and emotional outcomes. Thus, findings should not be treated as evidence of one single effect.

=== '''Strengths and limitations of current research''' ===

* Longitudinal research strengthens the evidence concerning temporal relationship. Dodd et al. (2026) analysed 4,151 children from the Growing Up in Scotland study. Outdoor play was measured at approximately 2, 3 and 4 years of age, while internalising and externalising symptoms were measured at approximately 4, 5, 6 and 8 years. This allowed the researchers to examine whether early outdoor play predicted different mental-health symptom trajectories across childhood.
* Although, longitudinal evidence does not establish cause and effect. Dodd et al. (2026) identified reliance on parent report measures as a key limitation, while Lee et al. (2025) also discussed about the possibility of reverse causation when interpreting associations between the timing of outdoor play and emotional dysregulation.
* Measurement of outdoor play is another important consideration. Davenport et al. (2024) examined both parent reported and device measured outdoor play and also tested whether associations were independent of outdoor moderate to vigorous physical activity. This approach distinguishes outdoor play from outdoor physical activity rather than interchangeable measures.
* Limitations are also present across the wider outdoor play literature. De Lannoy et al. (2023) identified 275 Canadian outdoor play publications and found that cross sectional study design was most common. Mental and emotional development had received less research attention in comparison to physical health and development.

{| class=&quot;wikitable&quot;
|+Table 2. Comparison of recent research
!Study               
!Research method             
!Research strength                      
!Limitation                                                
|-
|  &lt;small&gt;Lee et al. (2025)&lt;/small&gt;                                     
|Observational; 6 month follow-up
|Examined the timing of outdoor play and tested working memory as a statistical mediator of the association with emotional dysregulation.     
|Observational mediation cannot establish causation; the authors also considered possible reverse causation when interpreting timing-related findings.
|-
|Ferguson et al. (2025)
|Cross sectional; multi ethnic urban cohort (N=2,568)
|Large sample allowed associations to be examined across population groups and school-day/weekend outdoor play.
|Cross-sectional design cannot establish temporal direction; associations also differed across some groups and play contexts.
|-
|Davenport et al. (2024)
|Observational; preschool sample (N=107)
|Used both parent-reported and device-measured outdoor play and distinguished outdoor play from outdoor moderate-to-vigorous physical activity (MVPA)
|Small sample , and most tested associations with developmental outcomes were not statistically significant.
|-
|Dodd et al. (2026)
|Longitudinal cohort (N = 4,151)
|Outdoor play was measured in the preschool years before later internalising and externalising symptom trajectories.
|Outdoor play and symptoms relied on parent reported measures, and the observational design does not establish conclusions.
|-
|Poulos et al. (2026)
|Recess comparison study (N=317)
|Compared children's positive and negative affect following outdoor, gymnasium and classroom recess rather than using outdoor recess without a comparison setting.
|Examined immediate affect during an extreme-heat context; higher positive affect was also found after gymnasium recess, so the result was not specific to outdoor recess.
|}
As shown in table 2, the recent evidence has different methodological strengths and limitations. Longitudinal data provide stronger evidence about temporal ordering than cross-sectional studies, while the use of parent-reported and device-measured outdoor play addresses some measurement concerns. However, much of the evidence remains observational, several studies rely on parent-reported measures, and differences in emotional outcomes and play contexts limit  the direct comparison between studies.  

{| class=&quot;wikitable&quot;
|Key points

* Recent studies report positive, mixed and non-significant findings across different emotional outcomes and measures of outdoor play (Davenport et al., 2024; Ferguson et al., 2025).
* Lee et al. (2025) and Dodd et al. (2026) found associations across different emotional outcomes and time frames, from emotional dysregulation to later symptom trajectories.
* Differences in study design, measurement, children's age and play context mean the findings should not be interpreted as one consistent effect of outdoor play on emotional well-being. 

|}

== '''How do families, communities and schools support outdoor play opportunities?''' ==

* Opportunities for outdoor play are influenced by children's social and physical environments. Beekhuizen et al. (2025) identified parents, outdoor play environments, communities and time constraints as environmental factors that could act as facilitators or barriers to inclusive outdoor play.
* Support for outdoor play also involves whether children can participate with other children. Beekhuizen et al. (2025) identified experiencing autonomy,  growing up together, making contact and adapting ways of playing as factors involved in inclusive outdoor play.
* The  2025 Position Statement on Active Outdoor Play recommends increasing opportunities for active outdoor play in settings where people live, learn, work and play. It also emphasises collaboration across sectors, settings and societies to support equitable access to active outdoor play (Lee et al., 2025).

=== '''Families''' ===

* Beekhuizen et al. (2025) identified parents as an environmental factor in inclusive outdoor play. Children with disabilities described parents as important in encouraging participation and, for some children, helping to explain their disability to other children.
* Experiencing autonomy was identified as an important personal factor. Some children with disabilities wanted their parents to allow them freedom during outdoor play. Some preferred their parents not to accompany them to the playground, while others were comfortable with parents remaining at a reasonable distance (Beekhuizen et al., 2025).
* These findings indicate that parental support and children's autonomy can both be relevant to opportunities for outdoor play. For some children with disabilities, support could be necessary for participation while opportunities to play more independently were also valued (Beekhuizen et al., 2025).
* Beekhuizen et al. (2025) identified parental support as important for facilitating positive inclusive play experiences. The authors also recommended providing children and parents with knowledge about disabilities and possible adaptations that can support participation
* Family level opportunities also need to be interpreted alongside the time constraints. Some children attending special education described long journeys between school and home that reduced the time available for outdoor play (Beekhuizen et al., 2025). This means that opportunities for outdoor play cannot be interpreted only in terms of children's or parents' preferences.

=== '''Communities''' ===

* Beekhuizen et al. (2025) identified communities and the outdoor play environment as  environmental factors in inclusive outdoor play. Children described physically and socially safe playgrounds as important. While barriers included structure of playgrounds that made participation difficult for some children with disabilities.
* The social environment of a community was also important. Children with disabilities described smaller communities, such as villages and schools, the places where other children and parents could become more familiar with disability. This familiarity was associated with greater acceptance and stronger connections with other children (Beekhuizen et al., 2025).
* Recent  observational research also shows that physical access alone does not explain inclusive outdoor play. Beekhuizen et al. (2026) observed 63 children with and without disabilities during six inclusive outdoor play sessions and assessed both children's playfulness and environmental supportiveness. Children with disabilities showed significantly lower playfulness scores indicating that opportunities for inclusive play were not experienced equally.
* The 2025 Position Statement on Active Outdoor Play recommends collaboration across sectors, settings and societies to preserve, promote and value equitable access to active outdoor play. This places responsibility for outdoor play opportunities across communities and wider systems rather than on children and families alone (Lee et al., 2025).

=== '''Schools''' ===

* Schools can provide opportunities for children with and without disabilities to become familiar with one another. Beekhuizen et al. (2025) identified growing up together and making contact as interacting factors in inclusive outdoor play. Children described familiarity with other children as making contact easier.
* School circumstances can also affect the time and opportunities available for outdoor play. Some children attending special primary education described long travel times between school and home as reducing the time available to play outdoors. Beekhuizen et al. (2025) identified these experiences under time constraints.
* Recess provides another school setting in which children's emotional experiences have been examined. Poulos et al. (2026) studied 317 Year 4 and 5 children during extreme heat weather and found significantly higher positive affect after outdoor and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess     settings.
* Poulos et al. (2026) identified implications for school health, policy and equity, including the need for heat adaptive infrastructure to support access to recess environments during extreme heat. However, the findings do not show that outdoor recess is always better than indoor recess because positive affect was also higher following gymnasium recess.

Quiz

{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Children who have access to the same outdoor playground may still have different opportunities to participate in play.
|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;
{{Robelbox/close}}


{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}
{| class=&quot;wikitable&quot;
|1. Children who have access to the same outdoor playground may still have different opportunities to participate in play.

True                                                                                                                                                                                
False                                                                                                                                                                                                 
2. Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.                                                                                                                                                               
True                                                                                                                                                                                
False                                                                                                                                                                              

|}

{| class=&quot;wikitable&quot;
|Scenario

Two primary school aged children A and B enjoy playing  outdoors. They both lived near the same playground. Child A was very familiar  with the playground and knows several other children who play there and  easily join the games. While child B has disability, uses mobility device and  does not know other children at playground. Some parts of the playground are  difficult to access and joining other children who are already playing can  also be challenging. Child B's parents can provide support, although the child  also prefers to play more independently. 

Consider both children can access the same playground, but  do they have same level opportunities to take part in outdoor play?
|}
'''''&lt;u&gt;Note: Answers to the quiz is 1: True and 2 False&lt;/u&gt;'''''

== '''Conclusion''' ==

* Outdoor play and children's emotional well-being are measured in different ways across recent research. Outdoor play is not equivalent to outdoor physical activity, while emotional outcomes include emotional dysregulation, social-emotional competence, positive and negative affect, and internalising and externalising symptoms. These differences need to be considered when findings across studies are compared.
* Research also provides mixed evidence about how outdoor play may be related to emotional well-being. Gross's (2015) emotion-regulation framework can be applied to emotional situations experienced during play, but it does not show that outdoor play improves emotion regulation. Lee et al. (2025) provides more direct evidence of a possible cognitive process, with working memory statistically mediating the association between afternoon outdoor play and lower emotional dysregulation. However, this observational finding does not establish causation.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Overall, current research supports an association between outdoor play and some aspects of children's emotional well-being but does not establish one consistent effect. Differences in measurement, research design, children and play contexts remain important when interpreting the evidence.

==See also==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www-taylorfrancis-com.ezproxy.canberra.edu.au/books/mono/10.4324/9781003349655/right-child-play-naomi-lott Book Chapter, 2 {{ic|Move to References and cite}}

https://en.wikipedia.org/wiki/Emotional_dysregulation&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Autonomy&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Longitudinal_study&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

[[Cognitive psychology|https://en.wikiversity.org/wiki/Cognitive_psychology]]-Wikipedia article

https://en.wikipedia.org/wiki/Affordance&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

==References==
{{Hanging indent|1=

Beekhuizen, R. Q., Bolster, E. A. M., Gorter, J. W., Henry, N. L., Visser, K., Wittink, H., Kotte, E. M. W., Sol, M. E., &amp; Bloemen, M. A. T. (2025). Play Together? Unveiling Facilitators and Barriers to Inclusive Outdoor Play for Dutch Children With and Without Disabilities: A Qualitative Study. Child: Care, Health &amp; Development, 51(6), Article e70154. https://doi.org/10.1111/cch.70154

Biino, V., Pesce, C., &amp; Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), Article 594. https://doi.org/10.3390/children12050594

Davenport, C., Kuzik, N., Larouche, R., &amp; Carson, V. (2025). The Associations Between Parental-Reported and Device-Based Measured Outdoor Play and Health Indicators of Physical, Cognitive, and Social–Emotional Development in Preschool-Aged Children. Pediatric Exercise Science, 37(2), 102–111. https://doi.org/10.1123/pes.2023-0119

de Lannoy, L., Barbeau, K., Seguin, N., &amp; Tremblay, M. S. (2023). Scoping review of children’s and youth’s outdoor play publications in Canada. Chronic Diseases in Canada, 43(1), 1–13. https://doi.org/10.24095/hpcdp.43.1.01

Dodd, H. F., Cordwell, K., Hesketh, K., Johnstone, A., de la Torre-Luque, A., &amp; McCrorie, P. (2026). Early outdoor play predicts trajectories of child mental health in a population-based cohort. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70175

Ferguson, M., Teyhan, A., Lovell, R., Dodd, H., Wheeler, B., &amp; McEachan, R. (2025). The association between park visits, outdoor play and child social-emotional competency in a multi-ethnic, urban cohort. Wellbeing, Space and Society, 9, Article 100293. https://doi.org/10.1016/j.wss.2025.100293

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Lee, E.-Y., de Lannoy, L., Kim, Y.-B., Rathod, A., James, M. E., Lopes, O., Nasrallah, B., Thankarajah, A., Adjei-Boadi, D., de Barros, M. I. A., Duncan, S., Miller, R. M., Mygind, L., Vanderloo, L. M., Wang, P.-Y., &amp; Tremblay, M. S. (2025). 2025 Position statement on active outdoor play. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), Article 117. https://doi.org/10.1186/s12966-025-01813-9

Lee, J. J., Flouri, E., &amp; Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health &amp; Development, 51(1), Article e70020. https://doi.org/10.1111/cch.70020

Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D., &amp; Schulze, C. (2024). Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review. The American Journal of Occupational Therapy, 78(4), Article 7804185120. https://doi.org/10.5014/ajot.2024.050606

Pereira, J. V., Vila-Nova, F., Veiga, G., Lopes, F., &amp; Cordovil, R. (2024). Associations between outdoor play features and children’s behavior and health: A systematic review. Health &amp; Place, 87, Article 103235. https://doi.org/10.1016/j.healthplace.2024.103235

Poulos, A., Hassan, U. A., Wilson, K., Price, P. M., Vanos, J., &amp; Quilla, J. (2026). Differences in Schoolchildren’s Emotional State After Indoor Versus Outdoor Recess in Extreme‐Heat Weather. The Journal of School Health, 96(4), Article e70135. https://doi.org/10.1111/josh.70135

}}

==External links==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www.child-encyclopedia.com/outdoor-play&lt;nowiki/&gt;-Encyclopedia in early childhood development

https://www.outdoorplaycanada.ca/wp-content/uploads/2026/03/The-2025-AOP10-Position-Statement.pdf&lt;nowiki/&gt;-Position Statement

https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more&lt;nowiki/&gt;-World Health Organisation

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      <text bytes="51212" sha1="nq8i8qxiyxq402vx6beykeak4bj9la8" xml:space="preserve">{{title|Outdoor play and children's emotional well-being:&lt;br&gt;How does outdoor play influence children's emotional well-being?}}
__TOC__

== Overview ==
{| class=&quot;wikitable&quot;
|'''Imagine this....'''[[File:School children happily playing in playground.jpg|thumb|'''Figure 1''': Children engaged in outdoor play.]]A child arrives at playground and joins a group of children who are already playing. The children are making their own game and deciding the rules as they play. At first, child enjoys choosing where and what to play and moving between the different activities. During the game, another child changes the rules of the game and argument breaks out. The child becomes frustrated and avoids the activity. After watching for short time, the child returns, suggests for new idea to continue game and re-joins the group. How might experiences like this during outdoor play influence children's emotional well-being? Emotional regulation theory provides one way of understanding on how children may respond to emotional situations during play (see figure 1) (Gross, 2015).
|}

Outdoor play can involve more than physical movements. It is more than simply being outside and engage in the activities across playgrounds, gardens, streets and natural spaces. Outdoor play involves exploration, social interaction, choice and challenge and engagement with surrounding environment (Dodd et al.,2026; Pereira et al.,2024). These experiences may create emotional  situations in which children need to respond to frustration, disagreement, uncertainty or excitement. Gross (2015) [[emotional regulation]] theory provides a [[psychological]] explanation for how children may recognise and respond to these emotional situations. Outdoor play experiences are also shaped by the environment where play takes place. Experiences are shaped by the different opportunities provided by different physical and social environments, which means the same outdoor space may not provide the same experience for every child (Morgenthaler et al.,2024).This chapter examines how [[Emotional regulation|emotional,]] [[Cognitive psychology|cognitive]], social and environmental processes may help explain the relationship between outdoor play and children's emotional well-being. 

{| class=&quot;wikitable&quot;
|

;[[File:Bulb Idea Flat Icon GIF Animation.gif|alt=Focus questions|left|100x100px|thumb]]


'''Focus questions'''

* What are outdoor play and children's emotional well-being?

* How does outdoor play influence children's emotional well-being?

* How do social and environmental conditions shape  children's outdoor play experiences?

* How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== Understanding outdoor play and children's emotional well-being ==
[[File:Water-outdoor-people-girl-play-boy-938233.jpg|thumb|Figure 2. Visualise outdoor play as providing children with opportunities to explore, make choices, interact with others and respond to changing situations through activities such as water play.]]
Outdoor play refers to child-centred activities that occur outdoors and generally voluntary and intrinsically motivated. It involves more than simply being outside and can include movement, exploration, social interaction, challenge and engagement with outdoor environments like playgrounds, gardens, parks, and natural spaces (Dodd et at.,2026; Pereira et al.,2024). Outdoor play also provide children with opportunity to make choices about what they do and how they interact with their surroundings. However, outdoor play should not be treated as same as outdoor physical activity because research measure context and nature of play differently from the amount or intensity of physical movements (Davenport et al., 2025). Children's emotional well-being is also represented in different ways, that includes emotional regulation, social-emotional competence, affect and internalising or externalising symptoms. These differences are significant because outdoor play and emotional well-being are not measured as single, consistent constructs across research. 


age in outdoor environment. For example playing games, riding bikes, exploring the nature, using playground equipment or creating activities with other children. These experiences can involve physical, cognitive, emotional and social processes. 

. Recent research does not examine children's emotional well-being as one single outcome. Studies on outdoor play have examined [[wikipedia:Emotional_dysregulation|emotional dysregulation]] (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), [[Evidence-based assessment/Instruments/Positive and Negative Affect Schedule|positive and negative affect]] (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026) {{ic|Move citations into subsequent sections; use this section for a user-friendly overview; provide research review in the main body, not here.}}. These outcomes examine different aspects of children's emotional functioning.

Research has also examined characteristics of outdoor play and conditions surrounding children's participation. Lee et al. (2025) examined both the amount and timing of outdoor play and tested [[wikipedia:Working_memory|working memory]] as a statistical mediator of the  association to emotional dysregulation. The study used a [[wikipedia:Mediation_(statistics)|mediation analysis]] with 325 preschool children. Beekhuizen et al. (2025)  in a [[qualitative study]] examined facilitators and barriers to inclusive outdoor play and identified personal, interacting and environmental factors. The study involved 40 children aged 6 to 12 years.

This chapter will {{ic|Use present tense}} examine how outdoor play and [[wikipedia:Emotional_well-being|emotional well-being]] are represented in recent research, the psychological processes that may be involved, the social and environmental conditions shaping outdoor-play experiences, differences in recent findings, and how families, communities, and schools can support opportunities for outdoor play.

* Outdoor play needs to have a clear definition {{ic|Move this detail into a subsequent section}}. Outdoor play refers to the range of child-centric activities that happen outdoors. It is more than simply being outside. It generally involves voluntary and intrinsically motivated activity in outdoor environments such as playgrounds, gardens, streets and natural spaces (Dodd et al., 2026). Outdoor play and outdoor physical activity  are related but should not be treated as the same construct (Davenport et al.,2025).
* Children's emotional well-being is examined through different outcomes in recent outdoor play research {{ic|Move this detail into a subsequent section}}. It cannot be defined as simply as feeling happy. These includes emotional dysregulation (Lee et al., 2025), [[wikipedia:Emotional_self-regulation|Emotional self-regulation]], social emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al.,2026) and internalising and externalising mental health symptoms (Dodd et al., 2026).
* Recent studies have different findings about outdoor play and children's emotional functioning {{ic|Move this detail into a subsequent section}}. (Ferguson et al., 2025) found that more outdoor play was associated with better social-emotional competence. In a [[wikipedia:Longitudinal_study|longitudinal study]], Dodd et al., (2026) predicted that children who played outdoors more often during the preschool days were less likely to have less favourable mental health trajectories later in childhood. However, findings are not equally even across all children, settings and measures.
* The relationship between outdoor play and emotional well-being appears to be more complex than simply playing more time outdoors {{ic|Move this detail into a subsequent section}}. [[wikipedia:Emotional_self-regulation|Emotional self-regulation]], [[wikipedia:Physical_activity|Physical activity]], [[wikipedia:Working_memory|Working memory]], social interaction, freedom and the opportunities provided by different outdoor environments  are possible factors to consider (Davenport et al.,2025; Dodd et al., 2026; Gross, 2015; Lee et al.,2025).
* Access to the outdoors is not equal {{ic|Move this detail into a subsequent section}}. Beekhuizen et al. (2025) found that children with disabilities experienced physical, social and practical barriers and these barriers have made outdoor play less accessible. Ferguson et al. (2025) also showed that outdoor play experiences and their relationship with social-emotional outcomes varied across different social contexts.

{| class=&quot;wikitable&quot;
|

;Focus questions

{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

What are outdoor play and children's emotional well-being?

How does outdoor play influence children's emotional well-being?

How do social and environmental conditions shape  children's outdoor play experiences?

What does recent research show about the relationship between outdoor play and children's emotional well-being?

How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== '''Understanding Outdoor play and emotional well-being''' ==

* Outdoor play includes different activities and takes place across various outdoor environments. It involves movement, exploration, social play, challenge, and interaction with various outdoor environments. Recent research has examined both children's outdoor play and features of environment where play happens (Dodd et al.,2026; Pereira et al.,2024).
* Outdoor play and physical activity can overlap however they should not be considered as the same concept. Davenport et al. (2025) examined outdoor play separately from their outdoor moderate to vigorous physical activity (MVPA).
* Children's emotional well-being is measured through different outcomes. Recent research on outdoor play has examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect after recess (Poulos et al.,2026), and internalising and externalising mental health symptoms (Dodd et al.,2026).

=== '''Outdoor play''' ===
* Outdoor play is defined as voluntary and intrinsically motivated activity that occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, allowing children to freely interact with their environment and have autonomy to make choices over their activities (Biino et al., 2025).
* Outdoor play should not be treated as equivalent to outdoor physical activity. Davenport et al. (2024) examined parent-reported and device-measured outdoor play among 107 preschool children and tested whether associations with physical, [[Cognitive psychology|cognitive]] and social-emotional developmental indicators were independent of outdoor moderate to vigorous physical activity. Distinguishing these measures are important because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity.
* Outdoor play environment contains different physical features. Pereira et al. (2024) systematically reviewed 51 articles representing 45 primary studies and examined outdoor play space features including fixed structures, space naturalness, floor markings, loose parts or equipment, available area and combinations of environmental features. Physical activity was the most frequently examined outcome, and heterogeneity between studies limited conclusions about the effects of individual outdoor play features. The findings should not automatically be interpreted as evidence of effects on children's emotional well-being.
* [[w:Affordance|Affordance]] theory provides different perspective of examining relationships between outdoor environments and children's play. Morgenthaler et al. (2024) used the theory of affordances to examine environment play transactions and developed an Environmental Taxonomy of Outdoor Play Space Features. The review identified 284 distinct play occupations afforded by different spaces and objects and examined the functional environmental qualities associated with these opportunities. This provides evidence that physical characteristics of outdoor spaces can afford different forms of play. It does not establish that particular environmental affordances cause better emotional well-being.

=== '''Children's emotional well-being''' ===

* Children's emotional well-being is represented through different outcomes in the recent outdoor play research. Studies have examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Lee et al. (2025) examined emotional dysregulation among 325 preschool children in relation to the amount and timing of outdoor play and also examined working memory as a statistical mediator. The mediation findings are considered in the psychological-process section. 
* Ferguson et al. (2025) examined social-emotional competence, including difficulties and prosocial behaviour. This is different from lee et al. (2025) measure of emotional dysregulation.
* Poulos et al. (2026) examined positive and negative affect following recess in an outdoor schoolyard, gymnasium and classroom,  while Dodd et al. (2026) examined trajectories of internalising and externalising symptoms using the Strengths and Difficulties Questionnaire''.'' Dodd et al. also defined emotional symptoms and peer problems for internalising symptoms and conduct problems and [[w:Hyperactivity|hyperactivity]] inattention for externalising symptoms. 
* These differences in measurement are significant because different aspects and time frames of children's emotional functioning should not be interpreted as equivalent when findings across the studies are compared.

'''Table:1''' {{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
| colspan=&quot;3&quot; |Emotional outcomes examined in recent research on outdoor play and children's emotional being
|-
|'''Study'''
|'''Outcome Examined'''
|'''What the outcome represents in the study''' 
|-
|Lee et al. (2025)
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount and timing of outdoor play
|-
|Ferguson et al. (2025)
|Social emotional competence
|Social- emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following following recess in different settings
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising; emotional symptoms and peer problems; externalising; conduct problems and hyperactivity-inattention
|}

As shown in Table 1, the studies examine different aspects and time frames of children's emotional functioning. Affect following recess should not be treated as the same outcome as emotional dysregulation measured over several months or trajectories of internalising and externalising symptoms across childhood.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Key points'''

* Outdoor play and outdoor physical activity are related but are not interchangeable measures. Davenport et al. (2024) examined parent-reported outdoor play and device-measured outdoor play separately from outdoor moderate to vigorous physical activity (N=107).
* Outdoor environments provide different opportunities for play. Pereira et al. (2024) examined features including fixed structures, space naturalness, floor markings, loose parts or equipment and available area, while Morgenthaler et al. (2024) used affordance theory to examine how spaces and objects afford different forms of play. These findings concern opportunities for play and should not be treated as evidence that particular environmental features improved emotional well-being.
* Children's emotional well-being is not represented by one common outcome across the recent studies'''.''' Research has examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* The emotional outcomes also differ in their time frame. Poulos et al. (2026) examined affect following recess, whereas Lee et al. (2025) examined emotional dysregulation over several months and Dodd et al. (2026) examined trajectories of internalising and externalising symptoms across childhood. These outcomes should not be treated as equivalent when findings are compared.

|}

== '''How does outdoor play influence children's emotional well-being?''' ==

* Lee et al. (2025) examined working memory as possible process between outdoor play and emotional regulation. Dodd et al.(2026) discussed cognitive, social and emotional skills development, social interaction, physical activity, connection with the nature, adventurous play as possible measures for association between outdoor play and mental health symptoms.
* Lee et al. (2025) examined 325 preschool children and used meditation analysis  to test whether the timing and amount of outdoor play were related to emotional dysregulation and working memory.
* Dodd et al. (2026) found that more frequent outdoor play during the preschool years predicted healthier mental health trajectories into middle childhood. The study used nationally representative longitudinal cohort and suggest possible pathways that includes cognitive, social and emotional skills development, exposure and relation with the nature, physical activity, social interaction and adventurous play.
* These pathways were proposed by Dodd et al.(2025) but not directly tested as mechanisms. The findings of the study do not shows outdoor play causes better emotional well-being. Many of the existing outdoor play research remains observational (De Lannoy et  al., 2023).

=== '''Emotion regulation''' ===

* [[w:Emotional_self-regulation|Emotional self-regulation]] regulation provides an understanding of how children manage emotional situations. Gross (2015) describes emotional regulation as a process involving identification, selection and implementation. Identification concerns deciding whether to regulate an emotion, selection concerns selecting regulation strategy and implementation concerns applying chosen response into practice.
* Gross (2015) describes {{ic|Use past tense here}} various forms of emotion regulation like situation selection, situation modification, attention deployment cognitive change and response modulation. During outdoor play a child may experience frustration, conflict, disagreement, uncertainty or changes to their activity. These process provide a psychological framework for understanding how people respond to emotional situations. This model can be applied to these outdoor play situations to consider how children might recognise emotional response, decide how to manage the situation, and act on that decision.
* However, this is an application of Gross (2015) theoretical framework to outdoor play. This study did not examine whether outdoor play influence to children's emotion regulation.

=== '''Working memory and cognitive process''' ===

* Lee et al. (2025) examined [[w:Working_memory|working memory]] as a mediator between outdoor play and emotional dysregulation among 325 preschool children. Outdoor play was examined across three part of the day: wake-up to noon, noon to 6 pm and 6 pm to bedtime.
* The timing of outdoor play was important. More outdoor play between noon and 6 pm was related to lower emotional dysregulation. In contrast, more outdoor play before noon and after 6 pm was related to higher emotional dysregulation (Lee et al. 2025).
* Lee et al (2025) found that more outdoor play from noon to 6 pm was associated with better working memory (b=1.61, p&lt;.05) and better working memory was associated with lower emotional dysregulation (b= -0.08, p&lt; .01). This relation between noon to 6pm outdoor play and emotional dysregulation as no longer statistically significant when working memory was included in the analysis. As a result it is reported as full mediation.
* The findings suggest that working memory can be one cognitive functioning process involved in the association between outdoor play and emotional regulation. However, statistical mediation in an observational study which does not prove that outdoor play caused better working memory or emotional regulation. Lee et al. (2025) called for further research examining both immediate and longer-term effects of outdoor play on working memory and emotion regulation.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|Key points

* Lee et al. (2025) found that associations between outdoor play and emotional dysregulation differed according to time of day.
* Working memory statistically mediated the association between afternoon outdoor play and lower emotional dysregulation in Lee et al. (2025).
* Dodd et al. (2026) found that more frequent preschool outdoor play predicted lower odds of non-normative internalising and externalising symptom trajectories.
|}

== '''Social and environmental influences on outdoor play''' ==

* Outdoor play opportunities are shaped by more than the physical being outdoor space. Beekhuizen et al. (2025) interviewed 40 children aged 6 to 12, with and without disabilities about facilitators and barriers to inclusive outdoor play. The findings were identified personal factor, interacting factors and environmental factors.
* Personal factors included experiencing [[w:Autonomy|autonomy]], and children's feelings of physical and social limitations. Interacting factors included making contact, growing up together, and adopting the ways of playing. Environmental factors included parents, outdoor play environments, communities, and time constrains (Beekhuizen et al., 2025).
* Opportunities for outdoor play was not experienced in the same way by all children. Beekhuizen et al. (2025) found that children with disabilities experienced more barriers than children with no disability. The challenges were related to making contact with other children, adopting play and the physical play environment.
* Ferguson et al. (2025) examined the association between outdoor play and children's social-emotional competence. In a cross sectional analysis of 2568 children, aged 7.1 to 12.6 years from multi-ethnic urban cohort found that outdoor play was associated with better social-emotional competence. However, the association was differed across ethnicity, and weekday or weekend outdoor play.
* Ferguson et al. (2025) also examined area deprivation. The relation between outdoor play and social-emotional competence appeared stronger in less deprived area, although the statistical evidence for the differences by deprivation was significantly weak.

=== '''Social relationship and inclusion''' ===

* Beekhuizen et al. (2025) identified making contact and growing up together as interacting factors in inclusive outdoor play. Some children described familiarity with other children as an easy way to approach, communication and play together. Making contact could also be a barrier when children approaching to another unfamiliar children or joining in play who were already playing.
* Children also described the need to adopt games so that children with different abilities could participate. School and communities were identified settings where children with and without disabilities could become familiar with each other (Beekhuizen et al., 2025).
* In the recent observational research by Beekhuizen et al. (2026) observed outdoor play among children with and without disability. The researchers found that getting to know each other, making contact and interaction while playing together as process of inclusive outdoor play. These observational findings showed that familiarity and making contact determine social and inclusive play because children chose to play with children they already knew. 
* Ferguson et al. (2025) also found that the association between outdoor play and social emotional competence was not the same across all ethnic and deprivation groups. In the cross sectional analysis of 2568 children aged 7.1 to 12.6 years from multi ethnic urban cohort, outdoor play was associated with better social-emotional competence. However, associations varies across same ethnic groups and according to weekday or weekend outdoor play.

=== '''Autonomy, parents and time''' ===

* Experiencing autonomy was identified as a personal factor in inclusive outdoor play. Children having some independence during outdoor play could promote their sense of independence over what they do and who they play with (Beekhuizen et al., 2025).
* Experiencing autonomy also included opportunities to play without direct involvement of parents. Some children with disabilities described wanting to play outside independently, although parental support could make outdoor play possible (Beekhuizen et al., 2025)
* Parents were identified as an environmental factors. Beekhuizen et al. (2025) found that parental involvement could support children's participation in outdoor play, specially when child needed help to access or participate in outdoor play.
* Time constraints were considered as another environmental factor. Some children with disabilities were described as having limited outdoor play time due to parents work schedule, after-school arrangements or longer travel distance between home and school (Beekhuizen et al., 2025)

=== '''Outdoor environments and accessibility''' ===

* The outdoor play environment was identified as an environmental factor that could could support or restrict inclusive outdoor play. Children described both physical and social aspects of outdoor play environments. For example, children discussed the importance of physical and social safety, including traffic near playgrounds and disputes among children. Accessibility was particularly relevant to children with disabilities because opportunities for inclusive outdoor play could be affected by play environments and physical abilities (Beekhuizen et al., 2025).
* Pereira et al. (2024) provided evidence about the physical features of outdoor play spaces. Their systematic review included 51 articles representing 45 primary studies aged between 5 to 12 and examined particular environmental features like fixed structures, natural elements, floor marking, loose parts or equipment and available play area.
* Pereira et al. (2024) found positive association between outdoor play space features and children's behaviours. However, there was substantial variation between studies so the review could not establish clear conclusions about the effects of particular environmental features.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|+
|Key points   

* Beekhuizen et al. (2025) identified personal, interacting and environmental factors that could facilitate or restrict inclusive outdoor play.
* Social relationships and familiarity affected participation, with children with disabilities reporting more barriers to inclusive outdoor play (Beekhuizen et al., 2025).
* Associations between outdoor play and social-emotional competence varied across some population groups and play contexts (Ferguson et al., 2025).
|}

== '''What does recent research show about outdoor play and children's emotional well-being?''' ==

* Recent research has examined various aspects of outdoor play and children's emotional well-being and provides mixed evidence. These include emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Ferguson et al. (2025) found that more frequent outdoor play was associated with better social-emotional competence. However, the associations varied across some ethnic groups and according to whether outdoor play occurred on school days or weekends.
* Dodd et al. (2026) provides longitudinal evidence from 4,151 children from the Growing Up in Scotland study. Children who played outdoors more frequently between approximately 2 and 4 years of age were more likely to follow a trajectory of low and stable internalising and externalising symptoms through to age 8.
* Poulos et al. (2026) examined children's emotional state immediately after recess during hot weather. Among 317 children in years 4 and 5, the positive effect was higher after outdoor recess and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess settings.
* Together, these studies show evidence of associations between outdoor play or outdoor recess and several aspects of emotional well-being. However, the studies did not show the common effect because the study differ in children's ages, research designs, measures of outdoor play, and emotional outcomes.

=== '''Consistency of recent research findings''' ===
* Recent findings do not show the same effect across all outcomes. Ferguson et al. (2025) found that more frequent outdoor play was associated with lower total difficulties and greater prosocial behaviour. In contrast, Davenport et al. (2024) found that most associations between outdoor play and the physical, cognitive and social-emotional developmental indicators examined were not statistically significant. Therefore, the recent studies have not found significant association across all developmental outcomes.
* Findings can also differ according to the emotional outcome being measured. Poulos et al. (2026) found higher positive affect after outdoor and gymnasium recess than after classroom recess, but no significant differences in negative affect between the three recess settings. Lee et al. (2025)  found that lower emotional dysregulation associated with greater afternoon outdoor play but higher emotional dysregulation is associated with greater outdoor play earlier and later in the day.
* Dodd et al. (2026) provides longer-term evidence. More frequent outdoor play during the preschool years predicted lower odds of belonging to the increasing or decreasing internalising and externalising symptom trajectory groups, relative to the normative low and stable group. This shows an association between early outdoor play and mental-health symptom trajectories across childhood rather than an emotional outcome measured at one point in time.
* Associations may also vary across children and outdoor play contexts. Ferguson et al. (2025) reported differences according to ethnicity and whether outdoor play occurred on school days or weekends.
* Recent findings suggest that associations between outdoor play and emotional well-being are not the same across all outcomes, children and play contexts. The studies differ in children's age, research designs, measures of outdoor play, and emotional outcomes. Thus, findings should not be treated as evidence of one single effect.

=== '''Strengths and limitations of current research''' ===

* Longitudinal research strengthens the evidence concerning temporal relationship. Dodd et al. (2026) analysed 4,151 children from the Growing Up in Scotland study. Outdoor play was measured at approximately 2, 3 and 4 years of age, while internalising and externalising symptoms were measured at approximately 4, 5, 6 and 8 years. This allowed the researchers to examine whether early outdoor play predicted different mental-health symptom trajectories across childhood.
* Although, longitudinal evidence does not establish cause and effect. Dodd et al. (2026) identified reliance on parent report measures as a key limitation, while Lee et al. (2025) also discussed about the possibility of reverse causation when interpreting associations between the timing of outdoor play and emotional dysregulation.
* Measurement of outdoor play is another important consideration. Davenport et al. (2024) examined both parent reported and device measured outdoor play and also tested whether associations were independent of outdoor moderate to vigorous physical activity. This approach distinguishes outdoor play from outdoor physical activity rather than interchangeable measures.
* Limitations are also present across the wider outdoor play literature. De Lannoy et al. (2023) identified 275 Canadian outdoor play publications and found that cross sectional study design was most common. Mental and emotional development had received less research attention in comparison to physical health and development.

{| class=&quot;wikitable&quot;
|+Table 2. Comparison of recent research
!Study               
!Research method             
!Research strength                      
!Limitation                                                
|-
|  &lt;small&gt;Lee et al. (2025)&lt;/small&gt;                                     
|Observational; 6 month follow-up
|Examined the timing of outdoor play and tested working memory as a statistical mediator of the association with emotional dysregulation.     
|Observational mediation cannot establish causation; the authors also considered possible reverse causation when interpreting timing-related findings.
|-
|Ferguson et al. (2025)
|Cross sectional; multi ethnic urban cohort (N=2,568)
|Large sample allowed associations to be examined across population groups and school-day/weekend outdoor play.
|Cross-sectional design cannot establish temporal direction; associations also differed across some groups and play contexts.
|-
|Davenport et al. (2024)
|Observational; preschool sample (N=107)
|Used both parent-reported and device-measured outdoor play and distinguished outdoor play from outdoor moderate-to-vigorous physical activity (MVPA)
|Small sample , and most tested associations with developmental outcomes were not statistically significant.
|-
|Dodd et al. (2026)
|Longitudinal cohort (N = 4,151)
|Outdoor play was measured in the preschool years before later internalising and externalising symptom trajectories.
|Outdoor play and symptoms relied on parent reported measures, and the observational design does not establish conclusions.
|-
|Poulos et al. (2026)
|Recess comparison study (N=317)
|Compared children's positive and negative affect following outdoor, gymnasium and classroom recess rather than using outdoor recess without a comparison setting.
|Examined immediate affect during an extreme-heat context; higher positive affect was also found after gymnasium recess, so the result was not specific to outdoor recess.
|}
As shown in table 2, the recent evidence has different methodological strengths and limitations. Longitudinal data provide stronger evidence about temporal ordering than cross-sectional studies, while the use of parent-reported and device-measured outdoor play addresses some measurement concerns. However, much of the evidence remains observational, several studies rely on parent-reported measures, and differences in emotional outcomes and play contexts limit  the direct comparison between studies.  

{| class=&quot;wikitable&quot;
|Key points

* Recent studies report positive, mixed and non-significant findings across different emotional outcomes and measures of outdoor play (Davenport et al., 2024; Ferguson et al., 2025).
* Lee et al. (2025) and Dodd et al. (2026) found associations across different emotional outcomes and time frames, from emotional dysregulation to later symptom trajectories.
* Differences in study design, measurement, children's age and play context mean the findings should not be interpreted as one consistent effect of outdoor play on emotional well-being. 

|}

== '''How do families, communities and schools support outdoor play opportunities?''' ==

* Opportunities for outdoor play are influenced by children's social and physical environments. Beekhuizen et al. (2025) identified parents, outdoor play environments, communities and time constraints as environmental factors that could act as facilitators or barriers to inclusive outdoor play.
* Support for outdoor play also involves whether children can participate with other children. Beekhuizen et al. (2025) identified experiencing autonomy,  growing up together, making contact and adapting ways of playing as factors involved in inclusive outdoor play.
* The  2025 Position Statement on Active Outdoor Play recommends increasing opportunities for active outdoor play in settings where people live, learn, work and play. It also emphasises collaboration across sectors, settings and societies to support equitable access to active outdoor play (Lee et al., 2025).

=== '''Families''' ===

* Beekhuizen et al. (2025) identified parents as an environmental factor in inclusive outdoor play. Children with disabilities described parents as important in encouraging participation and, for some children, helping to explain their disability to other children.
* Experiencing autonomy was identified as an important personal factor. Some children with disabilities wanted their parents to allow them freedom during outdoor play. Some preferred their parents not to accompany them to the playground, while others were comfortable with parents remaining at a reasonable distance (Beekhuizen et al., 2025).
* These findings indicate that parental support and children's autonomy can both be relevant to opportunities for outdoor play. For some children with disabilities, support could be necessary for participation while opportunities to play more independently were also valued (Beekhuizen et al., 2025).
* Beekhuizen et al. (2025) identified parental support as important for facilitating positive inclusive play experiences. The authors also recommended providing children and parents with knowledge about disabilities and possible adaptations that can support participation
* Family level opportunities also need to be interpreted alongside the time constraints. Some children attending special education described long journeys between school and home that reduced the time available for outdoor play (Beekhuizen et al., 2025). This means that opportunities for outdoor play cannot be interpreted only in terms of children's or parents' preferences.

=== '''Communities''' ===

* Beekhuizen et al. (2025) identified communities and the outdoor play environment as  environmental factors in inclusive outdoor play. Children described physically and socially safe playgrounds as important. While barriers included structure of playgrounds that made participation difficult for some children with disabilities.
* The social environment of a community was also important. Children with disabilities described smaller communities, such as villages and schools, the places where other children and parents could become more familiar with disability. This familiarity was associated with greater acceptance and stronger connections with other children (Beekhuizen et al., 2025).
* Recent  observational research also shows that physical access alone does not explain inclusive outdoor play. Beekhuizen et al. (2026) observed 63 children with and without disabilities during six inclusive outdoor play sessions and assessed both children's playfulness and environmental supportiveness. Children with disabilities showed significantly lower playfulness scores indicating that opportunities for inclusive play were not experienced equally.
* The 2025 Position Statement on Active Outdoor Play recommends collaboration across sectors, settings and societies to preserve, promote and value equitable access to active outdoor play. This places responsibility for outdoor play opportunities across communities and wider systems rather than on children and families alone (Lee et al., 2025).

=== '''Schools''' ===

* Schools can provide opportunities for children with and without disabilities to become familiar with one another. Beekhuizen et al. (2025) identified growing up together and making contact as interacting factors in inclusive outdoor play. Children described familiarity with other children as making contact easier.
* School circumstances can also affect the time and opportunities available for outdoor play. Some children attending special primary education described long travel times between school and home as reducing the time available to play outdoors. Beekhuizen et al. (2025) identified these experiences under time constraints.
* Recess provides another school setting in which children's emotional experiences have been examined. Poulos et al. (2026) studied 317 Year 4 and 5 children during extreme heat weather and found significantly higher positive affect after outdoor and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess     settings.
* Poulos et al. (2026) identified implications for school health, policy and equity, including the need for heat adaptive infrastructure to support access to recess environments during extreme heat. However, the findings do not show that outdoor recess is always better than indoor recess because positive affect was also higher following gymnasium recess.

Quiz

{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Children who have access to the same outdoor playground may still have different opportunities to participate in play.
|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;
{{Robelbox/close}}


{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}
{| class=&quot;wikitable&quot;
|1. Children who have access to the same outdoor playground may still have different opportunities to participate in play.

True                                                                                                                                                                                
False                                                                                                                                                                                                 
2. Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.                                                                                                                                                               
True                                                                                                                                                                                
False                                                                                                                                                                              

|}

{| class=&quot;wikitable&quot;
|Scenario

Two primary school aged children A and B enjoy playing  outdoors. They both lived near the same playground. Child A was very familiar  with the playground and knows several other children who play there and  easily join the games. While child B has disability, uses mobility device and  does not know other children at playground. Some parts of the playground are  difficult to access and joining other children who are already playing can  also be challenging. Child B's parents can provide support, although the child  also prefers to play more independently. 

Consider both children can access the same playground, but  do they have same level opportunities to take part in outdoor play?
|}
'''''&lt;u&gt;Note: Answers to the quiz is 1: True and 2 False&lt;/u&gt;'''''

== '''Conclusion''' ==

* Outdoor play and children's emotional well-being are measured in different ways across recent research. Outdoor play is not equivalent to outdoor physical activity, while emotional outcomes include emotional dysregulation, social-emotional competence, positive and negative affect, and internalising and externalising symptoms. These differences need to be considered when findings across studies are compared.
* Research also provides mixed evidence about how outdoor play may be related to emotional well-being. Gross's (2015) emotion-regulation framework can be applied to emotional situations experienced during play, but it does not show that outdoor play improves emotion regulation. Lee et al. (2025) provides more direct evidence of a possible cognitive process, with working memory statistically mediating the association between afternoon outdoor play and lower emotional dysregulation. However, this observational finding does not establish causation.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Overall, current research supports an association between outdoor play and some aspects of children's emotional well-being but does not establish one consistent effect. Differences in measurement, research design, children and play contexts remain important when interpreting the evidence.

==See also==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www-taylorfrancis-com.ezproxy.canberra.edu.au/books/mono/10.4324/9781003349655/right-child-play-naomi-lott Book Chapter, 2 {{ic|Move to References and cite}}

https://en.wikipedia.org/wiki/Emotional_dysregulation&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Autonomy&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Longitudinal_study&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

[[Cognitive psychology|https://en.wikiversity.org/wiki/Cognitive_psychology]]-Wikipedia article

https://en.wikipedia.org/wiki/Affordance&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

==References==
{{Hanging indent|1=

Beekhuizen, R. Q., Bolster, E. A. M., Gorter, J. W., Henry, N. L., Visser, K., Wittink, H., Kotte, E. M. W., Sol, M. E., &amp; Bloemen, M. A. T. (2025). Play Together? Unveiling Facilitators and Barriers to Inclusive Outdoor Play for Dutch Children With and Without Disabilities: A Qualitative Study. Child: Care, Health &amp; Development, 51(6), Article e70154. https://doi.org/10.1111/cch.70154

Biino, V., Pesce, C., &amp; Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), Article 594. https://doi.org/10.3390/children12050594

Davenport, C., Kuzik, N., Larouche, R., &amp; Carson, V. (2025). The Associations Between Parental-Reported and Device-Based Measured Outdoor Play and Health Indicators of Physical, Cognitive, and Social–Emotional Development in Preschool-Aged Children. Pediatric Exercise Science, 37(2), 102–111. https://doi.org/10.1123/pes.2023-0119

de Lannoy, L., Barbeau, K., Seguin, N., &amp; Tremblay, M. S. (2023). Scoping review of children’s and youth’s outdoor play publications in Canada. Chronic Diseases in Canada, 43(1), 1–13. https://doi.org/10.24095/hpcdp.43.1.01

Dodd, H. F., Cordwell, K., Hesketh, K., Johnstone, A., de la Torre-Luque, A., &amp; McCrorie, P. (2026). Early outdoor play predicts trajectories of child mental health in a population-based cohort. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70175

Ferguson, M., Teyhan, A., Lovell, R., Dodd, H., Wheeler, B., &amp; McEachan, R. (2025). The association between park visits, outdoor play and child social-emotional competency in a multi-ethnic, urban cohort. Wellbeing, Space and Society, 9, Article 100293. https://doi.org/10.1016/j.wss.2025.100293

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Lee, E.-Y., de Lannoy, L., Kim, Y.-B., Rathod, A., James, M. E., Lopes, O., Nasrallah, B., Thankarajah, A., Adjei-Boadi, D., de Barros, M. I. A., Duncan, S., Miller, R. M., Mygind, L., Vanderloo, L. M., Wang, P.-Y., &amp; Tremblay, M. S. (2025). 2025 Position statement on active outdoor play. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), Article 117. https://doi.org/10.1186/s12966-025-01813-9

Lee, J. J., Flouri, E., &amp; Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health &amp; Development, 51(1), Article e70020. https://doi.org/10.1111/cch.70020

Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D., &amp; Schulze, C. (2024). Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review. The American Journal of Occupational Therapy, 78(4), Article 7804185120. https://doi.org/10.5014/ajot.2024.050606

Pereira, J. V., Vila-Nova, F., Veiga, G., Lopes, F., &amp; Cordovil, R. (2024). Associations between outdoor play features and children’s behavior and health: A systematic review. Health &amp; Place, 87, Article 103235. https://doi.org/10.1016/j.healthplace.2024.103235

Poulos, A., Hassan, U. A., Wilson, K., Price, P. M., Vanos, J., &amp; Quilla, J. (2026). Differences in Schoolchildren’s Emotional State After Indoor Versus Outdoor Recess in Extreme‐Heat Weather. The Journal of School Health, 96(4), Article e70135. https://doi.org/10.1111/josh.70135

}}

==External links==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www.child-encyclopedia.com/outdoor-play&lt;nowiki/&gt;-Encyclopedia in early childhood development

https://www.outdoorplaycanada.ca/wp-content/uploads/2026/03/The-2025-AOP10-Position-Statement.pdf&lt;nowiki/&gt;-Position Statement

https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more&lt;nowiki/&gt;-World Health Organisation

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== Overview ==
{| class=&quot;wikitable&quot;
|'''Imagine this....'''[[File:School children happily playing in playground.jpg|thumb|'''Figure 1''': Children engaged in outdoor play.]]A child arrives at playground and joins a group of children who are already playing. The children are making their own game and deciding the rules as they play. At first, child enjoys choosing where and what to play and moving between the different activities. During the game, another child changes the rules of the game and argument breaks out. The child becomes frustrated and avoids the activity. After watching for short time, the child returns, suggests for new idea to continue game and re-joins the group. How might experiences like this during outdoor play influence children's emotional well-being? Emotional regulation theory provides one way of understanding on how children may respond to emotional situations during play (see figure 1) (Gross, 2015).
|}

Outdoor play can involve more than physical movements. It is more than simply being outside and engage in the activities across playgrounds, gardens, streets and natural spaces. Outdoor play involves exploration, social interaction, choice and challenge and engagement with surrounding environment (Dodd et al.,2026; Pereira et al.,2024). These experiences may create emotional  situations in which children need to respond to frustration, disagreement, uncertainty or excitement. Gross (2015) [[emotional regulation]] theory provides a [[psychological]] explanation for how children may recognise and respond to these emotional situations. Outdoor play experiences are also shaped by the environment where play takes place. Experiences are shaped by the different opportunities provided by different physical and social environments, which means the same outdoor space may not provide the same experience for every child (Morgenthaler et al.,2024).This chapter examines how [[Emotional regulation|emotional,]] [[Cognitive psychology|cognitive]], social and environmental processes may help explain the relationship between outdoor play and children's emotional well-being. 

{| class=&quot;wikitable&quot;
|

;[[File:Bulb Idea Flat Icon GIF Animation.gif|alt=Focus questions|left|100x100px|thumb]]


'''Focus questions'''

* What are outdoor play and children's emotional well-being?

* How does outdoor play influence children's emotional well-being?

* How do social and environmental conditions shape  children's outdoor play experiences?

* How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== Understanding outdoor play and children's emotional well-being ==
[[File:Water-outdoor-people-girl-play-boy-938233.jpg|thumb|Figure 2. Visualise outdoor play as providing children with opportunities to explore, make choices, interact with others and respond to changing situations through activities such as water play.|347x347px]]
Outdoor play and children's emotional well-being are not measured as single and consistent concepts across recent research. Outdoor play may be examined as voluntary and intrinsically motivated activity, self directed play, parent reported outdoor play, or device-measured outdoor play activity. It should also be distinguished from outdoor  moderate to vigorous physical activity because these measures do not represent the same behaviour (Davenport et al., 2025). Children's emotional well-being is also examined through different outcomes, that includes [[emotional regulation]], social-emotional competence, positive and negative affect, and internalising or externalising symptoms. These differences are significant because outdoor play and emotional well-being are not measured as single, consistent constructs across research. 

=== Outdoor play ===
Outdoor play is voluntary and and intrinsically motivated activity that occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, which means children to freely interact with the environment and have autonomy to make choices about their activities (Biino et al., 2025). Outdoor play should not be treated as same as outdoor physical activity. Davenport et al., (2025) examined outdoor play separately from outdoor moderate to vigorous physical activity. This distinction is significant because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity. 

=== Children's emotional well-being ===
Children's emotional well-being is not represented by single common outcome across recent outdoor play research. Emotional dysregulation has been examined in relation to the amount and timing of outdoor play (Lee et al., 2025), while social-emotional competence includes difficulties and prosocial behaviour (Ferguson et al., 2025). Other studies have examined positive and negative affect following recess (Poulos et al., 2026) and trajectories of internalising and externalising symptoms across childhood (Dodd et al., 2026). These outcomes represent different aspects and timeframes of emotional functioning, so they should not be treated as equivalent when findings are compared.


age in outdoor environment. For example playing games, riding bikes, exploring the nature, using playground equipment or creating activities with other children. These experiences can involve physical, cognitive, emotional and social processes. 

. Recent research does not examine children's emotional well-being as one single outcome. Studies on outdoor play have examined [[wikipedia:Emotional_dysregulation|emotional dysregulation]] (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), [[Evidence-based assessment/Instruments/Positive and Negative Affect Schedule|positive and negative affect]] (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026) {{ic|Move citations into subsequent sections; use this section for a user-friendly overview; provide research review in the main body, not here.}}. These outcomes examine different aspects of children's emotional functioning.

Research has also examined characteristics of outdoor play and conditions surrounding children's participation. Lee et al. (2025) examined both the amount and timing of outdoor play and tested [[wikipedia:Working_memory|working memory]] as a statistical mediator of the  association to emotional dysregulation. The study used a [[wikipedia:Mediation_(statistics)|mediation analysis]] with 325 preschool children. Beekhuizen et al. (2025)  in a [[qualitative study]] examined facilitators and barriers to inclusive outdoor play and identified personal, interacting and environmental factors. The study involved 40 children aged 6 to 12 years.

This chapter will {{ic|Use present tense}} examine how outdoor play and [[wikipedia:Emotional_well-being|emotional well-being]] are represented in recent research, the psychological processes that may be involved, the social and environmental conditions shaping outdoor-play experiences, differences in recent findings, and how families, communities, and schools can support opportunities for outdoor play.

* Outdoor play needs to have a clear definition {{ic|Move this detail into a subsequent section}}. Outdoor play refers to the range of child-centric activities that happen outdoors. It is more than simply being outside. It generally involves voluntary and intrinsically motivated activity in outdoor environments such as playgrounds, gardens, streets and natural spaces (Dodd et al., 2026). Outdoor play and outdoor physical activity  are related but should not be treated as the same construct (Davenport et al.,2025).
* Children's emotional well-being is examined through different outcomes in recent outdoor play research {{ic|Move this detail into a subsequent section}}. It cannot be defined as simply as feeling happy. These includes emotional dysregulation (Lee et al., 2025), [[wikipedia:Emotional_self-regulation|Emotional self-regulation]], social emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al.,2026) and internalising and externalising mental health symptoms (Dodd et al., 2026).
* Recent studies have different findings about outdoor play and children's emotional functioning {{ic|Move this detail into a subsequent section}}. (Ferguson et al., 2025) found that more outdoor play was associated with better social-emotional competence. In a [[wikipedia:Longitudinal_study|longitudinal study]], Dodd et al., (2026) predicted that children who played outdoors more often during the preschool days were less likely to have less favourable mental health trajectories later in childhood. However, findings are not equally even across all children, settings and measures.
* The relationship between outdoor play and emotional well-being appears to be more complex than simply playing more time outdoors {{ic|Move this detail into a subsequent section}}. [[wikipedia:Emotional_self-regulation|Emotional self-regulation]], [[wikipedia:Physical_activity|Physical activity]], [[wikipedia:Working_memory|Working memory]], social interaction, freedom and the opportunities provided by different outdoor environments  are possible factors to consider (Davenport et al.,2025; Dodd et al., 2026; Gross, 2015; Lee et al.,2025).
* Access to the outdoors is not equal {{ic|Move this detail into a subsequent section}}. Beekhuizen et al. (2025) found that children with disabilities experienced physical, social and practical barriers and these barriers have made outdoor play less accessible. Ferguson et al. (2025) also showed that outdoor play experiences and their relationship with social-emotional outcomes varied across different social contexts.

{| class=&quot;wikitable&quot;
|

;Focus questions

{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

What are outdoor play and children's emotional well-being?

How does outdoor play influence children's emotional well-being?

How do social and environmental conditions shape  children's outdoor play experiences?

What does recent research show about the relationship between outdoor play and children's emotional well-being?

How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== '''Understanding Outdoor play and emotional well-being''' ==

* Outdoor play includes different activities and takes place across various outdoor environments. It involves movement, exploration, social play, challenge, and interaction with various outdoor environments. Recent research has examined both children's outdoor play and features of environment where play happens (Dodd et al.,2026; Pereira et al.,2024).
* Outdoor play and physical activity can overlap however they should not be considered as the same concept. Davenport et al. (2025) examined outdoor play separately from their outdoor moderate to vigorous physical activity (MVPA).
* Children's emotional well-being is measured through different outcomes. Recent research on outdoor play has examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect after recess (Poulos et al.,2026), and internalising and externalising mental health symptoms (Dodd et al.,2026).

=== '''Outdoor play''' ===
* Outdoor play is defined as voluntary and intrinsically motivated activity that occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, allowing children to freely interact with their environment and have autonomy to make choices over their activities (Biino et al., 2025).
* Outdoor play should not be treated as equivalent to outdoor physical activity. Davenport et al. (2024) examined parent-reported and device-measured outdoor play among 107 preschool children and tested whether associations with physical, [[Cognitive psychology|cognitive]] and social-emotional developmental indicators were independent of outdoor moderate to vigorous physical activity. Distinguishing these measures are important because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity.
* Outdoor play environment contains different physical features. Pereira et al. (2024) systematically reviewed 51 articles representing 45 primary studies and examined outdoor play space features including fixed structures, space naturalness, floor markings, loose parts or equipment, available area and combinations of environmental features. Physical activity was the most frequently examined outcome, and heterogeneity between studies limited conclusions about the effects of individual outdoor play features. The findings should not automatically be interpreted as evidence of effects on children's emotional well-being.
* [[w:Affordance|Affordance]] theory provides different perspective of examining relationships between outdoor environments and children's play. Morgenthaler et al. (2024) used the theory of affordances to examine environment play transactions and developed an Environmental Taxonomy of Outdoor Play Space Features. The review identified 284 distinct play occupations afforded by different spaces and objects and examined the functional environmental qualities associated with these opportunities. This provides evidence that physical characteristics of outdoor spaces can afford different forms of play. It does not establish that particular environmental affordances cause better emotional well-being.

=== '''Children's emotional well-being''' ===

* Children's emotional well-being is represented through different outcomes in the recent outdoor play research. Studies have examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Lee et al. (2025) examined emotional dysregulation among 325 preschool children in relation to the amount and timing of outdoor play and also examined working memory as a statistical mediator. The mediation findings are considered in the psychological-process section. 
* Ferguson et al. (2025) examined social-emotional competence, including difficulties and prosocial behaviour. This is different from lee et al. (2025) measure of emotional dysregulation.
* Poulos et al. (2026) examined positive and negative affect following recess in an outdoor schoolyard, gymnasium and classroom,  while Dodd et al. (2026) examined trajectories of internalising and externalising symptoms using the Strengths and Difficulties Questionnaire''.'' Dodd et al. also defined emotional symptoms and peer problems for internalising symptoms and conduct problems and [[w:Hyperactivity|hyperactivity]] inattention for externalising symptoms. 
* These differences in measurement are significant because different aspects and time frames of children's emotional functioning should not be interpreted as equivalent when findings across the studies are compared.

'''Table:1''' {{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
| colspan=&quot;3&quot; |Emotional outcomes examined in recent research on outdoor play and children's emotional being
|-
|'''Study'''
|'''Outcome Examined'''
|'''What the outcome represents in the study''' 
|-
|Lee et al. (2025)
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount and timing of outdoor play
|-
|Ferguson et al. (2025)
|Social emotional competence
|Social- emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following following recess in different settings
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising; emotional symptoms and peer problems; externalising; conduct problems and hyperactivity-inattention
|}

As shown in Table 1, the studies examine different aspects and time frames of children's emotional functioning. Affect following recess should not be treated as the same outcome as emotional dysregulation measured over several months or trajectories of internalising and externalising symptoms across childhood.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Key points'''

* Outdoor play and outdoor physical activity are related but are not interchangeable measures. Davenport et al. (2024) examined parent-reported outdoor play and device-measured outdoor play separately from outdoor moderate to vigorous physical activity (N=107).
* Outdoor environments provide different opportunities for play. Pereira et al. (2024) examined features including fixed structures, space naturalness, floor markings, loose parts or equipment and available area, while Morgenthaler et al. (2024) used affordance theory to examine how spaces and objects afford different forms of play. These findings concern opportunities for play and should not be treated as evidence that particular environmental features improved emotional well-being.
* Children's emotional well-being is not represented by one common outcome across the recent studies'''.''' Research has examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* The emotional outcomes also differ in their time frame. Poulos et al. (2026) examined affect following recess, whereas Lee et al. (2025) examined emotional dysregulation over several months and Dodd et al. (2026) examined trajectories of internalising and externalising symptoms across childhood. These outcomes should not be treated as equivalent when findings are compared.

|}

== '''How does outdoor play influence children's emotional well-being?''' ==

* Lee et al. (2025) examined working memory as possible process between outdoor play and emotional regulation. Dodd et al.(2026) discussed cognitive, social and emotional skills development, social interaction, physical activity, connection with the nature, adventurous play as possible measures for association between outdoor play and mental health symptoms.
* Lee et al. (2025) examined 325 preschool children and used meditation analysis  to test whether the timing and amount of outdoor play were related to emotional dysregulation and working memory.
* Dodd et al. (2026) found that more frequent outdoor play during the preschool years predicted healthier mental health trajectories into middle childhood. The study used nationally representative longitudinal cohort and suggest possible pathways that includes cognitive, social and emotional skills development, exposure and relation with the nature, physical activity, social interaction and adventurous play.
* These pathways were proposed by Dodd et al.(2025) but not directly tested as mechanisms. The findings of the study do not shows outdoor play causes better emotional well-being. Many of the existing outdoor play research remains observational (De Lannoy et  al., 2023).

=== '''Emotion regulation''' ===

* [[w:Emotional_self-regulation|Emotional self-regulation]] regulation provides an understanding of how children manage emotional situations. Gross (2015) describes emotional regulation as a process involving identification, selection and implementation. Identification concerns deciding whether to regulate an emotion, selection concerns selecting regulation strategy and implementation concerns applying chosen response into practice.
* Gross (2015) describes {{ic|Use past tense here}} various forms of emotion regulation like situation selection, situation modification, attention deployment cognitive change and response modulation. During outdoor play a child may experience frustration, conflict, disagreement, uncertainty or changes to their activity. These process provide a psychological framework for understanding how people respond to emotional situations. This model can be applied to these outdoor play situations to consider how children might recognise emotional response, decide how to manage the situation, and act on that decision.
* However, this is an application of Gross (2015) theoretical framework to outdoor play. This study did not examine whether outdoor play influence to children's emotion regulation.

=== '''Working memory and cognitive process''' ===

* Lee et al. (2025) examined [[w:Working_memory|working memory]] as a mediator between outdoor play and emotional dysregulation among 325 preschool children. Outdoor play was examined across three part of the day: wake-up to noon, noon to 6 pm and 6 pm to bedtime.
* The timing of outdoor play was important. More outdoor play between noon and 6 pm was related to lower emotional dysregulation. In contrast, more outdoor play before noon and after 6 pm was related to higher emotional dysregulation (Lee et al. 2025).
* Lee et al (2025) found that more outdoor play from noon to 6 pm was associated with better working memory (b=1.61, p&lt;.05) and better working memory was associated with lower emotional dysregulation (b= -0.08, p&lt; .01). This relation between noon to 6pm outdoor play and emotional dysregulation as no longer statistically significant when working memory was included in the analysis. As a result it is reported as full mediation.
* The findings suggest that working memory can be one cognitive functioning process involved in the association between outdoor play and emotional regulation. However, statistical mediation in an observational study which does not prove that outdoor play caused better working memory or emotional regulation. Lee et al. (2025) called for further research examining both immediate and longer-term effects of outdoor play on working memory and emotion regulation.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|Key points

* Lee et al. (2025) found that associations between outdoor play and emotional dysregulation differed according to time of day.
* Working memory statistically mediated the association between afternoon outdoor play and lower emotional dysregulation in Lee et al. (2025).
* Dodd et al. (2026) found that more frequent preschool outdoor play predicted lower odds of non-normative internalising and externalising symptom trajectories.
|}

== '''Social and environmental influences on outdoor play''' ==

* Outdoor play opportunities are shaped by more than the physical being outdoor space. Beekhuizen et al. (2025) interviewed 40 children aged 6 to 12, with and without disabilities about facilitators and barriers to inclusive outdoor play. The findings were identified personal factor, interacting factors and environmental factors.
* Personal factors included experiencing [[w:Autonomy|autonomy]], and children's feelings of physical and social limitations. Interacting factors included making contact, growing up together, and adopting the ways of playing. Environmental factors included parents, outdoor play environments, communities, and time constrains (Beekhuizen et al., 2025).
* Opportunities for outdoor play was not experienced in the same way by all children. Beekhuizen et al. (2025) found that children with disabilities experienced more barriers than children with no disability. The challenges were related to making contact with other children, adopting play and the physical play environment.
* Ferguson et al. (2025) examined the association between outdoor play and children's social-emotional competence. In a cross sectional analysis of 2568 children, aged 7.1 to 12.6 years from multi-ethnic urban cohort found that outdoor play was associated with better social-emotional competence. However, the association was differed across ethnicity, and weekday or weekend outdoor play.
* Ferguson et al. (2025) also examined area deprivation. The relation between outdoor play and social-emotional competence appeared stronger in less deprived area, although the statistical evidence for the differences by deprivation was significantly weak.

=== '''Social relationship and inclusion''' ===

* Beekhuizen et al. (2025) identified making contact and growing up together as interacting factors in inclusive outdoor play. Some children described familiarity with other children as an easy way to approach, communication and play together. Making contact could also be a barrier when children approaching to another unfamiliar children or joining in play who were already playing.
* Children also described the need to adopt games so that children with different abilities could participate. School and communities were identified settings where children with and without disabilities could become familiar with each other (Beekhuizen et al., 2025).
* In the recent observational research by Beekhuizen et al. (2026) observed outdoor play among children with and without disability. The researchers found that getting to know each other, making contact and interaction while playing together as process of inclusive outdoor play. These observational findings showed that familiarity and making contact determine social and inclusive play because children chose to play with children they already knew. 
* Ferguson et al. (2025) also found that the association between outdoor play and social emotional competence was not the same across all ethnic and deprivation groups. In the cross sectional analysis of 2568 children aged 7.1 to 12.6 years from multi ethnic urban cohort, outdoor play was associated with better social-emotional competence. However, associations varies across same ethnic groups and according to weekday or weekend outdoor play.

=== '''Autonomy, parents and time''' ===

* Experiencing autonomy was identified as a personal factor in inclusive outdoor play. Children having some independence during outdoor play could promote their sense of independence over what they do and who they play with (Beekhuizen et al., 2025).
* Experiencing autonomy also included opportunities to play without direct involvement of parents. Some children with disabilities described wanting to play outside independently, although parental support could make outdoor play possible (Beekhuizen et al., 2025)
* Parents were identified as an environmental factors. Beekhuizen et al. (2025) found that parental involvement could support children's participation in outdoor play, specially when child needed help to access or participate in outdoor play.
* Time constraints were considered as another environmental factor. Some children with disabilities were described as having limited outdoor play time due to parents work schedule, after-school arrangements or longer travel distance between home and school (Beekhuizen et al., 2025)

=== '''Outdoor environments and accessibility''' ===

* The outdoor play environment was identified as an environmental factor that could could support or restrict inclusive outdoor play. Children described both physical and social aspects of outdoor play environments. For example, children discussed the importance of physical and social safety, including traffic near playgrounds and disputes among children. Accessibility was particularly relevant to children with disabilities because opportunities for inclusive outdoor play could be affected by play environments and physical abilities (Beekhuizen et al., 2025).
* Pereira et al. (2024) provided evidence about the physical features of outdoor play spaces. Their systematic review included 51 articles representing 45 primary studies aged between 5 to 12 and examined particular environmental features like fixed structures, natural elements, floor marking, loose parts or equipment and available play area.
* Pereira et al. (2024) found positive association between outdoor play space features and children's behaviours. However, there was substantial variation between studies so the review could not establish clear conclusions about the effects of particular environmental features.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|+
|Key points   

* Beekhuizen et al. (2025) identified personal, interacting and environmental factors that could facilitate or restrict inclusive outdoor play.
* Social relationships and familiarity affected participation, with children with disabilities reporting more barriers to inclusive outdoor play (Beekhuizen et al., 2025).
* Associations between outdoor play and social-emotional competence varied across some population groups and play contexts (Ferguson et al., 2025).
|}

== '''What does recent research show about outdoor play and children's emotional well-being?''' ==

* Recent research has examined various aspects of outdoor play and children's emotional well-being and provides mixed evidence. These include emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Ferguson et al. (2025) found that more frequent outdoor play was associated with better social-emotional competence. However, the associations varied across some ethnic groups and according to whether outdoor play occurred on school days or weekends.
* Dodd et al. (2026) provides longitudinal evidence from 4,151 children from the Growing Up in Scotland study. Children who played outdoors more frequently between approximately 2 and 4 years of age were more likely to follow a trajectory of low and stable internalising and externalising symptoms through to age 8.
* Poulos et al. (2026) examined children's emotional state immediately after recess during hot weather. Among 317 children in years 4 and 5, the positive effect was higher after outdoor recess and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess settings.
* Together, these studies show evidence of associations between outdoor play or outdoor recess and several aspects of emotional well-being. However, the studies did not show the common effect because the study differ in children's ages, research designs, measures of outdoor play, and emotional outcomes.

=== '''Consistency of recent research findings''' ===
* Recent findings do not show the same effect across all outcomes. Ferguson et al. (2025) found that more frequent outdoor play was associated with lower total difficulties and greater prosocial behaviour. In contrast, Davenport et al. (2024) found that most associations between outdoor play and the physical, cognitive and social-emotional developmental indicators examined were not statistically significant. Therefore, the recent studies have not found significant association across all developmental outcomes.
* Findings can also differ according to the emotional outcome being measured. Poulos et al. (2026) found higher positive affect after outdoor and gymnasium recess than after classroom recess, but no significant differences in negative affect between the three recess settings. Lee et al. (2025)  found that lower emotional dysregulation associated with greater afternoon outdoor play but higher emotional dysregulation is associated with greater outdoor play earlier and later in the day.
* Dodd et al. (2026) provides longer-term evidence. More frequent outdoor play during the preschool years predicted lower odds of belonging to the increasing or decreasing internalising and externalising symptom trajectory groups, relative to the normative low and stable group. This shows an association between early outdoor play and mental-health symptom trajectories across childhood rather than an emotional outcome measured at one point in time.
* Associations may also vary across children and outdoor play contexts. Ferguson et al. (2025) reported differences according to ethnicity and whether outdoor play occurred on school days or weekends.
* Recent findings suggest that associations between outdoor play and emotional well-being are not the same across all outcomes, children and play contexts. The studies differ in children's age, research designs, measures of outdoor play, and emotional outcomes. Thus, findings should not be treated as evidence of one single effect.

=== '''Strengths and limitations of current research''' ===

* Longitudinal research strengthens the evidence concerning temporal relationship. Dodd et al. (2026) analysed 4,151 children from the Growing Up in Scotland study. Outdoor play was measured at approximately 2, 3 and 4 years of age, while internalising and externalising symptoms were measured at approximately 4, 5, 6 and 8 years. This allowed the researchers to examine whether early outdoor play predicted different mental-health symptom trajectories across childhood.
* Although, longitudinal evidence does not establish cause and effect. Dodd et al. (2026) identified reliance on parent report measures as a key limitation, while Lee et al. (2025) also discussed about the possibility of reverse causation when interpreting associations between the timing of outdoor play and emotional dysregulation.
* Measurement of outdoor play is another important consideration. Davenport et al. (2024) examined both parent reported and device measured outdoor play and also tested whether associations were independent of outdoor moderate to vigorous physical activity. This approach distinguishes outdoor play from outdoor physical activity rather than interchangeable measures.
* Limitations are also present across the wider outdoor play literature. De Lannoy et al. (2023) identified 275 Canadian outdoor play publications and found that cross sectional study design was most common. Mental and emotional development had received less research attention in comparison to physical health and development.

{| class=&quot;wikitable&quot;
|+Table 2. Comparison of recent research
!Study               
!Research method             
!Research strength                      
!Limitation                                                
|-
|  &lt;small&gt;Lee et al. (2025)&lt;/small&gt;                                     
|Observational; 6 month follow-up
|Examined the timing of outdoor play and tested working memory as a statistical mediator of the association with emotional dysregulation.     
|Observational mediation cannot establish causation; the authors also considered possible reverse causation when interpreting timing-related findings.
|-
|Ferguson et al. (2025)
|Cross sectional; multi ethnic urban cohort (N=2,568)
|Large sample allowed associations to be examined across population groups and school-day/weekend outdoor play.
|Cross-sectional design cannot establish temporal direction; associations also differed across some groups and play contexts.
|-
|Davenport et al. (2024)
|Observational; preschool sample (N=107)
|Used both parent-reported and device-measured outdoor play and distinguished outdoor play from outdoor moderate-to-vigorous physical activity (MVPA)
|Small sample , and most tested associations with developmental outcomes were not statistically significant.
|-
|Dodd et al. (2026)
|Longitudinal cohort (N = 4,151)
|Outdoor play was measured in the preschool years before later internalising and externalising symptom trajectories.
|Outdoor play and symptoms relied on parent reported measures, and the observational design does not establish conclusions.
|-
|Poulos et al. (2026)
|Recess comparison study (N=317)
|Compared children's positive and negative affect following outdoor, gymnasium and classroom recess rather than using outdoor recess without a comparison setting.
|Examined immediate affect during an extreme-heat context; higher positive affect was also found after gymnasium recess, so the result was not specific to outdoor recess.
|}
As shown in table 2, the recent evidence has different methodological strengths and limitations. Longitudinal data provide stronger evidence about temporal ordering than cross-sectional studies, while the use of parent-reported and device-measured outdoor play addresses some measurement concerns. However, much of the evidence remains observational, several studies rely on parent-reported measures, and differences in emotional outcomes and play contexts limit  the direct comparison between studies.  

{| class=&quot;wikitable&quot;
|Key points

* Recent studies report positive, mixed and non-significant findings across different emotional outcomes and measures of outdoor play (Davenport et al., 2024; Ferguson et al., 2025).
* Lee et al. (2025) and Dodd et al. (2026) found associations across different emotional outcomes and time frames, from emotional dysregulation to later symptom trajectories.
* Differences in study design, measurement, children's age and play context mean the findings should not be interpreted as one consistent effect of outdoor play on emotional well-being. 

|}

== '''How do families, communities and schools support outdoor play opportunities?''' ==

* Opportunities for outdoor play are influenced by children's social and physical environments. Beekhuizen et al. (2025) identified parents, outdoor play environments, communities and time constraints as environmental factors that could act as facilitators or barriers to inclusive outdoor play.
* Support for outdoor play also involves whether children can participate with other children. Beekhuizen et al. (2025) identified experiencing autonomy,  growing up together, making contact and adapting ways of playing as factors involved in inclusive outdoor play.
* The  2025 Position Statement on Active Outdoor Play recommends increasing opportunities for active outdoor play in settings where people live, learn, work and play. It also emphasises collaboration across sectors, settings and societies to support equitable access to active outdoor play (Lee et al., 2025).

=== '''Families''' ===

* Beekhuizen et al. (2025) identified parents as an environmental factor in inclusive outdoor play. Children with disabilities described parents as important in encouraging participation and, for some children, helping to explain their disability to other children.
* Experiencing autonomy was identified as an important personal factor. Some children with disabilities wanted their parents to allow them freedom during outdoor play. Some preferred their parents not to accompany them to the playground, while others were comfortable with parents remaining at a reasonable distance (Beekhuizen et al., 2025).
* These findings indicate that parental support and children's autonomy can both be relevant to opportunities for outdoor play. For some children with disabilities, support could be necessary for participation while opportunities to play more independently were also valued (Beekhuizen et al., 2025).
* Beekhuizen et al. (2025) identified parental support as important for facilitating positive inclusive play experiences. The authors also recommended providing children and parents with knowledge about disabilities and possible adaptations that can support participation
* Family level opportunities also need to be interpreted alongside the time constraints. Some children attending special education described long journeys between school and home that reduced the time available for outdoor play (Beekhuizen et al., 2025). This means that opportunities for outdoor play cannot be interpreted only in terms of children's or parents' preferences.

=== '''Communities''' ===

* Beekhuizen et al. (2025) identified communities and the outdoor play environment as  environmental factors in inclusive outdoor play. Children described physically and socially safe playgrounds as important. While barriers included structure of playgrounds that made participation difficult for some children with disabilities.
* The social environment of a community was also important. Children with disabilities described smaller communities, such as villages and schools, the places where other children and parents could become more familiar with disability. This familiarity was associated with greater acceptance and stronger connections with other children (Beekhuizen et al., 2025).
* Recent  observational research also shows that physical access alone does not explain inclusive outdoor play. Beekhuizen et al. (2026) observed 63 children with and without disabilities during six inclusive outdoor play sessions and assessed both children's playfulness and environmental supportiveness. Children with disabilities showed significantly lower playfulness scores indicating that opportunities for inclusive play were not experienced equally.
* The 2025 Position Statement on Active Outdoor Play recommends collaboration across sectors, settings and societies to preserve, promote and value equitable access to active outdoor play. This places responsibility for outdoor play opportunities across communities and wider systems rather than on children and families alone (Lee et al., 2025).

=== '''Schools''' ===

* Schools can provide opportunities for children with and without disabilities to become familiar with one another. Beekhuizen et al. (2025) identified growing up together and making contact as interacting factors in inclusive outdoor play. Children described familiarity with other children as making contact easier.
* School circumstances can also affect the time and opportunities available for outdoor play. Some children attending special primary education described long travel times between school and home as reducing the time available to play outdoors. Beekhuizen et al. (2025) identified these experiences under time constraints.
* Recess provides another school setting in which children's emotional experiences have been examined. Poulos et al. (2026) studied 317 Year 4 and 5 children during extreme heat weather and found significantly higher positive affect after outdoor and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess     settings.
* Poulos et al. (2026) identified implications for school health, policy and equity, including the need for heat adaptive infrastructure to support access to recess environments during extreme heat. However, the findings do not show that outdoor recess is always better than indoor recess because positive affect was also higher following gymnasium recess.

Quiz

{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Children who have access to the same outdoor playground may still have different opportunities to participate in play.
|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;
{{Robelbox/close}}


{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}
{| class=&quot;wikitable&quot;
|1. Children who have access to the same outdoor playground may still have different opportunities to participate in play.

True                                                                                                                                                                                
False                                                                                                                                                                                                 
2. Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.                                                                                                                                                               
True                                                                                                                                                                                
False                                                                                                                                                                              

|}

{| class=&quot;wikitable&quot;
|Scenario

Two primary school aged children A and B enjoy playing  outdoors. They both lived near the same playground. Child A was very familiar  with the playground and knows several other children who play there and  easily join the games. While child B has disability, uses mobility device and  does not know other children at playground. Some parts of the playground are  difficult to access and joining other children who are already playing can  also be challenging. Child B's parents can provide support, although the child  also prefers to play more independently. 

Consider both children can access the same playground, but  do they have same level opportunities to take part in outdoor play?
|}
'''''&lt;u&gt;Note: Answers to the quiz is 1: True and 2 False&lt;/u&gt;'''''

== '''Conclusion''' ==

* Outdoor play and children's emotional well-being are measured in different ways across recent research. Outdoor play is not equivalent to outdoor physical activity, while emotional outcomes include emotional dysregulation, social-emotional competence, positive and negative affect, and internalising and externalising symptoms. These differences need to be considered when findings across studies are compared.
* Research also provides mixed evidence about how outdoor play may be related to emotional well-being. Gross's (2015) emotion-regulation framework can be applied to emotional situations experienced during play, but it does not show that outdoor play improves emotion regulation. Lee et al. (2025) provides more direct evidence of a possible cognitive process, with working memory statistically mediating the association between afternoon outdoor play and lower emotional dysregulation. However, this observational finding does not establish causation.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Overall, current research supports an association between outdoor play and some aspects of children's emotional well-being but does not establish one consistent effect. Differences in measurement, research design, children and play contexts remain important when interpreting the evidence.

==See also==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www-taylorfrancis-com.ezproxy.canberra.edu.au/books/mono/10.4324/9781003349655/right-child-play-naomi-lott Book Chapter, 2 {{ic|Move to References and cite}}

https://en.wikipedia.org/wiki/Emotional_dysregulation&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Autonomy&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Longitudinal_study&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

[[Cognitive psychology|https://en.wikiversity.org/wiki/Cognitive_psychology]]-Wikipedia article

https://en.wikipedia.org/wiki/Affordance&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

==References==
{{Hanging indent|1=

Beekhuizen, R. Q., Bolster, E. A. M., Gorter, J. W., Henry, N. L., Visser, K., Wittink, H., Kotte, E. M. W., Sol, M. E., &amp; Bloemen, M. A. T. (2025). Play Together? Unveiling Facilitators and Barriers to Inclusive Outdoor Play for Dutch Children With and Without Disabilities: A Qualitative Study. Child: Care, Health &amp; Development, 51(6), Article e70154. https://doi.org/10.1111/cch.70154

Biino, V., Pesce, C., &amp; Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), Article 594. https://doi.org/10.3390/children12050594

Davenport, C., Kuzik, N., Larouche, R., &amp; Carson, V. (2025). The Associations Between Parental-Reported and Device-Based Measured Outdoor Play and Health Indicators of Physical, Cognitive, and Social–Emotional Development in Preschool-Aged Children. Pediatric Exercise Science, 37(2), 102–111. https://doi.org/10.1123/pes.2023-0119

de Lannoy, L., Barbeau, K., Seguin, N., &amp; Tremblay, M. S. (2023). Scoping review of children’s and youth’s outdoor play publications in Canada. Chronic Diseases in Canada, 43(1), 1–13. https://doi.org/10.24095/hpcdp.43.1.01

Dodd, H. F., Cordwell, K., Hesketh, K., Johnstone, A., de la Torre-Luque, A., &amp; McCrorie, P. (2026). Early outdoor play predicts trajectories of child mental health in a population-based cohort. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70175

Ferguson, M., Teyhan, A., Lovell, R., Dodd, H., Wheeler, B., &amp; McEachan, R. (2025). The association between park visits, outdoor play and child social-emotional competency in a multi-ethnic, urban cohort. Wellbeing, Space and Society, 9, Article 100293. https://doi.org/10.1016/j.wss.2025.100293

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Lee, E.-Y., de Lannoy, L., Kim, Y.-B., Rathod, A., James, M. E., Lopes, O., Nasrallah, B., Thankarajah, A., Adjei-Boadi, D., de Barros, M. I. A., Duncan, S., Miller, R. M., Mygind, L., Vanderloo, L. M., Wang, P.-Y., &amp; Tremblay, M. S. (2025). 2025 Position statement on active outdoor play. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), Article 117. https://doi.org/10.1186/s12966-025-01813-9

Lee, J. J., Flouri, E., &amp; Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health &amp; Development, 51(1), Article e70020. https://doi.org/10.1111/cch.70020

Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D., &amp; Schulze, C. (2024). Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review. The American Journal of Occupational Therapy, 78(4), Article 7804185120. https://doi.org/10.5014/ajot.2024.050606

Pereira, J. V., Vila-Nova, F., Veiga, G., Lopes, F., &amp; Cordovil, R. (2024). Associations between outdoor play features and children’s behavior and health: A systematic review. Health &amp; Place, 87, Article 103235. https://doi.org/10.1016/j.healthplace.2024.103235

Poulos, A., Hassan, U. A., Wilson, K., Price, P. M., Vanos, J., &amp; Quilla, J. (2026). Differences in Schoolchildren’s Emotional State After Indoor Versus Outdoor Recess in Extreme‐Heat Weather. The Journal of School Health, 96(4), Article e70135. https://doi.org/10.1111/josh.70135

}}

==External links==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www.child-encyclopedia.com/outdoor-play&lt;nowiki/&gt;-Encyclopedia in early childhood development

https://www.outdoorplaycanada.ca/wp-content/uploads/2026/03/The-2025-AOP10-Position-Statement.pdf&lt;nowiki/&gt;-Position Statement

https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more&lt;nowiki/&gt;-World Health Organisation

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__TOC__

== Overview ==
{| class=&quot;wikitable&quot;
|'''Imagine this....'''[[File:School children happily playing in playground.jpg|thumb|'''Figure 1''': Children engaged in outdoor play.]]A child arrives at playground and joins a group of children who are already playing. The children are making their own game and deciding the rules as they play. At first, child enjoys choosing where and what to play and moving between the different activities. During the game, another child changes the rules of the game and argument breaks out. The child becomes frustrated and avoids the activity. After watching for short time, the child returns, suggests for new idea to continue game and re-joins the group. How might experiences like this during outdoor play influence children's emotional well-being? Emotional regulation theory provides one way of understanding on how children may respond to emotional situations during play (see figure 1) (Gross, 2015).
|}

Outdoor play can involve more than physical movements. It is more than simply being outside and engage in the activities across playgrounds, gardens, streets and natural spaces. Outdoor play involves exploration, social interaction, choice and challenge and engagement with surrounding environment (Dodd et al.,2026; Pereira et al.,2024). These experiences may create emotional  situations in which children need to respond to frustration, disagreement, uncertainty or excitement. Gross (2015) [[emotional regulation]] theory provides a [[psychological]] explanation for how children may recognise and respond to these emotional situations. Outdoor play experiences are also shaped by the environment where play takes place. Experiences are shaped by the different opportunities provided by different physical and social environments, which means the same outdoor space may not provide the same experience for every child (Morgenthaler et al.,2024).This chapter examines how [[Emotional regulation|emotional,]] [[Cognitive psychology|cognitive]], social and environmental processes may help explain the relationship between outdoor play and children's emotional well-being. 

{| class=&quot;wikitable&quot;
|

;[[File:Bulb Idea Flat Icon GIF Animation.gif|alt=Focus questions|left|100x100px|thumb]]


'''Focus questions'''

* What are outdoor play and children's emotional well-being?

* How does outdoor play influence children's emotional well-being?

* How do social and environmental conditions shape  children's outdoor play experiences?

* How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== Understanding outdoor play and children's emotional well-being ==
[[File:Water-outdoor-people-girl-play-boy-938233.jpg|thumb|Figure 2. Visualise outdoor play as providing children with opportunities to explore, make choices, interact with others and respond to changing situations through activities such as water play.|347x347px]]
Outdoor play and children's emotional well-being are not measured as single and consistent concepts across recent research. Outdoor play may be examined as voluntary and intrinsically motivated activity, self directed play, parent reported outdoor play, or device-measured outdoor play activity. It should also be distinguished from outdoor  moderate to vigorous physical activity because these measures do not represent the same behaviour (Davenport et al., 2025). Children's emotional well-being is also examined through different outcomes, that includes [[emotional regulation]], social-emotional competence, positive and negative affect, and internalising or externalising symptoms. These differences are significant because outdoor play and emotional well-being are not measured as single, consistent constructs across research. 

=== Outdoor play ===
Outdoor play is voluntary and and intrinsically motivated activity that occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, which means children to freely interact with the environment and have autonomy to make choices about their activities (Biino et al., 2025). Outdoor play should not be treated as same as outdoor physical activity. Davenport et al., (2025) examined outdoor play separately from outdoor moderate to vigorous physical activity. This distinction is significant because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity. 

=== Children's emotional well-being ===
Children's emotional well-being is not represented by single common outcome across recent outdoor play research. Emotional dysregulation has been examined in relation to the amount and timing of outdoor play (Lee et al., 2025), while social-emotional competence includes difficulties and [[Prosocial behavior/Keywords/Definitions|prosocial behaviour]] (Ferguson et al., 2025). Other studies have examined positive and negative affect following recess (Poulos et al., 2026) and trajectories of internalising and externalising symptoms across childhood (Dodd et al., 2026). These outcomes represent different aspects and timeframes of emotional functioning, so they should not be treated as equivalent when findings are compared.

'''Table 1'''
''Emotional outcomes examined in recent research on outdoor play and children's emotional well-being''
{| class=&quot;wikitable&quot;
|+
!Study
!Outcome examined
!What the outcome represent                                                                                                  
|-
|Lee et al. (2025)   
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount of timing and outdoor play
|-
|Ferguson et al.          (2025)
|Social-emotional competence 
|Social and emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following recess in different settings 
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising: emotional symptoms and peer problems
Externalising: conduct problems and hyperactivity- inattention 
|}
As shown in Table 1, the studies do not measure the same aspect or time frame of children's emotional functioning. Affect immediately following recess should not be treated as equivalent to emotional dysregulation measured over time or trajectories of internalising and externalising symptoms across childhood. This difference need to be considered when examining whether outdoor play is associated with children's emotional well-being. 

age in outdoor environment. For example playing games, riding bikes, exploring the nature, using playground equipment or creating activities with other children. These experiences can involve physical, cognitive, emotional and social processes. 

. Recent research does not examine children's emotional well-being as one single outcome. Studies on outdoor play have examined [[wikipedia:Emotional_dysregulation|emotional dysregulation]] (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), [[Evidence-based assessment/Instruments/Positive and Negative Affect Schedule|positive and negative affect]] (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026) {{ic|Move citations into subsequent sections; use this section for a user-friendly overview; provide research review in the main body, not here.}}. These outcomes examine different aspects of children's emotional functioning.

Research has also examined characteristics of outdoor play and conditions surrounding children's participation. Lee et al. (2025) examined both the amount and timing of outdoor play and tested [[wikipedia:Working_memory|working memory]] as a statistical mediator of the  association to emotional dysregulation. The study used a [[wikipedia:Mediation_(statistics)|mediation analysis]] with 325 preschool children. Beekhuizen et al. (2025)  in a [[qualitative study]] examined facilitators and barriers to inclusive outdoor play and identified personal, interacting and environmental factors. The study involved 40 children aged 6 to 12 years.

This chapter will {{ic|Use present tense}} examine how outdoor play and [[wikipedia:Emotional_well-being|emotional well-being]] are represented in recent research, the psychological processes that may be involved, the social and environmental conditions shaping outdoor-play experiences, differences in recent findings, and how families, communities, and schools can support opportunities for outdoor play.

* Outdoor play needs to have a clear definition {{ic|Move this detail into a subsequent section}}. Outdoor play refers to the range of child-centric activities that happen outdoors. It is more than simply being outside. It generally involves voluntary and intrinsically motivated activity in outdoor environments such as playgrounds, gardens, streets and natural spaces (Dodd et al., 2026). Outdoor play and outdoor physical activity  are related but should not be treated as the same construct (Davenport et al.,2025).
* Children's emotional well-being is examined through different outcomes in recent outdoor play research {{ic|Move this detail into a subsequent section}}. It cannot be defined as simply as feeling happy. These includes emotional dysregulation (Lee et al., 2025), [[wikipedia:Emotional_self-regulation|Emotional self-regulation]], social emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al.,2026) and internalising and externalising mental health symptoms (Dodd et al., 2026).
* Recent studies have different findings about outdoor play and children's emotional functioning {{ic|Move this detail into a subsequent section}}. (Ferguson et al., 2025) found that more outdoor play was associated with better social-emotional competence. In a [[wikipedia:Longitudinal_study|longitudinal study]], Dodd et al., (2026) predicted that children who played outdoors more often during the preschool days were less likely to have less favourable mental health trajectories later in childhood. However, findings are not equally even across all children, settings and measures.
* The relationship between outdoor play and emotional well-being appears to be more complex than simply playing more time outdoors {{ic|Move this detail into a subsequent section}}. [[wikipedia:Emotional_self-regulation|Emotional self-regulation]], [[wikipedia:Physical_activity|Physical activity]], [[wikipedia:Working_memory|Working memory]], social interaction, freedom and the opportunities provided by different outdoor environments  are possible factors to consider (Davenport et al.,2025; Dodd et al., 2026; Gross, 2015; Lee et al.,2025).
* Access to the outdoors is not equal {{ic|Move this detail into a subsequent section}}. Beekhuizen et al. (2025) found that children with disabilities experienced physical, social and practical barriers and these barriers have made outdoor play less accessible. Ferguson et al. (2025) also showed that outdoor play experiences and their relationship with social-emotional outcomes varied across different social contexts.

{| class=&quot;wikitable&quot;
|

;Focus questions

{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

What are outdoor play and children's emotional well-being?

How does outdoor play influence children's emotional well-being?

How do social and environmental conditions shape  children's outdoor play experiences?

What does recent research show about the relationship between outdoor play and children's emotional well-being?

How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== '''Understanding Outdoor play and emotional well-being''' ==

* Outdoor play includes different activities and takes place across various outdoor environments. It involves movement, exploration, social play, challenge, and interaction with various outdoor environments. Recent research has examined both children's outdoor play and features of environment where play happens (Dodd et al.,2026; Pereira et al.,2024).
* Outdoor play and physical activity can overlap however they should not be considered as the same concept. Davenport et al. (2025) examined outdoor play separately from their outdoor moderate to vigorous physical activity (MVPA).
* Children's emotional well-being is measured through different outcomes. Recent research on outdoor play has examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect after recess (Poulos et al.,2026), and internalising and externalising mental health symptoms (Dodd et al.,2026).

=== '''Outdoor play''' ===
* Outdoor play is defined as voluntary and intrinsically motivated activity that occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, allowing children to freely interact with their environment and have autonomy to make choices over their activities (Biino et al., 2025).
* Outdoor play should not be treated as equivalent to outdoor physical activity. Davenport et al. (2024) examined parent-reported and device-measured outdoor play among 107 preschool children and tested whether associations with physical, [[Cognitive psychology|cognitive]] and social-emotional developmental indicators were independent of outdoor moderate to vigorous physical activity. Distinguishing these measures are important because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity.
* Outdoor play environment contains different physical features. Pereira et al. (2024) systematically reviewed 51 articles representing 45 primary studies and examined outdoor play space features including fixed structures, space naturalness, floor markings, loose parts or equipment, available area and combinations of environmental features. Physical activity was the most frequently examined outcome, and heterogeneity between studies limited conclusions about the effects of individual outdoor play features. The findings should not automatically be interpreted as evidence of effects on children's emotional well-being.
* [[w:Affordance|Affordance]] theory provides different perspective of examining relationships between outdoor environments and children's play. Morgenthaler et al. (2024) used the theory of affordances to examine environment play transactions and developed an Environmental Taxonomy of Outdoor Play Space Features. The review identified 284 distinct play occupations afforded by different spaces and objects and examined the functional environmental qualities associated with these opportunities. This provides evidence that physical characteristics of outdoor spaces can afford different forms of play. It does not establish that particular environmental affordances cause better emotional well-being.

=== '''Children's emotional well-being''' ===

* Children's emotional well-being is represented through different outcomes in the recent outdoor play research. Studies have examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Lee et al. (2025) examined emotional dysregulation among 325 preschool children in relation to the amount and timing of outdoor play and also examined working memory as a statistical mediator. The mediation findings are considered in the psychological-process section. 
* Ferguson et al. (2025) examined social-emotional competence, including difficulties and prosocial behaviour. This is different from lee et al. (2025) measure of emotional dysregulation.
* Poulos et al. (2026) examined positive and negative affect following recess in an outdoor schoolyard, gymnasium and classroom,  while Dodd et al. (2026) examined trajectories of internalising and externalising symptoms using the Strengths and Difficulties Questionnaire''.'' Dodd et al. also defined emotional symptoms and peer problems for internalising symptoms and conduct problems and [[w:Hyperactivity|hyperactivity]] inattention for externalising symptoms. 
* These differences in measurement are significant because different aspects and time frames of children's emotional functioning should not be interpreted as equivalent when findings across the studies are compared.

'''Table:1''' {{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
| colspan=&quot;3&quot; |Emotional outcomes examined in recent research on outdoor play and children's emotional being
|-
|'''Study'''
|'''Outcome Examined'''
|'''What the outcome represents in the study''' 
|-
|Lee et al. (2025)
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount and timing of outdoor play
|-
|Ferguson et al. (2025)
|Social emotional competence
|Social- emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following following recess in different settings
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising; emotional symptoms and peer problems; externalising; conduct problems and hyperactivity-inattention
|}

As shown in Table 1, the studies examine different aspects and time frames of children's emotional functioning. Affect following recess should not be treated as the same outcome as emotional dysregulation measured over several months or trajectories of internalising and externalising symptoms across childhood.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Key points'''

* Outdoor play and outdoor physical activity are related but are not interchangeable measures. Davenport et al. (2024) examined parent-reported outdoor play and device-measured outdoor play separately from outdoor moderate to vigorous physical activity (N=107).
* Outdoor environments provide different opportunities for play. Pereira et al. (2024) examined features including fixed structures, space naturalness, floor markings, loose parts or equipment and available area, while Morgenthaler et al. (2024) used affordance theory to examine how spaces and objects afford different forms of play. These findings concern opportunities for play and should not be treated as evidence that particular environmental features improved emotional well-being.
* Children's emotional well-being is not represented by one common outcome across the recent studies'''.''' Research has examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* The emotional outcomes also differ in their time frame. Poulos et al. (2026) examined affect following recess, whereas Lee et al. (2025) examined emotional dysregulation over several months and Dodd et al. (2026) examined trajectories of internalising and externalising symptoms across childhood. These outcomes should not be treated as equivalent when findings are compared.

|}

== '''How does outdoor play influence children's emotional well-being?''' ==

* Lee et al. (2025) examined working memory as possible process between outdoor play and emotional regulation. Dodd et al.(2026) discussed cognitive, social and emotional skills development, social interaction, physical activity, connection with the nature, adventurous play as possible measures for association between outdoor play and mental health symptoms.
* Lee et al. (2025) examined 325 preschool children and used meditation analysis  to test whether the timing and amount of outdoor play were related to emotional dysregulation and working memory.
* Dodd et al. (2026) found that more frequent outdoor play during the preschool years predicted healthier mental health trajectories into middle childhood. The study used nationally representative longitudinal cohort and suggest possible pathways that includes cognitive, social and emotional skills development, exposure and relation with the nature, physical activity, social interaction and adventurous play.
* These pathways were proposed by Dodd et al.(2025) but not directly tested as mechanisms. The findings of the study do not shows outdoor play causes better emotional well-being. Many of the existing outdoor play research remains observational (De Lannoy et  al., 2023).

=== '''Emotion regulation''' ===

* [[w:Emotional_self-regulation|Emotional self-regulation]] regulation provides an understanding of how children manage emotional situations. Gross (2015) describes emotional regulation as a process involving identification, selection and implementation. Identification concerns deciding whether to regulate an emotion, selection concerns selecting regulation strategy and implementation concerns applying chosen response into practice.
* Gross (2015) describes {{ic|Use past tense here}} various forms of emotion regulation like situation selection, situation modification, attention deployment cognitive change and response modulation. During outdoor play a child may experience frustration, conflict, disagreement, uncertainty or changes to their activity. These process provide a psychological framework for understanding how people respond to emotional situations. This model can be applied to these outdoor play situations to consider how children might recognise emotional response, decide how to manage the situation, and act on that decision.
* However, this is an application of Gross (2015) theoretical framework to outdoor play. This study did not examine whether outdoor play influence to children's emotion regulation.

=== '''Working memory and cognitive process''' ===

* Lee et al. (2025) examined [[w:Working_memory|working memory]] as a mediator between outdoor play and emotional dysregulation among 325 preschool children. Outdoor play was examined across three part of the day: wake-up to noon, noon to 6 pm and 6 pm to bedtime.
* The timing of outdoor play was important. More outdoor play between noon and 6 pm was related to lower emotional dysregulation. In contrast, more outdoor play before noon and after 6 pm was related to higher emotional dysregulation (Lee et al. 2025).
* Lee et al (2025) found that more outdoor play from noon to 6 pm was associated with better working memory (b=1.61, p&lt;.05) and better working memory was associated with lower emotional dysregulation (b= -0.08, p&lt; .01). This relation between noon to 6pm outdoor play and emotional dysregulation as no longer statistically significant when working memory was included in the analysis. As a result it is reported as full mediation.
* The findings suggest that working memory can be one cognitive functioning process involved in the association between outdoor play and emotional regulation. However, statistical mediation in an observational study which does not prove that outdoor play caused better working memory or emotional regulation. Lee et al. (2025) called for further research examining both immediate and longer-term effects of outdoor play on working memory and emotion regulation.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|Key points

* Lee et al. (2025) found that associations between outdoor play and emotional dysregulation differed according to time of day.
* Working memory statistically mediated the association between afternoon outdoor play and lower emotional dysregulation in Lee et al. (2025).
* Dodd et al. (2026) found that more frequent preschool outdoor play predicted lower odds of non-normative internalising and externalising symptom trajectories.
|}

== '''Social and environmental influences on outdoor play''' ==

* Outdoor play opportunities are shaped by more than the physical being outdoor space. Beekhuizen et al. (2025) interviewed 40 children aged 6 to 12, with and without disabilities about facilitators and barriers to inclusive outdoor play. The findings were identified personal factor, interacting factors and environmental factors.
* Personal factors included experiencing [[w:Autonomy|autonomy]], and children's feelings of physical and social limitations. Interacting factors included making contact, growing up together, and adopting the ways of playing. Environmental factors included parents, outdoor play environments, communities, and time constrains (Beekhuizen et al., 2025).
* Opportunities for outdoor play was not experienced in the same way by all children. Beekhuizen et al. (2025) found that children with disabilities experienced more barriers than children with no disability. The challenges were related to making contact with other children, adopting play and the physical play environment.
* Ferguson et al. (2025) examined the association between outdoor play and children's social-emotional competence. In a cross sectional analysis of 2568 children, aged 7.1 to 12.6 years from multi-ethnic urban cohort found that outdoor play was associated with better social-emotional competence. However, the association was differed across ethnicity, and weekday or weekend outdoor play.
* Ferguson et al. (2025) also examined area deprivation. The relation between outdoor play and social-emotional competence appeared stronger in less deprived area, although the statistical evidence for the differences by deprivation was significantly weak.

=== '''Social relationship and inclusion''' ===

* Beekhuizen et al. (2025) identified making contact and growing up together as interacting factors in inclusive outdoor play. Some children described familiarity with other children as an easy way to approach, communication and play together. Making contact could also be a barrier when children approaching to another unfamiliar children or joining in play who were already playing.
* Children also described the need to adopt games so that children with different abilities could participate. School and communities were identified settings where children with and without disabilities could become familiar with each other (Beekhuizen et al., 2025).
* In the recent observational research by Beekhuizen et al. (2026) observed outdoor play among children with and without disability. The researchers found that getting to know each other, making contact and interaction while playing together as process of inclusive outdoor play. These observational findings showed that familiarity and making contact determine social and inclusive play because children chose to play with children they already knew. 
* Ferguson et al. (2025) also found that the association between outdoor play and social emotional competence was not the same across all ethnic and deprivation groups. In the cross sectional analysis of 2568 children aged 7.1 to 12.6 years from multi ethnic urban cohort, outdoor play was associated with better social-emotional competence. However, associations varies across same ethnic groups and according to weekday or weekend outdoor play.

=== '''Autonomy, parents and time''' ===

* Experiencing autonomy was identified as a personal factor in inclusive outdoor play. Children having some independence during outdoor play could promote their sense of independence over what they do and who they play with (Beekhuizen et al., 2025).
* Experiencing autonomy also included opportunities to play without direct involvement of parents. Some children with disabilities described wanting to play outside independently, although parental support could make outdoor play possible (Beekhuizen et al., 2025)
* Parents were identified as an environmental factors. Beekhuizen et al. (2025) found that parental involvement could support children's participation in outdoor play, specially when child needed help to access or participate in outdoor play.
* Time constraints were considered as another environmental factor. Some children with disabilities were described as having limited outdoor play time due to parents work schedule, after-school arrangements or longer travel distance between home and school (Beekhuizen et al., 2025)

=== '''Outdoor environments and accessibility''' ===

* The outdoor play environment was identified as an environmental factor that could could support or restrict inclusive outdoor play. Children described both physical and social aspects of outdoor play environments. For example, children discussed the importance of physical and social safety, including traffic near playgrounds and disputes among children. Accessibility was particularly relevant to children with disabilities because opportunities for inclusive outdoor play could be affected by play environments and physical abilities (Beekhuizen et al., 2025).
* Pereira et al. (2024) provided evidence about the physical features of outdoor play spaces. Their systematic review included 51 articles representing 45 primary studies aged between 5 to 12 and examined particular environmental features like fixed structures, natural elements, floor marking, loose parts or equipment and available play area.
* Pereira et al. (2024) found positive association between outdoor play space features and children's behaviours. However, there was substantial variation between studies so the review could not establish clear conclusions about the effects of particular environmental features.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|+
|Key points   

* Beekhuizen et al. (2025) identified personal, interacting and environmental factors that could facilitate or restrict inclusive outdoor play.
* Social relationships and familiarity affected participation, with children with disabilities reporting more barriers to inclusive outdoor play (Beekhuizen et al., 2025).
* Associations between outdoor play and social-emotional competence varied across some population groups and play contexts (Ferguson et al., 2025).
|}

== '''What does recent research show about outdoor play and children's emotional well-being?''' ==

* Recent research has examined various aspects of outdoor play and children's emotional well-being and provides mixed evidence. These include emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Ferguson et al. (2025) found that more frequent outdoor play was associated with better social-emotional competence. However, the associations varied across some ethnic groups and according to whether outdoor play occurred on school days or weekends.
* Dodd et al. (2026) provides longitudinal evidence from 4,151 children from the Growing Up in Scotland study. Children who played outdoors more frequently between approximately 2 and 4 years of age were more likely to follow a trajectory of low and stable internalising and externalising symptoms through to age 8.
* Poulos et al. (2026) examined children's emotional state immediately after recess during hot weather. Among 317 children in years 4 and 5, the positive effect was higher after outdoor recess and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess settings.
* Together, these studies show evidence of associations between outdoor play or outdoor recess and several aspects of emotional well-being. However, the studies did not show the common effect because the study differ in children's ages, research designs, measures of outdoor play, and emotional outcomes.

=== '''Consistency of recent research findings''' ===
* Recent findings do not show the same effect across all outcomes. Ferguson et al. (2025) found that more frequent outdoor play was associated with lower total difficulties and greater prosocial behaviour. In contrast, Davenport et al. (2024) found that most associations between outdoor play and the physical, cognitive and social-emotional developmental indicators examined were not statistically significant. Therefore, the recent studies have not found significant association across all developmental outcomes.
* Findings can also differ according to the emotional outcome being measured. Poulos et al. (2026) found higher positive affect after outdoor and gymnasium recess than after classroom recess, but no significant differences in negative affect between the three recess settings. Lee et al. (2025)  found that lower emotional dysregulation associated with greater afternoon outdoor play but higher emotional dysregulation is associated with greater outdoor play earlier and later in the day.
* Dodd et al. (2026) provides longer-term evidence. More frequent outdoor play during the preschool years predicted lower odds of belonging to the increasing or decreasing internalising and externalising symptom trajectory groups, relative to the normative low and stable group. This shows an association between early outdoor play and mental-health symptom trajectories across childhood rather than an emotional outcome measured at one point in time.
* Associations may also vary across children and outdoor play contexts. Ferguson et al. (2025) reported differences according to ethnicity and whether outdoor play occurred on school days or weekends.
* Recent findings suggest that associations between outdoor play and emotional well-being are not the same across all outcomes, children and play contexts. The studies differ in children's age, research designs, measures of outdoor play, and emotional outcomes. Thus, findings should not be treated as evidence of one single effect.

=== '''Strengths and limitations of current research''' ===

* Longitudinal research strengthens the evidence concerning temporal relationship. Dodd et al. (2026) analysed 4,151 children from the Growing Up in Scotland study. Outdoor play was measured at approximately 2, 3 and 4 years of age, while internalising and externalising symptoms were measured at approximately 4, 5, 6 and 8 years. This allowed the researchers to examine whether early outdoor play predicted different mental-health symptom trajectories across childhood.
* Although, longitudinal evidence does not establish cause and effect. Dodd et al. (2026) identified reliance on parent report measures as a key limitation, while Lee et al. (2025) also discussed about the possibility of reverse causation when interpreting associations between the timing of outdoor play and emotional dysregulation.
* Measurement of outdoor play is another important consideration. Davenport et al. (2024) examined both parent reported and device measured outdoor play and also tested whether associations were independent of outdoor moderate to vigorous physical activity. This approach distinguishes outdoor play from outdoor physical activity rather than interchangeable measures.
* Limitations are also present across the wider outdoor play literature. De Lannoy et al. (2023) identified 275 Canadian outdoor play publications and found that cross sectional study design was most common. Mental and emotional development had received less research attention in comparison to physical health and development.

{| class=&quot;wikitable&quot;
|+Table 2. Comparison of recent research
!Study               
!Research method             
!Research strength                      
!Limitation                                                
|-
|  &lt;small&gt;Lee et al. (2025)&lt;/small&gt;                                     
|Observational; 6 month follow-up
|Examined the timing of outdoor play and tested working memory as a statistical mediator of the association with emotional dysregulation.     
|Observational mediation cannot establish causation; the authors also considered possible reverse causation when interpreting timing-related findings.
|-
|Ferguson et al. (2025)
|Cross sectional; multi ethnic urban cohort (N=2,568)
|Large sample allowed associations to be examined across population groups and school-day/weekend outdoor play.
|Cross-sectional design cannot establish temporal direction; associations also differed across some groups and play contexts.
|-
|Davenport et al. (2024)
|Observational; preschool sample (N=107)
|Used both parent-reported and device-measured outdoor play and distinguished outdoor play from outdoor moderate-to-vigorous physical activity (MVPA)
|Small sample , and most tested associations with developmental outcomes were not statistically significant.
|-
|Dodd et al. (2026)
|Longitudinal cohort (N = 4,151)
|Outdoor play was measured in the preschool years before later internalising and externalising symptom trajectories.
|Outdoor play and symptoms relied on parent reported measures, and the observational design does not establish conclusions.
|-
|Poulos et al. (2026)
|Recess comparison study (N=317)
|Compared children's positive and negative affect following outdoor, gymnasium and classroom recess rather than using outdoor recess without a comparison setting.
|Examined immediate affect during an extreme-heat context; higher positive affect was also found after gymnasium recess, so the result was not specific to outdoor recess.
|}
As shown in table 2, the recent evidence has different methodological strengths and limitations. Longitudinal data provide stronger evidence about temporal ordering than cross-sectional studies, while the use of parent-reported and device-measured outdoor play addresses some measurement concerns. However, much of the evidence remains observational, several studies rely on parent-reported measures, and differences in emotional outcomes and play contexts limit  the direct comparison between studies.  

{| class=&quot;wikitable&quot;
|Key points

* Recent studies report positive, mixed and non-significant findings across different emotional outcomes and measures of outdoor play (Davenport et al., 2024; Ferguson et al., 2025).
* Lee et al. (2025) and Dodd et al. (2026) found associations across different emotional outcomes and time frames, from emotional dysregulation to later symptom trajectories.
* Differences in study design, measurement, children's age and play context mean the findings should not be interpreted as one consistent effect of outdoor play on emotional well-being. 

|}

== '''How do families, communities and schools support outdoor play opportunities?''' ==

* Opportunities for outdoor play are influenced by children's social and physical environments. Beekhuizen et al. (2025) identified parents, outdoor play environments, communities and time constraints as environmental factors that could act as facilitators or barriers to inclusive outdoor play.
* Support for outdoor play also involves whether children can participate with other children. Beekhuizen et al. (2025) identified experiencing autonomy,  growing up together, making contact and adapting ways of playing as factors involved in inclusive outdoor play.
* The  2025 Position Statement on Active Outdoor Play recommends increasing opportunities for active outdoor play in settings where people live, learn, work and play. It also emphasises collaboration across sectors, settings and societies to support equitable access to active outdoor play (Lee et al., 2025).

=== '''Families''' ===

* Beekhuizen et al. (2025) identified parents as an environmental factor in inclusive outdoor play. Children with disabilities described parents as important in encouraging participation and, for some children, helping to explain their disability to other children.
* Experiencing autonomy was identified as an important personal factor. Some children with disabilities wanted their parents to allow them freedom during outdoor play. Some preferred their parents not to accompany them to the playground, while others were comfortable with parents remaining at a reasonable distance (Beekhuizen et al., 2025).
* These findings indicate that parental support and children's autonomy can both be relevant to opportunities for outdoor play. For some children with disabilities, support could be necessary for participation while opportunities to play more independently were also valued (Beekhuizen et al., 2025).
* Beekhuizen et al. (2025) identified parental support as important for facilitating positive inclusive play experiences. The authors also recommended providing children and parents with knowledge about disabilities and possible adaptations that can support participation
* Family level opportunities also need to be interpreted alongside the time constraints. Some children attending special education described long journeys between school and home that reduced the time available for outdoor play (Beekhuizen et al., 2025). This means that opportunities for outdoor play cannot be interpreted only in terms of children's or parents' preferences.

=== '''Communities''' ===

* Beekhuizen et al. (2025) identified communities and the outdoor play environment as  environmental factors in inclusive outdoor play. Children described physically and socially safe playgrounds as important. While barriers included structure of playgrounds that made participation difficult for some children with disabilities.
* The social environment of a community was also important. Children with disabilities described smaller communities, such as villages and schools, the places where other children and parents could become more familiar with disability. This familiarity was associated with greater acceptance and stronger connections with other children (Beekhuizen et al., 2025).
* Recent  observational research also shows that physical access alone does not explain inclusive outdoor play. Beekhuizen et al. (2026) observed 63 children with and without disabilities during six inclusive outdoor play sessions and assessed both children's playfulness and environmental supportiveness. Children with disabilities showed significantly lower playfulness scores indicating that opportunities for inclusive play were not experienced equally.
* The 2025 Position Statement on Active Outdoor Play recommends collaboration across sectors, settings and societies to preserve, promote and value equitable access to active outdoor play. This places responsibility for outdoor play opportunities across communities and wider systems rather than on children and families alone (Lee et al., 2025).

=== '''Schools''' ===

* Schools can provide opportunities for children with and without disabilities to become familiar with one another. Beekhuizen et al. (2025) identified growing up together and making contact as interacting factors in inclusive outdoor play. Children described familiarity with other children as making contact easier.
* School circumstances can also affect the time and opportunities available for outdoor play. Some children attending special primary education described long travel times between school and home as reducing the time available to play outdoors. Beekhuizen et al. (2025) identified these experiences under time constraints.
* Recess provides another school setting in which children's emotional experiences have been examined. Poulos et al. (2026) studied 317 Year 4 and 5 children during extreme heat weather and found significantly higher positive affect after outdoor and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess     settings.
* Poulos et al. (2026) identified implications for school health, policy and equity, including the need for heat adaptive infrastructure to support access to recess environments during extreme heat. However, the findings do not show that outdoor recess is always better than indoor recess because positive affect was also higher following gymnasium recess.

Quiz

{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Children who have access to the same outdoor playground may still have different opportunities to participate in play.
|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;
{{Robelbox/close}}


{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}
{| class=&quot;wikitable&quot;
|1. Children who have access to the same outdoor playground may still have different opportunities to participate in play.

True                                                                                                                                                                                
False                                                                                                                                                                                                 
2. Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.                                                                                                                                                               
True                                                                                                                                                                                
False                                                                                                                                                                              

|}

{| class=&quot;wikitable&quot;
|Scenario

Two primary school aged children A and B enjoy playing  outdoors. They both lived near the same playground. Child A was very familiar  with the playground and knows several other children who play there and  easily join the games. While child B has disability, uses mobility device and  does not know other children at playground. Some parts of the playground are  difficult to access and joining other children who are already playing can  also be challenging. Child B's parents can provide support, although the child  also prefers to play more independently. 

Consider both children can access the same playground, but  do they have same level opportunities to take part in outdoor play?
|}
'''''&lt;u&gt;Note: Answers to the quiz is 1: True and 2 False&lt;/u&gt;'''''

== '''Conclusion''' ==

* Outdoor play and children's emotional well-being are measured in different ways across recent research. Outdoor play is not equivalent to outdoor physical activity, while emotional outcomes include emotional dysregulation, social-emotional competence, positive and negative affect, and internalising and externalising symptoms. These differences need to be considered when findings across studies are compared.
* Research also provides mixed evidence about how outdoor play may be related to emotional well-being. Gross's (2015) emotion-regulation framework can be applied to emotional situations experienced during play, but it does not show that outdoor play improves emotion regulation. Lee et al. (2025) provides more direct evidence of a possible cognitive process, with working memory statistically mediating the association between afternoon outdoor play and lower emotional dysregulation. However, this observational finding does not establish causation.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Overall, current research supports an association between outdoor play and some aspects of children's emotional well-being but does not establish one consistent effect. Differences in measurement, research design, children and play contexts remain important when interpreting the evidence.

==See also==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www-taylorfrancis-com.ezproxy.canberra.edu.au/books/mono/10.4324/9781003349655/right-child-play-naomi-lott Book Chapter, 2 {{ic|Move to References and cite}}

https://en.wikipedia.org/wiki/Emotional_dysregulation&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Autonomy&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Longitudinal_study&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

[[Cognitive psychology|https://en.wikiversity.org/wiki/Cognitive_psychology]]-Wikipedia article

https://en.wikipedia.org/wiki/Affordance&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

==References==
{{Hanging indent|1=

Beekhuizen, R. Q., Bolster, E. A. M., Gorter, J. W., Henry, N. L., Visser, K., Wittink, H., Kotte, E. M. W., Sol, M. E., &amp; Bloemen, M. A. T. (2025). Play Together? Unveiling Facilitators and Barriers to Inclusive Outdoor Play for Dutch Children With and Without Disabilities: A Qualitative Study. Child: Care, Health &amp; Development, 51(6), Article e70154. https://doi.org/10.1111/cch.70154

Biino, V., Pesce, C., &amp; Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), Article 594. https://doi.org/10.3390/children12050594

Davenport, C., Kuzik, N., Larouche, R., &amp; Carson, V. (2025). The Associations Between Parental-Reported and Device-Based Measured Outdoor Play and Health Indicators of Physical, Cognitive, and Social–Emotional Development in Preschool-Aged Children. Pediatric Exercise Science, 37(2), 102–111. https://doi.org/10.1123/pes.2023-0119

de Lannoy, L., Barbeau, K., Seguin, N., &amp; Tremblay, M. S. (2023). Scoping review of children’s and youth’s outdoor play publications in Canada. Chronic Diseases in Canada, 43(1), 1–13. https://doi.org/10.24095/hpcdp.43.1.01

Dodd, H. F., Cordwell, K., Hesketh, K., Johnstone, A., de la Torre-Luque, A., &amp; McCrorie, P. (2026). Early outdoor play predicts trajectories of child mental health in a population-based cohort. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70175

Ferguson, M., Teyhan, A., Lovell, R., Dodd, H., Wheeler, B., &amp; McEachan, R. (2025). The association between park visits, outdoor play and child social-emotional competency in a multi-ethnic, urban cohort. Wellbeing, Space and Society, 9, Article 100293. https://doi.org/10.1016/j.wss.2025.100293

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Lee, E.-Y., de Lannoy, L., Kim, Y.-B., Rathod, A., James, M. E., Lopes, O., Nasrallah, B., Thankarajah, A., Adjei-Boadi, D., de Barros, M. I. A., Duncan, S., Miller, R. M., Mygind, L., Vanderloo, L. M., Wang, P.-Y., &amp; Tremblay, M. S. (2025). 2025 Position statement on active outdoor play. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), Article 117. https://doi.org/10.1186/s12966-025-01813-9

Lee, J. J., Flouri, E., &amp; Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health &amp; Development, 51(1), Article e70020. https://doi.org/10.1111/cch.70020

Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D., &amp; Schulze, C. (2024). Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review. The American Journal of Occupational Therapy, 78(4), Article 7804185120. https://doi.org/10.5014/ajot.2024.050606

Pereira, J. V., Vila-Nova, F., Veiga, G., Lopes, F., &amp; Cordovil, R. (2024). Associations between outdoor play features and children’s behavior and health: A systematic review. Health &amp; Place, 87, Article 103235. https://doi.org/10.1016/j.healthplace.2024.103235

Poulos, A., Hassan, U. A., Wilson, K., Price, P. M., Vanos, J., &amp; Quilla, J. (2026). Differences in Schoolchildren’s Emotional State After Indoor Versus Outdoor Recess in Extreme‐Heat Weather. The Journal of School Health, 96(4), Article e70135. https://doi.org/10.1111/josh.70135

}}

==External links==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www.child-encyclopedia.com/outdoor-play&lt;nowiki/&gt;-Encyclopedia in early childhood development

https://www.outdoorplaycanada.ca/wp-content/uploads/2026/03/The-2025-AOP10-Position-Statement.pdf&lt;nowiki/&gt;-Position Statement

https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more&lt;nowiki/&gt;-World Health Organisation

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== Overview ==
{| class=&quot;wikitable&quot;
|'''Imagine this....'''[[File:School children happily playing in playground.jpg|thumb|'''Figure 1''': Children engaged in outdoor play.]]A child arrives at playground and joins a group of children who are already playing. The children are making their own game and deciding the rules as they play. At first, child enjoys choosing where and what to play and moving between the different activities. During the game, another child changes the rules of the game and argument breaks out. The child becomes frustrated and avoids the activity. After watching for short time, the child returns, suggests for new idea to continue game and re-joins the group. How might experiences like this during outdoor play influence children's emotional well-being? Emotional regulation theory provides one way of understanding on how children may respond to emotional situations during play (see figure 1) (Gross, 2015).
|}

Outdoor play can involve more than physical movements. It is more than simply being outside and engage in the activities across playgrounds, gardens, streets and natural spaces. Outdoor play involves exploration, social interaction, choice and challenge and engagement with surrounding environment (Dodd et al.,2026; Pereira et al.,2024). These experiences may create emotional  situations in which children need to respond to frustration, disagreement, uncertainty or excitement. Gross (2015) [[emotional regulation]] theory provides a [[psychological]] explanation for how children may recognise and respond to these emotional situations. Outdoor play experiences are also shaped by the environment where play takes place. Experiences are shaped by the different opportunities provided by different physical and social environments, which means the same outdoor space may not provide the same experience for every child (Morgenthaler et al.,2024).This chapter examines how [[Emotional regulation|emotional,]] [[Cognitive psychology|cognitive]], social and environmental processes may help explain the relationship between outdoor play and children's emotional well-being. 

{| class=&quot;wikitable&quot;
|

;[[File:Bulb Idea Flat Icon GIF Animation.gif|alt=Focus questions|left|100x100px|thumb]]


'''Focus questions'''

* What are outdoor play and children's emotional well-being?

* How does outdoor play influence children's emotional well-being?

* How do social and environmental conditions shape  children's outdoor play experiences?

* How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== '''Understanding outdoor play and children's emotional well-being''' ==
[[File:Water-outdoor-people-girl-play-boy-938233.jpg|thumb|Figure 2. Visualise outdoor play as providing children with opportunities to explore, make choices, interact with others and respond to changing situations through activities such as water play.|347x347px]]
Outdoor play and children's emotional well-being are not measured as single and consistent concepts across recent research. Outdoor play may be examined as voluntary and intrinsically motivated activity, self directed play, parent reported outdoor play, or device-measured outdoor play activity. It should also be distinguished from outdoor  moderate to vigorous physical activity because these measures do not represent the same behaviour (Davenport et al., 2025). Children's emotional well-being is also examined through different outcomes, that includes [[emotional regulation]], social-emotional competence, positive and negative affect, and internalising or externalising symptoms. These differences are significant because outdoor play and emotional well-being are not measured as single, consistent constructs across research. 

=== Outdoor play ===
Outdoor play is voluntary and and intrinsically motivated activity that occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, which means children to freely interact with the environment and have autonomy to make choices about their activities (Biino et al., 2025). Outdoor play should not be treated as same as outdoor physical activity. Davenport et al., (2025) examined outdoor play separately from outdoor moderate- to- vigorous physical activity (MVPA). This distinction is significant because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity. 

=== Children's emotional well-being ===
Children's emotional well-being is not represented by single common outcome across recent outdoor play research. Emotional dysregulation has been examined in relation to the amount and timing of outdoor play (Lee et al., 2025), while social-emotional competence includes difficulties and [[Prosocial behavior/Keywords/Definitions|prosocial behaviour]] (Ferguson et al., 2025). Other studies have examined positive and negative affect following recess (Poulos et al., 2026) and trajectories of internalising and externalising symptoms across childhood (Dodd et al., 2026). These outcomes represent different aspects and timeframes of emotional functioning, so they should not be treated as equivalent when findings are compared.

'''Table 1''' ''Emotional outcomes examined in recent research on outdoor play and children's emotional well-being''
{| class=&quot;wikitable&quot;
|+
!Study
!Outcome examined
!What the outcome represent                                                                                                  
|-
|Lee et al. (2025)   
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount of timing and outdoor play
|-
|Ferguson et al.          (2025)
|Social-emotional competence 
|Social and emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following recess in different settings 
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising: emotional symptoms and peer problems
Externalising: conduct problems and hyperactivity- inattention 
|}
As shown in Table 1, the studies do not measure the same aspect or time frame of children's emotional functioning. Affect immediately following recess should not be treated as equivalent to emotional dysregulation measured over time or trajectories of internalising and externalising symptoms across childhood. This difference need to be considered when examining whether outdoor play is associated with children's emotional well-being. 


{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Key points'''

* Outdoor play and outdoor physical activity are related but are not interchangeable measures. Davenport et al. (2024) examined parent-reported outdoor play and device-measured outdoor play separately from outdoor moderate to vigorous physical activity (N=107).
* Outdoor environments provide different opportunities for play. Pereira et al. (2024) examined features including fixed structures, space naturalness, floor markings, loose parts or equipment and available area, while Morgenthaler et al. (2024) used affordance theory to examine how spaces and objects afford different forms of play. These findings concern opportunities for play and should not be treated as evidence that particular environmental features improved emotional well-being.
* Children's emotional well-being is not represented by one common outcome across the recent studies'''.''' Research has examined emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* The emotional outcomes also differ in their time frame. Poulos et al. (2026) examined affect following recess, whereas Lee et al. (2025) examined emotional dysregulation over several months and Dodd et al. (2026) examined trajectories of internalising and externalising symptoms across childhood. These outcomes should not be treated as equivalent when findings are compared.

|}

== '''How does outdoor play influence children's emotional well-being?''' ==

* Lee et al. (2025) examined working memory as possible process between outdoor play and emotional regulation. Dodd et al.(2026) discussed cognitive, social and emotional skills development, social interaction, physical activity, connection with the nature, adventurous play as possible measures for association between outdoor play and mental health symptoms.
* Lee et al. (2025) examined 325 preschool children and used meditation analysis  to test whether the timing and amount of outdoor play were related to emotional dysregulation and working memory.
* Dodd et al. (2026) found that more frequent outdoor play during the preschool years predicted healthier mental health trajectories into middle childhood. The study used nationally representative longitudinal cohort and suggest possible pathways that includes cognitive, social and emotional skills development, exposure and relation with the nature, physical activity, social interaction and adventurous play.
* These pathways were proposed by Dodd et al.(2025) but not directly tested as mechanisms. The findings of the study do not shows outdoor play causes better emotional well-being. Many of the existing outdoor play research remains observational (De Lannoy et  al., 2023).

=== '''Emotion regulation''' ===

* [[w:Emotional_self-regulation|Emotional self-regulation]] regulation provides an understanding of how children manage emotional situations. Gross (2015) describes emotional regulation as a process involving identification, selection and implementation. Identification concerns deciding whether to regulate an emotion, selection concerns selecting regulation strategy and implementation concerns applying chosen response into practice.
* Gross (2015) describes {{ic|Use past tense here}} various forms of emotion regulation like situation selection, situation modification, attention deployment cognitive change and response modulation. During outdoor play a child may experience frustration, conflict, disagreement, uncertainty or changes to their activity. These process provide a psychological framework for understanding how people respond to emotional situations. This model can be applied to these outdoor play situations to consider how children might recognise emotional response, decide how to manage the situation, and act on that decision.
* However, this is an application of Gross (2015) theoretical framework to outdoor play. This study did not examine whether outdoor play influence to children's emotion regulation.

=== '''Working memory and cognitive process''' ===

* Lee et al. (2025) examined [[w:Working_memory|working memory]] as a mediator between outdoor play and emotional dysregulation among 325 preschool children. Outdoor play was examined across three part of the day: wake-up to noon, noon to 6 pm and 6 pm to bedtime.
* The timing of outdoor play was important. More outdoor play between noon and 6 pm was related to lower emotional dysregulation. In contrast, more outdoor play before noon and after 6 pm was related to higher emotional dysregulation (Lee et al. 2025).
* Lee et al (2025) found that more outdoor play from noon to 6 pm was associated with better working memory (b=1.61, p&lt;.05) and better working memory was associated with lower emotional dysregulation (b= -0.08, p&lt; .01). This relation between noon to 6pm outdoor play and emotional dysregulation as no longer statistically significant when working memory was included in the analysis. As a result it is reported as full mediation.
* The findings suggest that working memory can be one cognitive functioning process involved in the association between outdoor play and emotional regulation. However, statistical mediation in an observational study which does not prove that outdoor play caused better working memory or emotional regulation. Lee et al. (2025) called for further research examining both immediate and longer-term effects of outdoor play on working memory and emotion regulation.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|Key points

* Lee et al. (2025) found that associations between outdoor play and emotional dysregulation differed according to time of day.
* Working memory statistically mediated the association between afternoon outdoor play and lower emotional dysregulation in Lee et al. (2025).
* Dodd et al. (2026) found that more frequent preschool outdoor play predicted lower odds of non-normative internalising and externalising symptom trajectories.
|}

== '''Social and environmental influences on outdoor play''' ==

* Outdoor play opportunities are shaped by more than the physical being outdoor space. Beekhuizen et al. (2025) interviewed 40 children aged 6 to 12, with and without disabilities about facilitators and barriers to inclusive outdoor play. The findings were identified personal factor, interacting factors and environmental factors.
* Personal factors included experiencing [[w:Autonomy|autonomy]], and children's feelings of physical and social limitations. Interacting factors included making contact, growing up together, and adopting the ways of playing. Environmental factors included parents, outdoor play environments, communities, and time constrains (Beekhuizen et al., 2025).
* Opportunities for outdoor play was not experienced in the same way by all children. Beekhuizen et al. (2025) found that children with disabilities experienced more barriers than children with no disability. The challenges were related to making contact with other children, adopting play and the physical play environment.
* Ferguson et al. (2025) examined the association between outdoor play and children's social-emotional competence. In a cross sectional analysis of 2568 children, aged 7.1 to 12.6 years from multi-ethnic urban cohort found that outdoor play was associated with better social-emotional competence. However, the association was differed across ethnicity, and weekday or weekend outdoor play.
* Ferguson et al. (2025) also examined area deprivation. The relation between outdoor play and social-emotional competence appeared stronger in less deprived area, although the statistical evidence for the differences by deprivation was significantly weak.

=== '''Social relationship and inclusion''' ===

* Beekhuizen et al. (2025) identified making contact and growing up together as interacting factors in inclusive outdoor play. Some children described familiarity with other children as an easy way to approach, communication and play together. Making contact could also be a barrier when children approaching to another unfamiliar children or joining in play who were already playing.
* Children also described the need to adopt games so that children with different abilities could participate. School and communities were identified settings where children with and without disabilities could become familiar with each other (Beekhuizen et al., 2025).
* In the recent observational research by Beekhuizen et al. (2026) observed outdoor play among children with and without disability. The researchers found that getting to know each other, making contact and interaction while playing together as process of inclusive outdoor play. These observational findings showed that familiarity and making contact determine social and inclusive play because children chose to play with children they already knew. 
* Ferguson et al. (2025) also found that the association between outdoor play and social emotional competence was not the same across all ethnic and deprivation groups. In the cross sectional analysis of 2568 children aged 7.1 to 12.6 years from multi ethnic urban cohort, outdoor play was associated with better social-emotional competence. However, associations varies across same ethnic groups and according to weekday or weekend outdoor play.

=== '''Autonomy, parents and time''' ===

* Experiencing autonomy was identified as a personal factor in inclusive outdoor play. Children having some independence during outdoor play could promote their sense of independence over what they do and who they play with (Beekhuizen et al., 2025).
* Experiencing autonomy also included opportunities to play without direct involvement of parents. Some children with disabilities described wanting to play outside independently, although parental support could make outdoor play possible (Beekhuizen et al., 2025)
* Parents were identified as an environmental factors. Beekhuizen et al. (2025) found that parental involvement could support children's participation in outdoor play, specially when child needed help to access or participate in outdoor play.
* Time constraints were considered as another environmental factor. Some children with disabilities were described as having limited outdoor play time due to parents work schedule, after-school arrangements or longer travel distance between home and school (Beekhuizen et al., 2025)

=== '''Outdoor environments and accessibility''' ===

* The outdoor play environment was identified as an environmental factor that could could support or restrict inclusive outdoor play. Children described both physical and social aspects of outdoor play environments. For example, children discussed the importance of physical and social safety, including traffic near playgrounds and disputes among children. Accessibility was particularly relevant to children with disabilities because opportunities for inclusive outdoor play could be affected by play environments and physical abilities (Beekhuizen et al., 2025).
* Pereira et al. (2024) provided evidence about the physical features of outdoor play spaces. Their systematic review included 51 articles representing 45 primary studies aged between 5 to 12 and examined particular environmental features like fixed structures, natural elements, floor marking, loose parts or equipment and available play area.
* Pereira et al. (2024) found positive association between outdoor play space features and children's behaviours. However, there was substantial variation between studies so the review could not establish clear conclusions about the effects of particular environmental features.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|+
|Key points   

* Beekhuizen et al. (2025) identified personal, interacting and environmental factors that could facilitate or restrict inclusive outdoor play.
* Social relationships and familiarity affected participation, with children with disabilities reporting more barriers to inclusive outdoor play (Beekhuizen et al., 2025).
* Associations between outdoor play and social-emotional competence varied across some population groups and play contexts (Ferguson et al., 2025).
|}

== '''What does recent research show about outdoor play and children's emotional well-being?''' ==

* Recent research has examined various aspects of outdoor play and children's emotional well-being and provides mixed evidence. These include emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Ferguson et al. (2025) found that more frequent outdoor play was associated with better social-emotional competence. However, the associations varied across some ethnic groups and according to whether outdoor play occurred on school days or weekends.
* Dodd et al. (2026) provides longitudinal evidence from 4,151 children from the Growing Up in Scotland study. Children who played outdoors more frequently between approximately 2 and 4 years of age were more likely to follow a trajectory of low and stable internalising and externalising symptoms through to age 8.
* Poulos et al. (2026) examined children's emotional state immediately after recess during hot weather. Among 317 children in years 4 and 5, the positive effect was higher after outdoor recess and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess settings.
* Together, these studies show evidence of associations between outdoor play or outdoor recess and several aspects of emotional well-being. However, the studies did not show the common effect because the study differ in children's ages, research designs, measures of outdoor play, and emotional outcomes.

=== '''Consistency of recent research findings''' ===
* Recent findings do not show the same effect across all outcomes. Ferguson et al. (2025) found that more frequent outdoor play was associated with lower total difficulties and greater prosocial behaviour. In contrast, Davenport et al. (2024) found that most associations between outdoor play and the physical, cognitive and social-emotional developmental indicators examined were not statistically significant. Therefore, the recent studies have not found significant association across all developmental outcomes.
* Findings can also differ according to the emotional outcome being measured. Poulos et al. (2026) found higher positive affect after outdoor and gymnasium recess than after classroom recess, but no significant differences in negative affect between the three recess settings. Lee et al. (2025)  found that lower emotional dysregulation associated with greater afternoon outdoor play but higher emotional dysregulation is associated with greater outdoor play earlier and later in the day.
* Dodd et al. (2026) provides longer-term evidence. More frequent outdoor play during the preschool years predicted lower odds of belonging to the increasing or decreasing internalising and externalising symptom trajectory groups, relative to the normative low and stable group. This shows an association between early outdoor play and mental-health symptom trajectories across childhood rather than an emotional outcome measured at one point in time.
* Associations may also vary across children and outdoor play contexts. Ferguson et al. (2025) reported differences according to ethnicity and whether outdoor play occurred on school days or weekends.
* Recent findings suggest that associations between outdoor play and emotional well-being are not the same across all outcomes, children and play contexts. The studies differ in children's age, research designs, measures of outdoor play, and emotional outcomes. Thus, findings should not be treated as evidence of one single effect.

=== '''Strengths and limitations of current research''' ===

* Longitudinal research strengthens the evidence concerning temporal relationship. Dodd et al. (2026) analysed 4,151 children from the Growing Up in Scotland study. Outdoor play was measured at approximately 2, 3 and 4 years of age, while internalising and externalising symptoms were measured at approximately 4, 5, 6 and 8 years. This allowed the researchers to examine whether early outdoor play predicted different mental-health symptom trajectories across childhood.
* Although, longitudinal evidence does not establish cause and effect. Dodd et al. (2026) identified reliance on parent report measures as a key limitation, while Lee et al. (2025) also discussed about the possibility of reverse causation when interpreting associations between the timing of outdoor play and emotional dysregulation.
* Measurement of outdoor play is another important consideration. Davenport et al. (2024) examined both parent reported and device measured outdoor play and also tested whether associations were independent of outdoor moderate to vigorous physical activity. This approach distinguishes outdoor play from outdoor physical activity rather than interchangeable measures.
* Limitations are also present across the wider outdoor play literature. De Lannoy et al. (2023) identified 275 Canadian outdoor play publications and found that cross sectional study design was most common. Mental and emotional development had received less research attention in comparison to physical health and development.

{| class=&quot;wikitable&quot;
|+Table 2. Comparison of recent research
!Study               
!Research method             
!Research strength                      
!Limitation                                                
|-
|  &lt;small&gt;Lee et al. (2025)&lt;/small&gt;                                     
|Observational; 6 month follow-up
|Examined the timing of outdoor play and tested working memory as a statistical mediator of the association with emotional dysregulation.     
|Observational mediation cannot establish causation; the authors also considered possible reverse causation when interpreting timing-related findings.
|-
|Ferguson et al. (2025)
|Cross sectional; multi ethnic urban cohort (N=2,568)
|Large sample allowed associations to be examined across population groups and school-day/weekend outdoor play.
|Cross-sectional design cannot establish temporal direction; associations also differed across some groups and play contexts.
|-
|Davenport et al. (2024)
|Observational; preschool sample (N=107)
|Used both parent-reported and device-measured outdoor play and distinguished outdoor play from outdoor moderate-to-vigorous physical activity (MVPA)
|Small sample , and most tested associations with developmental outcomes were not statistically significant.
|-
|Dodd et al. (2026)
|Longitudinal cohort (N = 4,151)
|Outdoor play was measured in the preschool years before later internalising and externalising symptom trajectories.
|Outdoor play and symptoms relied on parent reported measures, and the observational design does not establish conclusions.
|-
|Poulos et al. (2026)
|Recess comparison study (N=317)
|Compared children's positive and negative affect following outdoor, gymnasium and classroom recess rather than using outdoor recess without a comparison setting.
|Examined immediate affect during an extreme-heat context; higher positive affect was also found after gymnasium recess, so the result was not specific to outdoor recess.
|}
As shown in table 2, the recent evidence has different methodological strengths and limitations. Longitudinal data provide stronger evidence about temporal ordering than cross-sectional studies, while the use of parent-reported and device-measured outdoor play addresses some measurement concerns. However, much of the evidence remains observational, several studies rely on parent-reported measures, and differences in emotional outcomes and play contexts limit  the direct comparison between studies.  

{| class=&quot;wikitable&quot;
|Key points

* Recent studies report positive, mixed and non-significant findings across different emotional outcomes and measures of outdoor play (Davenport et al., 2024; Ferguson et al., 2025).
* Lee et al. (2025) and Dodd et al. (2026) found associations across different emotional outcomes and time frames, from emotional dysregulation to later symptom trajectories.
* Differences in study design, measurement, children's age and play context mean the findings should not be interpreted as one consistent effect of outdoor play on emotional well-being. 

|}

== '''How do families, communities and schools support outdoor play opportunities?''' ==

* Opportunities for outdoor play are influenced by children's social and physical environments. Beekhuizen et al. (2025) identified parents, outdoor play environments, communities and time constraints as environmental factors that could act as facilitators or barriers to inclusive outdoor play.
* Support for outdoor play also involves whether children can participate with other children. Beekhuizen et al. (2025) identified experiencing autonomy,  growing up together, making contact and adapting ways of playing as factors involved in inclusive outdoor play.
* The  2025 Position Statement on Active Outdoor Play recommends increasing opportunities for active outdoor play in settings where people live, learn, work and play. It also emphasises collaboration across sectors, settings and societies to support equitable access to active outdoor play (Lee et al., 2025).

=== '''Families''' ===

* Beekhuizen et al. (2025) identified parents as an environmental factor in inclusive outdoor play. Children with disabilities described parents as important in encouraging participation and, for some children, helping to explain their disability to other children.
* Experiencing autonomy was identified as an important personal factor. Some children with disabilities wanted their parents to allow them freedom during outdoor play. Some preferred their parents not to accompany them to the playground, while others were comfortable with parents remaining at a reasonable distance (Beekhuizen et al., 2025).
* These findings indicate that parental support and children's autonomy can both be relevant to opportunities for outdoor play. For some children with disabilities, support could be necessary for participation while opportunities to play more independently were also valued (Beekhuizen et al., 2025).
* Beekhuizen et al. (2025) identified parental support as important for facilitating positive inclusive play experiences. The authors also recommended providing children and parents with knowledge about disabilities and possible adaptations that can support participation
* Family level opportunities also need to be interpreted alongside the time constraints. Some children attending special education described long journeys between school and home that reduced the time available for outdoor play (Beekhuizen et al., 2025). This means that opportunities for outdoor play cannot be interpreted only in terms of children's or parents' preferences.

=== '''Communities''' ===

* Beekhuizen et al. (2025) identified communities and the outdoor play environment as  environmental factors in inclusive outdoor play. Children described physically and socially safe playgrounds as important. While barriers included structure of playgrounds that made participation difficult for some children with disabilities.
* The social environment of a community was also important. Children with disabilities described smaller communities, such as villages and schools, the places where other children and parents could become more familiar with disability. This familiarity was associated with greater acceptance and stronger connections with other children (Beekhuizen et al., 2025).
* Recent  observational research also shows that physical access alone does not explain inclusive outdoor play. Beekhuizen et al. (2026) observed 63 children with and without disabilities during six inclusive outdoor play sessions and assessed both children's playfulness and environmental supportiveness. Children with disabilities showed significantly lower playfulness scores indicating that opportunities for inclusive play were not experienced equally.
* The 2025 Position Statement on Active Outdoor Play recommends collaboration across sectors, settings and societies to preserve, promote and value equitable access to active outdoor play. This places responsibility for outdoor play opportunities across communities and wider systems rather than on children and families alone (Lee et al., 2025).

=== '''Schools''' ===

* Schools can provide opportunities for children with and without disabilities to become familiar with one another. Beekhuizen et al. (2025) identified growing up together and making contact as interacting factors in inclusive outdoor play. Children described familiarity with other children as making contact easier.
* School circumstances can also affect the time and opportunities available for outdoor play. Some children attending special primary education described long travel times between school and home as reducing the time available to play outdoors. Beekhuizen et al. (2025) identified these experiences under time constraints.
* Recess provides another school setting in which children's emotional experiences have been examined. Poulos et al. (2026) studied 317 Year 4 and 5 children during extreme heat weather and found significantly higher positive affect after outdoor and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess     settings.
* Poulos et al. (2026) identified implications for school health, policy and equity, including the need for heat adaptive infrastructure to support access to recess environments during extreme heat. However, the findings do not show that outdoor recess is always better than indoor recess because positive affect was also higher following gymnasium recess.

Quiz

{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Children who have access to the same outdoor playground may still have different opportunities to participate in play.
|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;
{{Robelbox/close}}


{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}
{| class=&quot;wikitable&quot;
|1. Children who have access to the same outdoor playground may still have different opportunities to participate in play.

True                                                                                                                                                                                
False                                                                                                                                                                                                 
2. Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.                                                                                                                                                               
True                                                                                                                                                                                
False                                                                                                                                                                              

|}

{| class=&quot;wikitable&quot;
|Scenario

Two primary school aged children A and B enjoy playing  outdoors. They both lived near the same playground. Child A was very familiar  with the playground and knows several other children who play there and  easily join the games. While child B has disability, uses mobility device and  does not know other children at playground. Some parts of the playground are  difficult to access and joining other children who are already playing can  also be challenging. Child B's parents can provide support, although the child  also prefers to play more independently. 

Consider both children can access the same playground, but  do they have same level opportunities to take part in outdoor play?
|}
'''''&lt;u&gt;Note: Answers to the quiz is 1: True and 2 False&lt;/u&gt;'''''

== '''Conclusion''' ==

* Outdoor play and children's emotional well-being are measured in different ways across recent research. Outdoor play is not equivalent to outdoor physical activity, while emotional outcomes include emotional dysregulation, social-emotional competence, positive and negative affect, and internalising and externalising symptoms. These differences need to be considered when findings across studies are compared.
* Research also provides mixed evidence about how outdoor play may be related to emotional well-being. Gross's (2015) emotion-regulation framework can be applied to emotional situations experienced during play, but it does not show that outdoor play improves emotion regulation. Lee et al. (2025) provides more direct evidence of a possible cognitive process, with working memory statistically mediating the association between afternoon outdoor play and lower emotional dysregulation. However, this observational finding does not establish causation.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Overall, current research supports an association between outdoor play and some aspects of children's emotional well-being but does not establish one consistent effect. Differences in measurement, research design, children and play contexts remain important when interpreting the evidence.

==See also==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www-taylorfrancis-com.ezproxy.canberra.edu.au/books/mono/10.4324/9781003349655/right-child-play-naomi-lott Book Chapter, 2 {{ic|Move to References and cite}}

https://en.wikipedia.org/wiki/Emotional_dysregulation&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Autonomy&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Longitudinal_study&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

[[Cognitive psychology|https://en.wikiversity.org/wiki/Cognitive_psychology]]-Wikipedia article

https://en.wikipedia.org/wiki/Affordance&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

==References==
{{Hanging indent|1=

Beekhuizen, R. Q., Bolster, E. A. M., Gorter, J. W., Henry, N. L., Visser, K., Wittink, H., Kotte, E. M. W., Sol, M. E., &amp; Bloemen, M. A. T. (2025). Play Together? Unveiling Facilitators and Barriers to Inclusive Outdoor Play for Dutch Children With and Without Disabilities: A Qualitative Study. Child: Care, Health &amp; Development, 51(6), Article e70154. https://doi.org/10.1111/cch.70154

Biino, V., Pesce, C., &amp; Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), Article 594. https://doi.org/10.3390/children12050594

Davenport, C., Kuzik, N., Larouche, R., &amp; Carson, V. (2025). The Associations Between Parental-Reported and Device-Based Measured Outdoor Play and Health Indicators of Physical, Cognitive, and Social–Emotional Development in Preschool-Aged Children. Pediatric Exercise Science, 37(2), 102–111. https://doi.org/10.1123/pes.2023-0119

de Lannoy, L., Barbeau, K., Seguin, N., &amp; Tremblay, M. S. (2023). Scoping review of children’s and youth’s outdoor play publications in Canada. Chronic Diseases in Canada, 43(1), 1–13. https://doi.org/10.24095/hpcdp.43.1.01

Dodd, H. F., Cordwell, K., Hesketh, K., Johnstone, A., de la Torre-Luque, A., &amp; McCrorie, P. (2026). Early outdoor play predicts trajectories of child mental health in a population-based cohort. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70175

Ferguson, M., Teyhan, A., Lovell, R., Dodd, H., Wheeler, B., &amp; McEachan, R. (2025). The association between park visits, outdoor play and child social-emotional competency in a multi-ethnic, urban cohort. Wellbeing, Space and Society, 9, Article 100293. https://doi.org/10.1016/j.wss.2025.100293

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Lee, E.-Y., de Lannoy, L., Kim, Y.-B., Rathod, A., James, M. E., Lopes, O., Nasrallah, B., Thankarajah, A., Adjei-Boadi, D., de Barros, M. I. A., Duncan, S., Miller, R. M., Mygind, L., Vanderloo, L. M., Wang, P.-Y., &amp; Tremblay, M. S. (2025). 2025 Position statement on active outdoor play. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), Article 117. https://doi.org/10.1186/s12966-025-01813-9

Lee, J. J., Flouri, E., &amp; Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health &amp; Development, 51(1), Article e70020. https://doi.org/10.1111/cch.70020

Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D., &amp; Schulze, C. (2024). Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review. The American Journal of Occupational Therapy, 78(4), Article 7804185120. https://doi.org/10.5014/ajot.2024.050606

Pereira, J. V., Vila-Nova, F., Veiga, G., Lopes, F., &amp; Cordovil, R. (2024). Associations between outdoor play features and children’s behavior and health: A systematic review. Health &amp; Place, 87, Article 103235. https://doi.org/10.1016/j.healthplace.2024.103235

Poulos, A., Hassan, U. A., Wilson, K., Price, P. M., Vanos, J., &amp; Quilla, J. (2026). Differences in Schoolchildren’s Emotional State After Indoor Versus Outdoor Recess in Extreme‐Heat Weather. The Journal of School Health, 96(4), Article e70135. https://doi.org/10.1111/josh.70135

}}

==External links==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www.child-encyclopedia.com/outdoor-play&lt;nowiki/&gt;-Encyclopedia in early childhood development

https://www.outdoorplaycanada.ca/wp-content/uploads/2026/03/The-2025-AOP10-Position-Statement.pdf&lt;nowiki/&gt;-Position Statement

https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more&lt;nowiki/&gt;-World Health Organisation

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== Overview ==
{| class=&quot;wikitable&quot;
|'''Case study: part 1'''
'''Imagine this....'''[[File:School children happily playing in playground.jpg|thumb|'''Figure 1''': Children engaged in outdoor play.]]A child arrives at playground and joins a group of children who are already playing. The children are making their own game and deciding the rules as they play. At first, child enjoys choosing where and what to play and moving between the different activities. During the game, another child changes the rules of the game and argument breaks out. The child becomes frustrated and avoids the activity. After watching for short time, the child returns, suggests for new idea to continue game and re-joins the group. How might experiences like this during outdoor play influence children's emotional well-being? Emotional regulation theory provides one way of understanding on how children may respond to emotional situations during play (see figure 1) (Gross, 2015).
|}

Outdoor play can involve more than physical movements. It is more than simply being outside and engage in the activities across playgrounds, gardens, streets and natural spaces. Outdoor play involves exploration, social interaction, choice and challenge and engagement with surrounding environment (Dodd et al.,2026; Pereira et al.,2024). These experiences may create emotional  situations in which children need to respond to frustration, disagreement, uncertainty or excitement. Gross (2015) [[emotional regulation]] theory provides a [[psychological]] explanation for how children may recognise and respond to these emotional situations. Outdoor play experiences are also shaped by the environment where play takes place. Experiences are shaped by the different opportunities provided by different physical and social environments, which means the same outdoor space may not provide the same experience for every child (Morgenthaler et al.,2024).This chapter examines how [[Emotional regulation|emotional,]] [[Cognitive psychology|cognitive]], social and environmental processes may help explain the relationship between outdoor play and children's emotional well-being. 

{| class=&quot;wikitable&quot;
|

;[[File:Bulb Idea Flat Icon GIF Animation.gif|alt=Focus questions|left|100x100px|thumb]]


'''Focus questions'''

* What are outdoor play and children's emotional well-being?

* How does outdoor play influence children's emotional well-being?

* How do social and environmental conditions shape  children's outdoor play experiences?

* How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== '''Understanding outdoor play and children's emotional well-being''' ==
[[File:Water-outdoor-people-girl-play-boy-938233.jpg|thumb|Figure 2. Visualise outdoor play as providing children with opportunities to explore, make choices, interact with others and respond to changing situations through activities such as water play.|347x347px]]
Outdoor play and children's emotional well-being are not measured as single and consistent concepts across recent research. Outdoor play may be examined as voluntary and intrinsically motivated activity, self directed play, parent reported outdoor play, or device-measured outdoor play activity. It should also be distinguished from outdoor  moderate to vigorous physical activity because these measures do not represent the same behaviour (Davenport et al., 2025). Children's emotional well-being is also examined through different outcomes, that includes [[emotional regulation]], social-emotional competence, positive and negative affect, and internalising or externalising symptoms. These differences are significant because outdoor play and emotional well-being are not measured as single, consistent constructs across research. 

=== Outdoor play ===
Outdoor play is voluntary and and intrinsically motivated activity that occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, which means children to freely interact with the environment and have autonomy to make choices about their activities (Biino et al., 2025). Outdoor play should not be treated as same as outdoor physical activity. Davenport et al., (2025) examined outdoor play separately from outdoor moderate- to- vigorous physical activity (MVPA). This distinction is significant because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity. 

=== Children's emotional well-being ===
Children's emotional well-being is not represented by single common outcome across recent outdoor play research. Emotional dysregulation has been examined in relation to the amount and timing of outdoor play (Lee et al., 2025), while social-emotional competence includes difficulties and [[Prosocial behavior/Keywords/Definitions|prosocial behaviour]] (Ferguson et al., 2025). Other studies have examined positive and negative affect following recess (Poulos et al., 2026) and trajectories of internalising and externalising symptoms across childhood (Dodd et al., 2026). These outcomes represent different aspects and timeframes of emotional functioning, so they should not be treated as equivalent when findings are compared.

'''Table 1''' ''Emotional outcomes examined in recent research on outdoor play and children's emotional well-being''
{| class=&quot;wikitable&quot;
|+
!Study
!Outcome examined
!What the outcome represent                                                                                                  
|-
|Lee et al. (2025)   
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount of timing and outdoor play
|-
|Ferguson et al.          (2025)
|Social-emotional competence 
|Social and emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following recess in different settings 
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising: emotional symptoms and peer problems
Externalising: conduct problems and hyperactivity- inattention 
|}
As shown in Table 1, the studies do not measure the same aspect or time frame of children's emotional functioning. Affect immediately following recess should not be treated as equivalent to emotional dysregulation measured over time or trajectories of internalising and externalising symptoms across childhood. This difference need to be considered when examining whether outdoor play is associated with children's emotional well-being. 


'''Case study: part 2'''
 
''What is being measured?''

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |The child in the case study part 1 becomes frustrated when the rules of the game change. This immediate emotional response is different from a longer-term pattern of emotional dysregulation or internalising symptoms. When research findings are compared, it is important to consider which aspect of emotional well-being is measured.

{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{A child's positive or negative affect immediately after recess represents the same emotional outcome as longer-term internalising or externalising symptoms.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}

|}

== '''How does outdoor play influence children's emotional well-being?''' ==

* Lee et al. (2025) examined working memory as possible process between outdoor play and emotional regulation. Dodd et al.(2026) discussed cognitive, social and emotional skills development, social interaction, physical activity, connection with the nature, adventurous play as possible measures for association between outdoor play and mental health symptoms.
* Lee et al. (2025) examined 325 preschool children and used meditation analysis  to test whether the timing and amount of outdoor play were related to emotional dysregulation and working memory.
* Dodd et al. (2026) found that more frequent outdoor play during the preschool years predicted healthier mental health trajectories into middle childhood. The study used nationally representative longitudinal cohort and suggest possible pathways that includes cognitive, social and emotional skills development, exposure and relation with the nature, physical activity, social interaction and adventurous play.
* These pathways were proposed by Dodd et al.(2025) but not directly tested as mechanisms. The findings of the study do not shows outdoor play causes better emotional well-being. Many of the existing outdoor play research remains observational (De Lannoy et  al., 2023).

=== '''Emotion regulation''' ===

* [[w:Emotional_self-regulation|Emotional self-regulation]] regulation provides an understanding of how children manage emotional situations. Gross (2015) describes emotional regulation as a process involving identification, selection and implementation. Identification concerns deciding whether to regulate an emotion, selection concerns selecting regulation strategy and implementation concerns applying chosen response into practice.
* Gross (2015) describes {{ic|Use past tense here}} various forms of emotion regulation like situation selection, situation modification, attention deployment cognitive change and response modulation. During outdoor play a child may experience frustration, conflict, disagreement, uncertainty or changes to their activity. These process provide a psychological framework for understanding how people respond to emotional situations. This model can be applied to these outdoor play situations to consider how children might recognise emotional response, decide how to manage the situation, and act on that decision.
* However, this is an application of Gross (2015) theoretical framework to outdoor play. This study did not examine whether outdoor play influence to children's emotion regulation.

=== '''Working memory and cognitive process''' ===

* Lee et al. (2025) examined [[w:Working_memory|working memory]] as a mediator between outdoor play and emotional dysregulation among 325 preschool children. Outdoor play was examined across three part of the day: wake-up to noon, noon to 6 pm and 6 pm to bedtime.
* The timing of outdoor play was important. More outdoor play between noon and 6 pm was related to lower emotional dysregulation. In contrast, more outdoor play before noon and after 6 pm was related to higher emotional dysregulation (Lee et al. 2025).
* Lee et al (2025) found that more outdoor play from noon to 6 pm was associated with better working memory (b=1.61, p&lt;.05) and better working memory was associated with lower emotional dysregulation (b= -0.08, p&lt; .01). This relation between noon to 6pm outdoor play and emotional dysregulation as no longer statistically significant when working memory was included in the analysis. As a result it is reported as full mediation.
* The findings suggest that working memory can be one cognitive functioning process involved in the association between outdoor play and emotional regulation. However, statistical mediation in an observational study which does not prove that outdoor play caused better working memory or emotional regulation. Lee et al. (2025) called for further research examining both immediate and longer-term effects of outdoor play on working memory and emotion regulation.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|Key points

* Lee et al. (2025) found that associations between outdoor play and emotional dysregulation differed according to time of day.
* Working memory statistically mediated the association between afternoon outdoor play and lower emotional dysregulation in Lee et al. (2025).
* Dodd et al. (2026) found that more frequent preschool outdoor play predicted lower odds of non-normative internalising and externalising symptom trajectories.
|}

== '''Social and environmental influences on outdoor play''' ==

* Outdoor play opportunities are shaped by more than the physical being outdoor space. Beekhuizen et al. (2025) interviewed 40 children aged 6 to 12, with and without disabilities about facilitators and barriers to inclusive outdoor play. The findings were identified personal factor, interacting factors and environmental factors.
* Personal factors included experiencing [[w:Autonomy|autonomy]], and children's feelings of physical and social limitations. Interacting factors included making contact, growing up together, and adopting the ways of playing. Environmental factors included parents, outdoor play environments, communities, and time constrains (Beekhuizen et al., 2025).
* Opportunities for outdoor play was not experienced in the same way by all children. Beekhuizen et al. (2025) found that children with disabilities experienced more barriers than children with no disability. The challenges were related to making contact with other children, adopting play and the physical play environment.
* Ferguson et al. (2025) examined the association between outdoor play and children's social-emotional competence. In a cross sectional analysis of 2568 children, aged 7.1 to 12.6 years from multi-ethnic urban cohort found that outdoor play was associated with better social-emotional competence. However, the association was differed across ethnicity, and weekday or weekend outdoor play.
* Ferguson et al. (2025) also examined area deprivation. The relation between outdoor play and social-emotional competence appeared stronger in less deprived area, although the statistical evidence for the differences by deprivation was significantly weak.

=== '''Social relationship and inclusion''' ===

* Beekhuizen et al. (2025) identified making contact and growing up together as interacting factors in inclusive outdoor play. Some children described familiarity with other children as an easy way to approach, communication and play together. Making contact could also be a barrier when children approaching to another unfamiliar children or joining in play who were already playing.
* Children also described the need to adopt games so that children with different abilities could participate. School and communities were identified settings where children with and without disabilities could become familiar with each other (Beekhuizen et al., 2025).
* In the recent observational research by Beekhuizen et al. (2026) observed outdoor play among children with and without disability. The researchers found that getting to know each other, making contact and interaction while playing together as process of inclusive outdoor play. These observational findings showed that familiarity and making contact determine social and inclusive play because children chose to play with children they already knew. 
* Ferguson et al. (2025) also found that the association between outdoor play and social emotional competence was not the same across all ethnic and deprivation groups. In the cross sectional analysis of 2568 children aged 7.1 to 12.6 years from multi ethnic urban cohort, outdoor play was associated with better social-emotional competence. However, associations varies across same ethnic groups and according to weekday or weekend outdoor play.

=== '''Autonomy, parents and time''' ===

* Experiencing autonomy was identified as a personal factor in inclusive outdoor play. Children having some independence during outdoor play could promote their sense of independence over what they do and who they play with (Beekhuizen et al., 2025).
* Experiencing autonomy also included opportunities to play without direct involvement of parents. Some children with disabilities described wanting to play outside independently, although parental support could make outdoor play possible (Beekhuizen et al., 2025)
* Parents were identified as an environmental factors. Beekhuizen et al. (2025) found that parental involvement could support children's participation in outdoor play, specially when child needed help to access or participate in outdoor play.
* Time constraints were considered as another environmental factor. Some children with disabilities were described as having limited outdoor play time due to parents work schedule, after-school arrangements or longer travel distance between home and school (Beekhuizen et al., 2025)

=== '''Outdoor environments and accessibility''' ===

* The outdoor play environment was identified as an environmental factor that could could support or restrict inclusive outdoor play. Children described both physical and social aspects of outdoor play environments. For example, children discussed the importance of physical and social safety, including traffic near playgrounds and disputes among children. Accessibility was particularly relevant to children with disabilities because opportunities for inclusive outdoor play could be affected by play environments and physical abilities (Beekhuizen et al., 2025).
* Pereira et al. (2024) provided evidence about the physical features of outdoor play spaces. Their systematic review included 51 articles representing 45 primary studies aged between 5 to 12 and examined particular environmental features like fixed structures, natural elements, floor marking, loose parts or equipment and available play area.
* Pereira et al. (2024) found positive association between outdoor play space features and children's behaviours. However, there was substantial variation between studies so the review could not establish clear conclusions about the effects of particular environmental features.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|+
|Key points   

* Beekhuizen et al. (2025) identified personal, interacting and environmental factors that could facilitate or restrict inclusive outdoor play.
* Social relationships and familiarity affected participation, with children with disabilities reporting more barriers to inclusive outdoor play (Beekhuizen et al., 2025).
* Associations between outdoor play and social-emotional competence varied across some population groups and play contexts (Ferguson et al., 2025).
|}

== '''What does recent research show about outdoor play and children's emotional well-being?''' ==

* Recent research has examined various aspects of outdoor play and children's emotional well-being and provides mixed evidence. These include emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Ferguson et al. (2025) found that more frequent outdoor play was associated with better social-emotional competence. However, the associations varied across some ethnic groups and according to whether outdoor play occurred on school days or weekends.
* Dodd et al. (2026) provides longitudinal evidence from 4,151 children from the Growing Up in Scotland study. Children who played outdoors more frequently between approximately 2 and 4 years of age were more likely to follow a trajectory of low and stable internalising and externalising symptoms through to age 8.
* Poulos et al. (2026) examined children's emotional state immediately after recess during hot weather. Among 317 children in years 4 and 5, the positive effect was higher after outdoor recess and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess settings.
* Together, these studies show evidence of associations between outdoor play or outdoor recess and several aspects of emotional well-being. However, the studies did not show the common effect because the study differ in children's ages, research designs, measures of outdoor play, and emotional outcomes.

=== '''Consistency of recent research findings''' ===
* Recent findings do not show the same effect across all outcomes. Ferguson et al. (2025) found that more frequent outdoor play was associated with lower total difficulties and greater prosocial behaviour. In contrast, Davenport et al. (2024) found that most associations between outdoor play and the physical, cognitive and social-emotional developmental indicators examined were not statistically significant. Therefore, the recent studies have not found significant association across all developmental outcomes.
* Findings can also differ according to the emotional outcome being measured. Poulos et al. (2026) found higher positive affect after outdoor and gymnasium recess than after classroom recess, but no significant differences in negative affect between the three recess settings. Lee et al. (2025)  found that lower emotional dysregulation associated with greater afternoon outdoor play but higher emotional dysregulation is associated with greater outdoor play earlier and later in the day.
* Dodd et al. (2026) provides longer-term evidence. More frequent outdoor play during the preschool years predicted lower odds of belonging to the increasing or decreasing internalising and externalising symptom trajectory groups, relative to the normative low and stable group. This shows an association between early outdoor play and mental-health symptom trajectories across childhood rather than an emotional outcome measured at one point in time.
* Associations may also vary across children and outdoor play contexts. Ferguson et al. (2025) reported differences according to ethnicity and whether outdoor play occurred on school days or weekends.
* Recent findings suggest that associations between outdoor play and emotional well-being are not the same across all outcomes, children and play contexts. The studies differ in children's age, research designs, measures of outdoor play, and emotional outcomes. Thus, findings should not be treated as evidence of one single effect.

=== '''Strengths and limitations of current research''' ===

* Longitudinal research strengthens the evidence concerning temporal relationship. Dodd et al. (2026) analysed 4,151 children from the Growing Up in Scotland study. Outdoor play was measured at approximately 2, 3 and 4 years of age, while internalising and externalising symptoms were measured at approximately 4, 5, 6 and 8 years. This allowed the researchers to examine whether early outdoor play predicted different mental-health symptom trajectories across childhood.
* Although, longitudinal evidence does not establish cause and effect. Dodd et al. (2026) identified reliance on parent report measures as a key limitation, while Lee et al. (2025) also discussed about the possibility of reverse causation when interpreting associations between the timing of outdoor play and emotional dysregulation.
* Measurement of outdoor play is another important consideration. Davenport et al. (2024) examined both parent reported and device measured outdoor play and also tested whether associations were independent of outdoor moderate to vigorous physical activity. This approach distinguishes outdoor play from outdoor physical activity rather than interchangeable measures.
* Limitations are also present across the wider outdoor play literature. De Lannoy et al. (2023) identified 275 Canadian outdoor play publications and found that cross sectional study design was most common. Mental and emotional development had received less research attention in comparison to physical health and development.

{| class=&quot;wikitable&quot;
|+Table 2. Comparison of recent research
!Study               
!Research method             
!Research strength                      
!Limitation                                                
|-
|  &lt;small&gt;Lee et al. (2025)&lt;/small&gt;                                     
|Observational; 6 month follow-up
|Examined the timing of outdoor play and tested working memory as a statistical mediator of the association with emotional dysregulation.     
|Observational mediation cannot establish causation; the authors also considered possible reverse causation when interpreting timing-related findings.
|-
|Ferguson et al. (2025)
|Cross sectional; multi ethnic urban cohort (N=2,568)
|Large sample allowed associations to be examined across population groups and school-day/weekend outdoor play.
|Cross-sectional design cannot establish temporal direction; associations also differed across some groups and play contexts.
|-
|Davenport et al. (2024)
|Observational; preschool sample (N=107)
|Used both parent-reported and device-measured outdoor play and distinguished outdoor play from outdoor moderate-to-vigorous physical activity (MVPA)
|Small sample , and most tested associations with developmental outcomes were not statistically significant.
|-
|Dodd et al. (2026)
|Longitudinal cohort (N = 4,151)
|Outdoor play was measured in the preschool years before later internalising and externalising symptom trajectories.
|Outdoor play and symptoms relied on parent reported measures, and the observational design does not establish conclusions.
|-
|Poulos et al. (2026)
|Recess comparison study (N=317)
|Compared children's positive and negative affect following outdoor, gymnasium and classroom recess rather than using outdoor recess without a comparison setting.
|Examined immediate affect during an extreme-heat context; higher positive affect was also found after gymnasium recess, so the result was not specific to outdoor recess.
|}
As shown in table 2, the recent evidence has different methodological strengths and limitations. Longitudinal data provide stronger evidence about temporal ordering than cross-sectional studies, while the use of parent-reported and device-measured outdoor play addresses some measurement concerns. However, much of the evidence remains observational, several studies rely on parent-reported measures, and differences in emotional outcomes and play contexts limit  the direct comparison between studies.  

{| class=&quot;wikitable&quot;
|Key points

* Recent studies report positive, mixed and non-significant findings across different emotional outcomes and measures of outdoor play (Davenport et al., 2024; Ferguson et al., 2025).
* Lee et al. (2025) and Dodd et al. (2026) found associations across different emotional outcomes and time frames, from emotional dysregulation to later symptom trajectories.
* Differences in study design, measurement, children's age and play context mean the findings should not be interpreted as one consistent effect of outdoor play on emotional well-being. 

|}

== '''How do families, communities and schools support outdoor play opportunities?''' ==

* Opportunities for outdoor play are influenced by children's social and physical environments. Beekhuizen et al. (2025) identified parents, outdoor play environments, communities and time constraints as environmental factors that could act as facilitators or barriers to inclusive outdoor play.
* Support for outdoor play also involves whether children can participate with other children. Beekhuizen et al. (2025) identified experiencing autonomy,  growing up together, making contact and adapting ways of playing as factors involved in inclusive outdoor play.
* The  2025 Position Statement on Active Outdoor Play recommends increasing opportunities for active outdoor play in settings where people live, learn, work and play. It also emphasises collaboration across sectors, settings and societies to support equitable access to active outdoor play (Lee et al., 2025).

=== '''Families''' ===

* Beekhuizen et al. (2025) identified parents as an environmental factor in inclusive outdoor play. Children with disabilities described parents as important in encouraging participation and, for some children, helping to explain their disability to other children.
* Experiencing autonomy was identified as an important personal factor. Some children with disabilities wanted their parents to allow them freedom during outdoor play. Some preferred their parents not to accompany them to the playground, while others were comfortable with parents remaining at a reasonable distance (Beekhuizen et al., 2025).
* These findings indicate that parental support and children's autonomy can both be relevant to opportunities for outdoor play. For some children with disabilities, support could be necessary for participation while opportunities to play more independently were also valued (Beekhuizen et al., 2025).
* Beekhuizen et al. (2025) identified parental support as important for facilitating positive inclusive play experiences. The authors also recommended providing children and parents with knowledge about disabilities and possible adaptations that can support participation
* Family level opportunities also need to be interpreted alongside the time constraints. Some children attending special education described long journeys between school and home that reduced the time available for outdoor play (Beekhuizen et al., 2025). This means that opportunities for outdoor play cannot be interpreted only in terms of children's or parents' preferences.

=== '''Communities''' ===

* Beekhuizen et al. (2025) identified communities and the outdoor play environment as  environmental factors in inclusive outdoor play. Children described physically and socially safe playgrounds as important. While barriers included structure of playgrounds that made participation difficult for some children with disabilities.
* The social environment of a community was also important. Children with disabilities described smaller communities, such as villages and schools, the places where other children and parents could become more familiar with disability. This familiarity was associated with greater acceptance and stronger connections with other children (Beekhuizen et al., 2025).
* Recent  observational research also shows that physical access alone does not explain inclusive outdoor play. Beekhuizen et al. (2026) observed 63 children with and without disabilities during six inclusive outdoor play sessions and assessed both children's playfulness and environmental supportiveness. Children with disabilities showed significantly lower playfulness scores indicating that opportunities for inclusive play were not experienced equally.
* The 2025 Position Statement on Active Outdoor Play recommends collaboration across sectors, settings and societies to preserve, promote and value equitable access to active outdoor play. This places responsibility for outdoor play opportunities across communities and wider systems rather than on children and families alone (Lee et al., 2025).

=== '''Schools''' ===

* Schools can provide opportunities for children with and without disabilities to become familiar with one another. Beekhuizen et al. (2025) identified growing up together and making contact as interacting factors in inclusive outdoor play. Children described familiarity with other children as making contact easier.
* School circumstances can also affect the time and opportunities available for outdoor play. Some children attending special primary education described long travel times between school and home as reducing the time available to play outdoors. Beekhuizen et al. (2025) identified these experiences under time constraints.
* Recess provides another school setting in which children's emotional experiences have been examined. Poulos et al. (2026) studied 317 Year 4 and 5 children during extreme heat weather and found significantly higher positive affect after outdoor and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess     settings.
* Poulos et al. (2026) identified implications for school health, policy and equity, including the need for heat adaptive infrastructure to support access to recess environments during extreme heat. However, the findings do not show that outdoor recess is always better than indoor recess because positive affect was also higher following gymnasium recess.

Quiz

{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Children who have access to the same outdoor playground may still have different opportunities to participate in play.
|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;
{{Robelbox/close}}


{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}
{| class=&quot;wikitable&quot;
|1. Children who have access to the same outdoor playground may still have different opportunities to participate in play.

True                                                                                                                                                                                
False                                                                                                                                                                                                 
2. Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.                                                                                                                                                               
True                                                                                                                                                                                
False                                                                                                                                                                              

|}

{| class=&quot;wikitable&quot;
|Scenario

Two primary school aged children A and B enjoy playing  outdoors. They both lived near the same playground. Child A was very familiar  with the playground and knows several other children who play there and  easily join the games. While child B has disability, uses mobility device and  does not know other children at playground. Some parts of the playground are  difficult to access and joining other children who are already playing can  also be challenging. Child B's parents can provide support, although the child  also prefers to play more independently. 

Consider both children can access the same playground, but  do they have same level opportunities to take part in outdoor play?
|}
'''''&lt;u&gt;Note: Answers to the quiz is 1: True and 2 False&lt;/u&gt;'''''

== '''Conclusion''' ==

* Outdoor play and children's emotional well-being are measured in different ways across recent research. Outdoor play is not equivalent to outdoor physical activity, while emotional outcomes include emotional dysregulation, social-emotional competence, positive and negative affect, and internalising and externalising symptoms. These differences need to be considered when findings across studies are compared.
* Research also provides mixed evidence about how outdoor play may be related to emotional well-being. Gross's (2015) emotion-regulation framework can be applied to emotional situations experienced during play, but it does not show that outdoor play improves emotion regulation. Lee et al. (2025) provides more direct evidence of a possible cognitive process, with working memory statistically mediating the association between afternoon outdoor play and lower emotional dysregulation. However, this observational finding does not establish causation.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Overall, current research supports an association between outdoor play and some aspects of children's emotional well-being but does not establish one consistent effect. Differences in measurement, research design, children and play contexts remain important when interpreting the evidence.

==See also==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www-taylorfrancis-com.ezproxy.canberra.edu.au/books/mono/10.4324/9781003349655/right-child-play-naomi-lott Book Chapter, 2 {{ic|Move to References and cite}}

https://en.wikipedia.org/wiki/Emotional_dysregulation&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Autonomy&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Longitudinal_study&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

[[Cognitive psychology|https://en.wikiversity.org/wiki/Cognitive_psychology]]-Wikipedia article

https://en.wikipedia.org/wiki/Affordance&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

==References==
{{Hanging indent|1=

Beekhuizen, R. Q., Bolster, E. A. M., Gorter, J. W., Henry, N. L., Visser, K., Wittink, H., Kotte, E. M. W., Sol, M. E., &amp; Bloemen, M. A. T. (2025). Play Together? Unveiling Facilitators and Barriers to Inclusive Outdoor Play for Dutch Children With and Without Disabilities: A Qualitative Study. Child: Care, Health &amp; Development, 51(6), Article e70154. https://doi.org/10.1111/cch.70154

Biino, V., Pesce, C., &amp; Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), Article 594. https://doi.org/10.3390/children12050594

Davenport, C., Kuzik, N., Larouche, R., &amp; Carson, V. (2025). The Associations Between Parental-Reported and Device-Based Measured Outdoor Play and Health Indicators of Physical, Cognitive, and Social–Emotional Development in Preschool-Aged Children. Pediatric Exercise Science, 37(2), 102–111. https://doi.org/10.1123/pes.2023-0119

de Lannoy, L., Barbeau, K., Seguin, N., &amp; Tremblay, M. S. (2023). Scoping review of children’s and youth’s outdoor play publications in Canada. Chronic Diseases in Canada, 43(1), 1–13. https://doi.org/10.24095/hpcdp.43.1.01

Dodd, H. F., Cordwell, K., Hesketh, K., Johnstone, A., de la Torre-Luque, A., &amp; McCrorie, P. (2026). Early outdoor play predicts trajectories of child mental health in a population-based cohort. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70175

Ferguson, M., Teyhan, A., Lovell, R., Dodd, H., Wheeler, B., &amp; McEachan, R. (2025). The association between park visits, outdoor play and child social-emotional competency in a multi-ethnic, urban cohort. Wellbeing, Space and Society, 9, Article 100293. https://doi.org/10.1016/j.wss.2025.100293

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Lee, E.-Y., de Lannoy, L., Kim, Y.-B., Rathod, A., James, M. E., Lopes, O., Nasrallah, B., Thankarajah, A., Adjei-Boadi, D., de Barros, M. I. A., Duncan, S., Miller, R. M., Mygind, L., Vanderloo, L. M., Wang, P.-Y., &amp; Tremblay, M. S. (2025). 2025 Position statement on active outdoor play. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), Article 117. https://doi.org/10.1186/s12966-025-01813-9

Lee, J. J., Flouri, E., &amp; Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health &amp; Development, 51(1), Article e70020. https://doi.org/10.1111/cch.70020

Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D., &amp; Schulze, C. (2024). Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review. The American Journal of Occupational Therapy, 78(4), Article 7804185120. https://doi.org/10.5014/ajot.2024.050606

Pereira, J. V., Vila-Nova, F., Veiga, G., Lopes, F., &amp; Cordovil, R. (2024). Associations between outdoor play features and children’s behavior and health: A systematic review. Health &amp; Place, 87, Article 103235. https://doi.org/10.1016/j.healthplace.2024.103235

Poulos, A., Hassan, U. A., Wilson, K., Price, P. M., Vanos, J., &amp; Quilla, J. (2026). Differences in Schoolchildren’s Emotional State After Indoor Versus Outdoor Recess in Extreme‐Heat Weather. The Journal of School Health, 96(4), Article e70135. https://doi.org/10.1111/josh.70135

}}

==External links==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www.child-encyclopedia.com/outdoor-play&lt;nowiki/&gt;-Encyclopedia in early childhood development

https://www.outdoorplaycanada.ca/wp-content/uploads/2026/03/The-2025-AOP10-Position-Statement.pdf&lt;nowiki/&gt;-Position Statement

https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more&lt;nowiki/&gt;-World Health Organisation

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Children]]
[[Category:Motivation and emotion/Book/Nature]]
[[Category:Motivation and emotion/Book/Well-being]]</text>
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    <title>Wikiversity:Candidates for Interface Adminship/Codename Noreste</title>
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      <contributor>
        <username>Codename Noreste</username>
        <id>2969951</id>
      </contributor>
      <comment>/* Codename Noreste (talk • email • contribs • stats • logs • global account) */ reply to Jtneill ([[mw:c:Special:MyLanguage/User:JWBTH/CD|CD]])</comment>
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      <text bytes="3507" sha1="5vov10kk3x1xhfkjka9rblkvu0m0o5r" xml:space="preserve">=== {{user|Codename Noreste}} ===
&lt;!-- State your reasoning below on why you are requesting any permission. Do not add your signature, as it will be automatically added for you. --&gt;
Hello, everyone. Although it is not mentioned by the interface administrator policy, I would like to run for permanent interface administrator permissions (since my temporary IA rights are about to expire). My original stated reasoning was because of the ability to adjust interface pages for dark mode support and to adjust the CSS. However, I am familiar with CSS and I would like to be the first permanent interface administrator on English Wikiversity (to perform technical maintenance). See also [[Wikiversity:Colloquium#Wikiversity talk:Interface administrators#My thoughts about this user group|this discussion]] for context.

I already have 2FA enabled as I hold IA rights on several other projects. Thank you for your consideration. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 16:53, 7 September 2026 (UTC)
: I think we would first need a change to policy which currently only allows for 14 to 120 day IA periods.
: Could you summarise recent changes you've made to the en.wv interface?
: And what future changes are you planning on making to the en.wv interface? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:54, 7 September 2026 (UTC)
:: When I became an interface administrator (prior to being a custodian), I edited several interface messages to adjust for dark mode support. I initially planned to edit the CSS page by removing outdated code and moving the CSS import code (&lt;code&gt;@import url&lt;/code&gt;) to common.css itself, but I didn't have time to do that due to commitments in real life and in other projects. Now that I have that time here, I am willing to perform maintenance on CSS. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:43, 8 September 2026 (UTC)
::: I forgot to mention this, but since I proposed an amendment to the IA policy, another maximum extension would be fine. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:44, 8 September 2026 (UTC)
: Could you link to the previous IA nomination/approval and its date range? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:07, 21 September 2026 (UTC)
:: [[Wikiversity:Colloquium/archives/May 2026#Interface administrator for Codename Noreste]], previously requested the maximum extension. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:26, 22 September 2026 (UTC)

==== Comments/questions ====
: It has been roughly more than a week, can this request be closed? Thank you. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 07:30, 18 September 2026 (UTC)

==== Votes ====
:{{support}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:20, 14 September 2026 (UTC)
:{{oppose}} for now. No need for the rush, wait until the discussion is over. Best! [[User:Mbataw|Mbataw]] ([[User talk:Mbataw|discuss]] • [[Special:Contributions/Mbataw|contribs]]) 13:10, 18 September 2026 (UTC)</text>
      <sha1>5vov10kk3x1xhfkjka9rblkvu0m0o5r</sha1>
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    <revision>
      <id>2834238</id>
      <parentid>2834237</parentid>
      <timestamp>2026-09-22T15:28:14Z</timestamp>
      <contributor>
        <username>Codename Noreste</username>
        <id>2969951</id>
      </contributor>
      <comment>/* Votes */ reply to Mbataw ([[mw:c:Special:MyLanguage/User:JWBTH/CD|CD]])</comment>
      <origin>2834238</origin>
      <model>wikitext</model>
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      <text bytes="3800" sha1="0j3o4pt6xcg9tsmulgz8zvcushrerfu" xml:space="preserve">=== {{user|Codename Noreste}} ===
&lt;!-- State your reasoning below on why you are requesting any permission. Do not add your signature, as it will be automatically added for you. --&gt;
Hello, everyone. Although it is not mentioned by the interface administrator policy, I would like to run for permanent interface administrator permissions (since my temporary IA rights are about to expire). My original stated reasoning was because of the ability to adjust interface pages for dark mode support and to adjust the CSS. However, I am familiar with CSS and I would like to be the first permanent interface administrator on English Wikiversity (to perform technical maintenance). See also [[Wikiversity:Colloquium#Wikiversity talk:Interface administrators#My thoughts about this user group|this discussion]] for context.

I already have 2FA enabled as I hold IA rights on several other projects. Thank you for your consideration. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 16:53, 7 September 2026 (UTC)
: I think we would first need a change to policy which currently only allows for 14 to 120 day IA periods.
: Could you summarise recent changes you've made to the en.wv interface?
: And what future changes are you planning on making to the en.wv interface? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:54, 7 September 2026 (UTC)
:: When I became an interface administrator (prior to being a custodian), I edited several interface messages to adjust for dark mode support. I initially planned to edit the CSS page by removing outdated code and moving the CSS import code (&lt;code&gt;@import url&lt;/code&gt;) to common.css itself, but I didn't have time to do that due to commitments in real life and in other projects. Now that I have that time here, I am willing to perform maintenance on CSS. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:43, 8 September 2026 (UTC)
::: I forgot to mention this, but since I proposed an amendment to the IA policy, another maximum extension would be fine. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:44, 8 September 2026 (UTC)
: Could you link to the previous IA nomination/approval and its date range? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:07, 21 September 2026 (UTC)
:: [[Wikiversity:Colloquium/archives/May 2026#Interface administrator for Codename Noreste]], previously requested the maximum extension. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:26, 22 September 2026 (UTC)

==== Comments/questions ====
: It has been roughly more than a week, can this request be closed? Thank you. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 07:30, 18 September 2026 (UTC)

==== Votes ====
:{{support}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:20, 14 September 2026 (UTC)
:{{oppose}} for now. No need for the rush, wait until the discussion is over. Best! [[User:Mbataw|Mbataw]] ([[User talk:Mbataw|discuss]] • [[Special:Contributions/Mbataw|contribs]]) 13:10, 18 September 2026 (UTC)
:: Hi, [[User:Mbataw|Mbataw]]. Instead of opposing, a better solution is that my nomination would be on hold until the discussion is closed. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:28, 22 September 2026 (UTC)</text>
      <sha1>0j3o4pt6xcg9tsmulgz8zvcushrerfu</sha1>
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    <revision>
      <id>2834243</id>
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      <contributor>
        <username>Mbataw</username>
        <id>3084293</id>
      </contributor>
      <comment>/* Votes */ what seems reasonable</comment>
      <origin>2834243</origin>
      <model>wikitext</model>
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      <text bytes="3810" sha1="dknwuf7cgdtc2p585ikinj3wb56v4dz" xml:space="preserve">=== {{user|Codename Noreste}} ===
&lt;!-- State your reasoning below on why you are requesting any permission. Do not add your signature, as it will be automatically added for you. --&gt;
Hello, everyone. Although it is not mentioned by the interface administrator policy, I would like to run for permanent interface administrator permissions (since my temporary IA rights are about to expire). My original stated reasoning was because of the ability to adjust interface pages for dark mode support and to adjust the CSS. However, I am familiar with CSS and I would like to be the first permanent interface administrator on English Wikiversity (to perform technical maintenance). See also [[Wikiversity:Colloquium#Wikiversity talk:Interface administrators#My thoughts about this user group|this discussion]] for context.

I already have 2FA enabled as I hold IA rights on several other projects. Thank you for your consideration. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 16:53, 7 September 2026 (UTC)
: I think we would first need a change to policy which currently only allows for 14 to 120 day IA periods.
: Could you summarise recent changes you've made to the en.wv interface?
: And what future changes are you planning on making to the en.wv interface? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:54, 7 September 2026 (UTC)
:: When I became an interface administrator (prior to being a custodian), I edited several interface messages to adjust for dark mode support. I initially planned to edit the CSS page by removing outdated code and moving the CSS import code (&lt;code&gt;@import url&lt;/code&gt;) to common.css itself, but I didn't have time to do that due to commitments in real life and in other projects. Now that I have that time here, I am willing to perform maintenance on CSS. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:43, 8 September 2026 (UTC)
::: I forgot to mention this, but since I proposed an amendment to the IA policy, another maximum extension would be fine. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:44, 8 September 2026 (UTC)
: Could you link to the previous IA nomination/approval and its date range? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:07, 21 September 2026 (UTC)
:: [[Wikiversity:Colloquium/archives/May 2026#Interface administrator for Codename Noreste]], previously requested the maximum extension. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:26, 22 September 2026 (UTC)

==== Comments/questions ====
: It has been roughly more than a week, can this request be closed? Thank you. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 07:30, 18 September 2026 (UTC)

==== Votes ====
:{{support}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:20, 14 September 2026 (UTC)
:&lt;s&gt;{{oppose}}&lt;/s&gt; {{comment}} No need for the rush, wait until the discussion is over. Best! [[User:Mbataw|Mbataw]] ([[User talk:Mbataw|discuss]] • [[Special:Contributions/Mbataw|contribs]]) 13:10, 18 September 2026 (UTC)
:: Hi, [[User:Mbataw|Mbataw]]. Instead of opposing, a better solution is that my nomination would be on hold until the discussion is closed. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:28, 22 September 2026 (UTC)</text>
      <sha1>dknwuf7cgdtc2p585ikinj3wb56v4dz</sha1>
    </revision>
    <revision>
      <id>2834244</id>
      <parentid>2834243</parentid>
      <timestamp>2026-09-22T15:46:40Z</timestamp>
      <contributor>
        <username>Mbataw</username>
        <id>3084293</id>
      </contributor>
      <comment>/* Votes */ Moving to the proper comment section</comment>
      <origin>2834244</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3292" sha1="8452bjzcomc79uhhgb5btzp7m5hwady" xml:space="preserve">=== {{user|Codename Noreste}} ===
&lt;!-- State your reasoning below on why you are requesting any permission. Do not add your signature, as it will be automatically added for you. --&gt;
Hello, everyone. Although it is not mentioned by the interface administrator policy, I would like to run for permanent interface administrator permissions (since my temporary IA rights are about to expire). My original stated reasoning was because of the ability to adjust interface pages for dark mode support and to adjust the CSS. However, I am familiar with CSS and I would like to be the first permanent interface administrator on English Wikiversity (to perform technical maintenance). See also [[Wikiversity:Colloquium#Wikiversity talk:Interface administrators#My thoughts about this user group|this discussion]] for context.

I already have 2FA enabled as I hold IA rights on several other projects. Thank you for your consideration. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 16:53, 7 September 2026 (UTC)
: I think we would first need a change to policy which currently only allows for 14 to 120 day IA periods.
: Could you summarise recent changes you've made to the en.wv interface?
: And what future changes are you planning on making to the en.wv interface? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:54, 7 September 2026 (UTC)
:: When I became an interface administrator (prior to being a custodian), I edited several interface messages to adjust for dark mode support. I initially planned to edit the CSS page by removing outdated code and moving the CSS import code (&lt;code&gt;@import url&lt;/code&gt;) to common.css itself, but I didn't have time to do that due to commitments in real life and in other projects. Now that I have that time here, I am willing to perform maintenance on CSS. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:43, 8 September 2026 (UTC)
::: I forgot to mention this, but since I proposed an amendment to the IA policy, another maximum extension would be fine. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:44, 8 September 2026 (UTC)
: Could you link to the previous IA nomination/approval and its date range? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:07, 21 September 2026 (UTC)
:: [[Wikiversity:Colloquium/archives/May 2026#Interface administrator for Codename Noreste]], previously requested the maximum extension. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:26, 22 September 2026 (UTC)

==== Comments/questions ====
: It has been roughly more than a week, can this request be closed? Thank you. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 07:30, 18 September 2026 (UTC)

==== Votes ====
:{{support}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:20, 14 September 2026 (UTC)</text>
      <sha1>8452bjzcomc79uhhgb5btzp7m5hwady</sha1>
    </revision>
    <revision>
      <id>2834245</id>
      <parentid>2834244</parentid>
      <timestamp>2026-09-22T15:47:08Z</timestamp>
      <contributor>
        <username>Mbataw</username>
        <id>3084293</id>
      </contributor>
      <comment>/* Comments/questions */ Moved</comment>
      <origin>2834245</origin>
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      <format>text/x-wiki</format>
      <text bytes="3810" sha1="3doxpx966onx9ewf4kgo8o3rskedeax" xml:space="preserve">=== {{user|Codename Noreste}} ===
&lt;!-- State your reasoning below on why you are requesting any permission. Do not add your signature, as it will be automatically added for you. --&gt;
Hello, everyone. Although it is not mentioned by the interface administrator policy, I would like to run for permanent interface administrator permissions (since my temporary IA rights are about to expire). My original stated reasoning was because of the ability to adjust interface pages for dark mode support and to adjust the CSS. However, I am familiar with CSS and I would like to be the first permanent interface administrator on English Wikiversity (to perform technical maintenance). See also [[Wikiversity:Colloquium#Wikiversity talk:Interface administrators#My thoughts about this user group|this discussion]] for context.

I already have 2FA enabled as I hold IA rights on several other projects. Thank you for your consideration. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 16:53, 7 September 2026 (UTC)
: I think we would first need a change to policy which currently only allows for 14 to 120 day IA periods.
: Could you summarise recent changes you've made to the en.wv interface?
: And what future changes are you planning on making to the en.wv interface? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:54, 7 September 2026 (UTC)
:: When I became an interface administrator (prior to being a custodian), I edited several interface messages to adjust for dark mode support. I initially planned to edit the CSS page by removing outdated code and moving the CSS import code (&lt;code&gt;@import url&lt;/code&gt;) to common.css itself, but I didn't have time to do that due to commitments in real life and in other projects. Now that I have that time here, I am willing to perform maintenance on CSS. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:43, 8 September 2026 (UTC)
::: I forgot to mention this, but since I proposed an amendment to the IA policy, another maximum extension would be fine. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:44, 8 September 2026 (UTC)
: Could you link to the previous IA nomination/approval and its date range? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:07, 21 September 2026 (UTC)
:: [[Wikiversity:Colloquium/archives/May 2026#Interface administrator for Codename Noreste]], previously requested the maximum extension. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:26, 22 September 2026 (UTC)

==== Comments/questions ====
: It has been roughly more than a week, can this request be closed? Thank you. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 07:30, 18 September 2026 (UTC)
:&lt;s&gt;{{oppose}}&lt;/s&gt; {{comment}} No need for the rush, wait until the discussion is over. Best! [[User:Mbataw|Mbataw]] ([[User talk:Mbataw|discuss]] • [[Special:Contributions/Mbataw|contribs]]) 13:10, 18 September 2026 (UTC)
:: Hi, [[User:Mbataw|Mbataw]]. Instead of opposing, a better solution is that my nomination would be on hold until the discussion is closed. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:28, 22 September 2026 (UTC)

==== Votes ====
:{{support}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:20, 14 September 2026 (UTC)</text>
      <sha1>3doxpx966onx9ewf4kgo8o3rskedeax</sha1>
    </revision>
    <revision>
      <id>2834246</id>
      <parentid>2834245</parentid>
      <timestamp>2026-09-22T16:01:57Z</timestamp>
      <contributor>
        <username>Saroj</username>
        <id>2896480</id>
      </contributor>
      <comment>/* Votes */ support</comment>
      <origin>2834246</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3954" sha1="qh90m559l1gienn5k7wrwbf9hw26rlj" xml:space="preserve">=== {{user|Codename Noreste}} ===
&lt;!-- State your reasoning below on why you are requesting any permission. Do not add your signature, as it will be automatically added for you. --&gt;
Hello, everyone. Although it is not mentioned by the interface administrator policy, I would like to run for permanent interface administrator permissions (since my temporary IA rights are about to expire). My original stated reasoning was because of the ability to adjust interface pages for dark mode support and to adjust the CSS. However, I am familiar with CSS and I would like to be the first permanent interface administrator on English Wikiversity (to perform technical maintenance). See also [[Wikiversity:Colloquium#Wikiversity talk:Interface administrators#My thoughts about this user group|this discussion]] for context.

I already have 2FA enabled as I hold IA rights on several other projects. Thank you for your consideration. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 16:53, 7 September 2026 (UTC)
: I think we would first need a change to policy which currently only allows for 14 to 120 day IA periods.
: Could you summarise recent changes you've made to the en.wv interface?
: And what future changes are you planning on making to the en.wv interface? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:54, 7 September 2026 (UTC)
:: When I became an interface administrator (prior to being a custodian), I edited several interface messages to adjust for dark mode support. I initially planned to edit the CSS page by removing outdated code and moving the CSS import code (&lt;code&gt;@import url&lt;/code&gt;) to common.css itself, but I didn't have time to do that due to commitments in real life and in other projects. Now that I have that time here, I am willing to perform maintenance on CSS. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:43, 8 September 2026 (UTC)
::: I forgot to mention this, but since I proposed an amendment to the IA policy, another maximum extension would be fine. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:44, 8 September 2026 (UTC)
: Could you link to the previous IA nomination/approval and its date range? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:07, 21 September 2026 (UTC)
:: [[Wikiversity:Colloquium/archives/May 2026#Interface administrator for Codename Noreste]], previously requested the maximum extension. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:26, 22 September 2026 (UTC)

==== Comments/questions ====
: It has been roughly more than a week, can this request be closed? Thank you. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 07:30, 18 September 2026 (UTC)
:&lt;s&gt;{{oppose}}&lt;/s&gt; {{comment}} No need for the rush, wait until the discussion is over. Best! [[User:Mbataw|Mbataw]] ([[User talk:Mbataw|discuss]] • [[Special:Contributions/Mbataw|contribs]]) 13:10, 18 September 2026 (UTC)
:: Hi, [[User:Mbataw|Mbataw]]. Instead of opposing, a better solution is that my nomination would be on hold until the discussion is closed. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:28, 22 September 2026 (UTC)

==== Votes ====
* {{support}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:20, 14 September 2026 (UTC)
* {{support}} --[[User:Saroj|Saroj]] ([[User talk:Saroj|discuss]] • [[Special:Contributions/Saroj|contribs]]) 16:01, 22 September 2026 (UTC)</text>
      <sha1>qh90m559l1gienn5k7wrwbf9hw26rlj</sha1>
    </revision>
    <revision>
      <id>2834280</id>
      <parentid>2834246</parentid>
      <timestamp>2026-09-23T01:09:35Z</timestamp>
      <contributor>
        <username>Codename Noreste</username>
        <id>2969951</id>
      </contributor>
      <minor />
      <comment>/* Comments/questions */ edit reply to Mbataw ([[mw:c:Special:MyLanguage/User:JWBTH/CD|CD]])</comment>
      <origin>2834280</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3964" sha1="93w4v73qhxq9lnlwfwna750j86f5su8" xml:space="preserve">=== {{user|Codename Noreste}} ===
&lt;!-- State your reasoning below on why you are requesting any permission. Do not add your signature, as it will be automatically added for you. --&gt;
Hello, everyone. Although it is not mentioned by the interface administrator policy, I would like to run for permanent interface administrator permissions (since my temporary IA rights are about to expire). My original stated reasoning was because of the ability to adjust interface pages for dark mode support and to adjust the CSS. However, I am familiar with CSS and I would like to be the first permanent interface administrator on English Wikiversity (to perform technical maintenance). See also [[Wikiversity:Colloquium#Wikiversity talk:Interface administrators#My thoughts about this user group|this discussion]] for context.

I already have 2FA enabled as I hold IA rights on several other projects. Thank you for your consideration. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 16:53, 7 September 2026 (UTC)
: I think we would first need a change to policy which currently only allows for 14 to 120 day IA periods.
: Could you summarise recent changes you've made to the en.wv interface?
: And what future changes are you planning on making to the en.wv interface? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:54, 7 September 2026 (UTC)
:: When I became an interface administrator (prior to being a custodian), I edited several interface messages to adjust for dark mode support. I initially planned to edit the CSS page by removing outdated code and moving the CSS import code (&lt;code&gt;@import url&lt;/code&gt;) to common.css itself, but I didn't have time to do that due to commitments in real life and in other projects. Now that I have that time here, I am willing to perform maintenance on CSS. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:43, 8 September 2026 (UTC)
::: I forgot to mention this, but since I proposed an amendment to the IA policy, another maximum extension would be fine. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:44, 8 September 2026 (UTC)
: Could you link to the previous IA nomination/approval and its date range? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:07, 21 September 2026 (UTC)
:: [[Wikiversity:Colloquium/archives/May 2026#Interface administrator for Codename Noreste]], previously requested the maximum extension. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:26, 22 September 2026 (UTC)

==== Comments/questions ====
: It has been roughly more than a week, can this request be closed? Thank you. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 07:30, 18 September 2026 (UTC)
:&lt;s&gt;{{oppose}}&lt;/s&gt; {{comment}} No need for the rush, wait until the discussion is over. Best! [[User:Mbataw|Mbataw]] ([[User talk:Mbataw|discuss]] • [[Special:Contributions/Mbataw|contribs]]) 13:10, 18 September 2026 (UTC)
:: Hi, [[User:Mbataw|Mbataw]]. Instead of opposing, a better solution would be that my nomination would be put on hold until the discussion is closed. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:28, 22 September 2026 (UTC)

==== Votes ====
* {{support}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:20, 14 September 2026 (UTC)
* {{support}} --[[User:Saroj|Saroj]] ([[User talk:Saroj|discuss]] • [[Special:Contributions/Saroj|contribs]]) 16:01, 22 September 2026 (UTC)</text>
      <sha1>93w4v73qhxq9lnlwfwna750j86f5su8</sha1>
    </revision>
  </page>
  <page>
    <title>User:BajookThug/Linguistics/Conlang</title>
    <ns>2</ns>
    <id>332199</id>
    <revision>
      <id>2834273</id>
      <parentid>2834178</parentid>
      <timestamp>2026-09-22T23:25:28Z</timestamp>
      <contributor>
        <username>BajookThug</username>
        <id>2920913</id>
      </contributor>
      <comment>/* Morphophonology */</comment>
      <origin>2834273</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="7459" sha1="m470p5yppospp7hv6ur8iu0w8ug4a1b" xml:space="preserve">==Phonology==

===Vowels===

{| class=&quot;wikitable&quot; style=&quot;text-align:center;&quot;
|+ Vowel phonemes
! 
! Front
! Central
! Back
|-
! [[w:Close vowel|Close]]
| {{IPA|i}} || || {{IPA|u}}
|-
! [[w:Mid vowel|Mid]]
| {{IPA|e}} || || {{IPA|o}}
|-
! [[w:Open vowel|Open]]
| || {{IPA|ä}} || 
|}

===Consonants===

{| class=&quot;wikitable&quot; style=&quot;text-align:center;&quot;
|+ Consonant phonemes
! colspan=&quot;2&quot; |
! Plain
! Palatalized
|-
! rowspan=&quot;3&quot; | [[w:Stop consonant|Stop]]
! &lt;small&gt;voiceless&lt;/small&gt;
| {{IPA|/p/}} {{IPA|/t/}} {{IPA|/k/}}
| {{IPA|/pʲ/}} {{IPA|/tʲ/}} {{IPA|/kʲ/}}
|-
! &lt;small&gt;voiced&lt;/small&gt;
| {{IPA|/b/}} {{IPA|/d/}} {{IPA|/g/}}
| {{IPA|/bʲ/}} {{IPA|/dʲ/}} {{IPA|/gʲ/}}
|-
! &lt;small&gt;glottal&lt;/small&gt;
| {{IPA|/ʔ/}}
| —
|-
! colspan=&quot;2&quot; | [[w:Fricative consonant|Fricative]]
| {{IPA|/s/}}
| —
|-
! colspan=&quot;2&quot; | [[w:Nasal consonant|Nasal]]
| {{IPA|/m/}} {{IPA|/n/}}
| {{IPA|/nʲ/}}
|-
! colspan=&quot;2&quot; | [[w:Liquid consonant|Liquid]]
| {{IPA|/l/}} {{IPA|/r/}}
| {{IPA|/lʲ/}}
|-
! colspan=&quot;2&quot; | [[w:Glide consonant|Glide]]
| {{IPA|/w/}} {{IPA|/j/}}
| —
|}

=====Syllabic sonorants=====

The language has syllabic sonorants in zero-grade and suffixal positions:

dar- → dr̥- “door” zero grade

===Morphophonology===

====Ablaut grades====
There are four grades: zero, a-grade, e-grade, o-grade.

Example root *dar “door”:

* zero: dr̥-

* a: dar-

* e: der-

* o: dor-

====Palatalization====

Palatalization is both lexical and morphological.

Lexical:

gyay- “life”

nyaw- “hate”

lyawt- “people”

mady- “big, mighty”  

Morphological: in the feminine *-i* declension, stem-final consonant palatalizes in most oblique cases:

{| class=&quot;wikitable&quot;
! Case !! Form
|-

| NOM.SG || ʔan-i
|-

| GEN.SG || ʔan-ʲu
|-

| DAT.SG || ʔan-ʲe
|-

| ACC.SG || ʔan-ʲgo
|}

So n → nʲ is part of the grammar.

====Nominal morphology====

There are three genders, masculine, feminine, and neuter: 

* Masculine *-m̥ declension

* Feminine *-i declension

* Neuter *-r̥ declension

N = nominative

G = genitive

D = dative

A = accusative

I = instrumental

L = locative

Each has singular and plural.

=====Masculine declension=====

{| class=&quot;wikitable&quot;
! Case !! Singular !! Plural
|-

| NOM. || dar-m̥ || dar-ey
|-

| GEN. || dr-ow || dr-wam
|-

| DAT. || dar-un || dar-am
|-

| ACC. || dr-owgo || dr-owgam
|-

| INST. || dar-in || dr-imey
|-

| LOC. || dar-i || dr-im
|}

=====Feminine declension=====

{| class=&quot;wikitable&quot;
! Case !! Singular !! Plural
|-

| NOM. || ʔan-i || ʔan-ey
|-

| GEN. || ʔan-ʲu || ʔan-ʲ
|-

| DAT. || ʔan-ʲe || ʔan-ʲam
|-

| ACC. || ʔan-ʲgo || ʔan-ʲgam
|-

| INST. || ʔan-ʲin || ʔan-ʲmey
|-

| LOC. || ʔan-ʲi || ʔan-ʲim
|}

====Verbal morphology====

Two conjugations are visible; (e)-iti &amp; (o)-ti.

=====Conjugation I=====

{| class=&quot;wikitable&quot;
! Person !! Imperfective !! Perfective
|-

| 1sg || sol-yon || sl-edon
|-

| 2sg || sol-yesu || sl-edesu
|-

| 3sg || sol-yetu || sl-edetu
|-

| 1pl || sol-yomey || sl-edomey
|-

| 2pl || sol-yesey || sl-edesey
|-

| 3pl || sol-yetey || sl-edetey
|}

Imperfective: o-grade root + *-y- + endings

Perfective: zero-grade root + *-ed- + endings

Personal endings: -on, -esu, -etu, -omey, -esey, -etey

=====Conjugation II=====

{| class=&quot;wikitable&quot;
! Person !! Imperfective !! Perfective
|-

| 1sg || rek-iyon || rk-id-yon
|-

| 2sg || rek-iyesu || rk-id-yesu
|-

| 3sg || rek-iyetu || rk-id-yetu
|-

| 1pl || rek-iyomey || rk-id-yomey
|-

| 2pl || rek-iyesey || rk-id-yesey
|-

| 3pl || rek-iyetey || rk-id-yetey
|}

===Derivational suffixes===

{| class=&quot;wikitable&quot;
! Suffix !! Function
|-

| (o)-tilm̥ || past tense participle
|-

| (e)-edym̥ || actor noun
|-

| (e)-tokm̥ || diminutive
|-

| (a)-adm̥ || present participle
|-

| -o || adverb from adjective
|-

| n̥- || privative
|-

| (o)-ti || infinitive
|-

| (e)-tm̥ || action/result noun
|-

| (Ø)-eym̥ || genitive / “made of”
|-

| (e)-iti || resultative infinitive
|}

===Adverbs and pronouns===

{| class=&quot;wikitable&quot;
! Adverb !! Meaning
|-

| ʔiy-i || “here”
|-

| ʔoy-i || “there”
|-

| ʔi-raʔs || “now”
|-

| ʔo-raʔs || “(back)then”
|-

| ʔi-dańi || “today”
|-

| swar-un || “tomorrow”
|-

| wor-til-i || “yesterday”
|-

| na || “not”
|-

| naw-o || “again”
|-

| dab-o || “well”
|-

| tas-o || “quickly”
|-

| pays-ad-o || “with”
|}

{| class=&quot;wikitable&quot;
! Pronoun !! Meaning
|-

| tay- || “me”
|-

| taw- || “you, sg”
|-

| ʔon- || “3sg”
|-

| mays- || “we”
|-

| was- || “you, pl”
|-

| teʔ- || “they”
|}

==Roots==

{| class=&quot;wikitable&quot;
! Root !! Meaning
|-

| dar- || door
|-

| tay- || me
|-

| gal- || head
|-

| ʔayt- || eye
|-

| ʔag- || fire
|-

| paʔ- || water
|-

| sal- || walk, move
|-

| kas- || want
|-

| ʔan- || love
|-

| gyay- || life
|-

| baw- || be
|-

| ʔalp- || horse
|-

| swal- || rape
|-

| mar- || die
|-

| ʔiy- || this
|-

| swar- || morning
|-

| wart- || turn
|-

| naw- || new
|-

| pran- || old
|-

| dab- || good
|-

| tas- || speed
|-

| gar- || enclosure
|-

| pays- || back
|-

| skar- || stand; be (stative)
|-

| was- || you, pl
|-

| mays- || we
|-

| ʔon- || 3sg
|-

| teʔ- || they
|-

| taw- || you, sg
|-

| lyawt- || people
|-

| mady- || big, mighty
|-

| rawk- || hand
|-

| ban- || build
|-

| nyaw- || hate
|-

| rak- || keep, secure; organize
|}

==Master Dictionary==

/ä/ /i/ /e/ /o/ /u/

/p/, /t/, /k/  -ʲ
/b/, /d/, /g/ -ʲ
/w/, /s/ 
/m/, /n/, /l/
/r/, /j/
/ʔ/

dar- &quot;door&quot;
tay-, &quot;me&quot;
gal- &quot;head&quot; 
ʔayt- &quot;eye&quot; 
ʔag- &quot;fire&quot; 
paʔ- &quot;water&quot; 
sal- &quot;walk, move&quot; 
kas- &quot;want&quot; 
ʔan - &quot;love&quot;
gʲay- &quot;life&quot;
baw- &quot;be&quot;
ʔalp- &quot;horse&quot;
swal- &quot;rape&quot;
mar- &quot;die&quot;
ʔiy- &quot;this&quot;
swar- &quot;morning&quot;
wart- &quot;turn&quot;
naw- &quot;new&quot;
pran- &quot;old&quot;
dab- &quot;good&quot;
tas- &quot;speed&quot;
gar- &quot;enclosure&quot;
pays- &quot;back&quot;
skar- &quot;stand; be (stative)&quot;
was- &quot;you, pl&quot;
mays- &quot;we&quot;
ʔon- &quot;3sg&quot;
teʔ- &quot;they&quot; 
taw- &quot;you, sg&quot; 
lyawt- &quot;people&quot; 
mady- &quot;big, mighty&quot;
rawk- &quot;hand&quot;
ban- &quot;build&quot; 
ńaw- &quot;hate&quot;
rak- &quot;keep, secure; organize&quot;

grades: zero, full (a-grade), e-grade, o-grade

dr̥-,dar, der,dor- 

suffixes
(o)-tilm̥, past tense participle 
(e)-edym̥, noun forming actor suffix 
(e)-tokm̥, dimunitve suffix 
(a)-adm̥, pres ptcp 
-o, adv forming suffix from adj
n-, privative suffix
(o)-ti, infinitive
(e)-tm̥, action/result from v
(Ø)-eym̥, genitive/made of
(e)-iti, infinitive resultative

Adverbs
ʔiy-i &quot;here&quot; 
ʔoy-i &quot;there&quot;
ʔi-raʔs &quot;now&quot; 
ʔo-raʔs &quot;(back)then&quot;
ʔi-dańi &quot;today&quot; 
swar-un &quot;tomorow&quot;
wor-til-i &quot;yesterday&quot; 
na &quot;not&quot;
naw-o &quot;again&quot;
dab-o &quot;well&quot; 
tas-o &quot;quickly&quot;
pays-ad-o &quot;with&quot;

Masculine -m̥ declension
NGDAIL

dar-m̥, dar-ey 
dr̥-ow, dr̥-wam 
dar-un, dar-am 
dr̥-owgo, dr̥-owgam 
dar-in, dr̥-imey 
dar-i, dr̥-im

feminine -i declension
NGDAIL

ʔan-i, ʔan-ey
ʔan-ʲu, ʔan-ʲ
ʔan-ʲe, ʔan-ʲam
ʔan-ʲgo, ʔan-ʲgam
ʔan-ʲin, ʔan-ʲmey
ʔan-ʲi, ʔan-ʲim

verb conjugation
sal-
S123, P123
sol-ti - inf
sol-yon, sl-edon - pres. ind. impf/perf
sol-yesu, sl-edesu
sol-yetu, sl-edetu
sol-yomey, sl-edomey
sol-yesey, sl-edesey
sol-yetey, sl-edetey 

sol-al-m̥, sol-al-i

sol-u, sol-isey 

(e)-iti conjugation

rak-
rek-iti, inf
rek-iyon, rk-id-yon
rek-iyesu, rk-id-yesu
rek-iyetu, rk-id-yetu
rek-iyomey, rk-id-yomey
rek-iyesey, rk-id-yesey
rek-iyetey, rk-id-yetey

rok-al-m̥, rok-al-i

rek-i, rek-isey

ks-edon tyow-owgo dr̥-owgo ʔoy(s)-ti

tyowi ʔani ǵayi tyowin ʔańin bwedetu

bontilm̥ paysado madyin rawḱin lyawt́</text>
      <sha1>m470p5yppospp7hv6ur8iu0w8ug4a1b</sha1>
    </revision>
  </page>
  <page>
    <title>User:Pisces04</title>
    <ns>2</ns>
    <id>332202</id>
    <revision>
      <id>2834235</id>
      <timestamp>2026-09-22T13:22:50Z</timestamp>
      <contributor>
        <username>Pisces04</username>
        <id>3111429</id>
      </contributor>
      <comment>Created page with &quot;== ''The Impact of technology in Education'' == ''Educational technology (EdTech) refers to the use of digital tools , platforms ,devices ,software, and systems to support teaching and learning''&lt;ref&gt;Josué, A., Bedoya-Flores, M. C., Mosquera-Quiñonez, E. F., Mesías-Simisterra, Á. E., &amp; Bautista-Sánchez, J. V. (2023). Educational Platforms: Digital Tools for the teaching-learning process in Education. ''Ibero-American Journal of Education &amp; Society Research'', ''3''(...&quot;</comment>
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      <text bytes="13870" sha1="io4jtezybsipm768xxdm5i8ydzc7yk5" xml:space="preserve">== ''The Impact of technology in Education'' ==
''Educational technology (EdTech) refers to the use of digital tools , platforms ,devices ,software, and systems to support teaching and learning''&lt;ref&gt;Josué, A., Bedoya-Flores, M. C., Mosquera-Quiñonez, E. F., Mesías-Simisterra, Á. E., &amp; Bautista-Sánchez, J. V. (2023). Educational Platforms: Digital Tools for the teaching-learning process in Education. ''Ibero-American Journal of Education &amp; Society Research'', ''3''(1), 259-263.&lt;/ref&gt; ''.It includes everything from computers and tablets in classrooms to online learning platforms ,adaptive software ,artificial intelligence tutors ,virtual reality experiences ,and learning management systems (LMS)''&lt;ref&gt;bayu dani Nandiyanto, A., &amp; Sidik, N. A. C. (2026). Revolutionizing education: Exploring technological innovations, opportunities and challenges across i0t, ar, vr, ai, lms, ml, gamification and emerging. ''Journal of Advanced Research Design'', ''136''(1), 108-137.&lt;/ref&gt;

''Technology influences education in multiple ways , as a tool for delivering content ,personalising instruction ,improving access, supporting collaboration ,assessing learners ,and preparing students for a digital world .Its impact is entirely positively nor negatively ,it depends on how it is designed ,implemented ,and supported by teachers ,schools and policies.''&lt;ref&gt;{{Cite journal|last=Jaali|first=La|last2=Dwiyanto|first2=Dwiyanto|last3=Subaeki|first3=Beki|date=2025-02-27|title=The Impact of Technology on Education: Transforming Learning in the Digital Age|url=https://www.researchgate.net/publication/399526752_The_Impact_of_Technology_on_Education_Transforming_Learning_in_the_Digital_Age|journal=Technologia Journal|volume=2|pages=36–51|doi=10.62872/dcsk7858}}&lt;/ref&gt;

=== ''Objectives'' ===

* ''To create an organised online knowledge sharing platform on the impacts of technology in education.''
* ''To present balanced, research-informed information covering benefits, challenges, case studies, and best practices.''
* ''To demonstrate effective use of multimedia, hyperlinks, and collaborative features in a wiki environment.''
* ''To help educators and students make informed decisions about technology integration.''&lt;ref&gt;{{Cite journal|last=Fasola|first=Omobolanle|last2=Abimbola|first2=Margaret|last3=Olusola|date=2023-11-01|title=Collaborative technology for information sharing, knowledge creation and management in libraries|url=https://www.researchgate.net/publication/378936093_Collaborative_technology_for_information_sharing_knowledge_creation_and_management_in_libraries}}&lt;/ref&gt;

== ''Introduction'' ==
''Technology has become an integral part of modern education. The [[WikiJournal Preprints/COVID-19 pandemic|COVID-19 pandemic]] accelerated its adoption worldwide as schools shifted to remote and hybrid learning. Today, most classrooms incorporate some form of digital tool ,whether interactive [[Interactive whiteboard|whiteboards]], student devices, online platforms, or AI-powered applications.''

=== ''Key historical milestones'' ===

* ''Early computer-assisted instruction in the 1960s–1980s''&lt;ref&gt;{{Cite journal|last=Lu|first=Lu|last2=Shen|first2=Peijun|date=2023-12-15|title=The Development History and Future Trend of Computer-Assisted Teaching|url=https://www.researchgate.net/publication/377789600_The_Development_History_and_Future_Trend_of_Computer-Assisted_Teaching|journal=Highlights in Science, Engineering and Technology|volume=72|pages=423–428|doi=10.54097/mn007h87}}&lt;/ref&gt;
* ''The rise of the internet and learning management systems in the 1990s–2000s''&lt;ref&gt;{{Cite journal|last=Qambar|first=Mohammed|date=2024-04-27|title=Learning Management Systems (LMS): Evolution, Features Topic 1: Evolution and Development of Learning Management Systems Topic 2: Key Features and Benefits of Learning Management Systems|url=https://www.researchgate.net/publication/391209098_Learning_Management_Systems_LMS_Evolution_Features_Topic_1_Evolution_and_Development_of_Learning_Management_Systems_Topic_2_Key_Features_and_Benefits_of_Learning_Management_Systems}}&lt;/ref&gt;
* ''One-to-one device programs and mobile learning in the 2010s''&lt;ref&gt;{{Cite news|url=https://www.edweek.org/leadership/technology-counts-2010-mobile-learning-in-k-12/2010/03|title=Technology Counts 2010: Mobile Learning in K-12|last=Ash|first=Katie|date=2010-03-24|work=Education Week|access-date=2026-09-22|language=en|issn=0277-4232}}&lt;/ref&gt;
* ''Rapid growth of AI tools and generative AI after 2022–2023''&lt;ref&gt;{{Cite journal|last=Trigka|first=Maria|last2=Dritsas|first2=Elias|date=2025-05-28|title=The Evolution of Generative AI: Trends and Applications|url=https://www.researchgate.net/publication/392184907_The_Evolution_of_Generative_AI_Trends_and_Applications|journal=IEEE Access|volume=13|pages=98504–98529|doi=10.1109/ACCESS.2025.3574660}}&lt;/ref&gt;

=== ''Technology affects education through five main channels'' ===

* ''As an [[Input Devices|input]] (devices, connectivity, software)''
* ''As a means of delivery (online and blended learning)''
* ''As a skill ([[IC3|digital literacy]] and fluency)''
* ''As a tool for planning and management''
* ''As part of the boarder social and cultural context''

== ''Key Concepts in Educational Technology'' ==

* ''[[Blended learning and online teaching/Web integrated teaching and learning|Blended Learning ,]]Combining face-to-face teaching with online activities''
* ''Flipped Classroom ,Students learn content at home; class time is used for active work''
* ''Adaptive or Personalised Learning ,Software that adjusts to each student’s pace and needs''
* ''[[Learning management systems vs. social network systems|Learning Management Systems]] (LMS) ,Platforms such as [[Google]] Classroom, Canvas, or Moodle''
* ''SAMR Model, Substitution, Augmentation, Modification, Redefinition (levels of technology integration)''
* ''[[Teaching and Learning Online|TPACK,]] Technological [[Pedagogy|Pedagogical]] Content Knowledge (the intersection of technology, pedagogy, and content knowledge)''

== ''Positive impacts'' ==

* '''''Improved Access and Equity,''' students in remote areas or with disabilities can access quality resources, virtual field trips, and assistive tools (text-to-speech, screen readers, etc.).''&lt;ref&gt;Zaugg, T. (2024). Future innovations for assistive technology and universal design for learning. ''Assistive technology and universal design for learning: Toolkits for inclusive instruction'', 275-318.&lt;/ref&gt;
* '''''Personalized Learning''', adaptive platforms identify individual needs and provide targeted practice, helping students work in their zone of proximal development.''&lt;ref&gt;Laak, K. J., &amp; Aru, J. (2025). AI and personalized learning. ''Educational Technology &amp; Society'', ''28''(4), 133-150.&lt;/ref&gt;
* '''''Enhanced Engagement and Motivation''' ,Interactive simulations, educational games, and multimedia can increase student interest.''&lt;ref&gt;Staneviciene, E., &amp; Žekienė, G. (2025). The use of multimedia in the teaching and learning process of higher education: A systematic review. ''Sustainability'', ''17''(19), 8859.&lt;/ref&gt;
* '''''Teacher Efficiency''' ,AI tools help create lesson plans, worksheets, and assessments, saving teachers significant time (studies report average savings of several hours per week).''&lt;ref&gt;Gupta, M. S., Kumar, N., &amp; Rao, V. (2024, November). AI and teacher productivity: A quantitative analysis of time-saving and workload reduction in education. In ''International Conference on Advancing Synergies in Science, Engineering, and Management (ASEM-2024)'' (pp. 97-104).&lt;/ref&gt;
* '''''Collaboration and Communication,''' Cloud tools enable real-time collaboration, peer feedback, and connections beyond the classroom walls.''&lt;ref&gt;Kumar, V., &amp; Sharma, D. (2021). E-learning theories, components, and cloud computing-based learning platforms. ''International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)'', ''16''(3), 1-16.&lt;/ref&gt;
* '''''Career Readiness''' , Students develop digital literacy and fluency essential for almost every modern workplace.''&lt;ref&gt;Kayyali, M. (2024). Digital literacy in higher education: Preparing students for the workforce of the future. ''International Journal of Information Science and Computing'', ''11''(1), 53-73.&lt;/ref&gt;

== ''Challenges &amp; Negative Impacts'' ==

* '''''Digital Divide and Inequity''' :During the pandemic, reliance on technology worsened disparities. Students without reliable devices or internet fell further behind.''&lt;ref&gt;Golden, A. R., Srisarajivakul, E. N., Hasselle, A. J., Pfund, R. A., &amp; Knox, J. (2023). What was a gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the COVID-19 pandemic. ''Current opinion in psychology'', ''52'', 101632.&lt;/ref&gt;
* '''''Distraction and Reduced Attention''' ''':'''Smartphones and multitasking can harm focus. Studies link excessive device use to lower academic performance beyond moderate levels.''&lt;ref&gt;May, K. E., &amp; Elder, A. D. (2018). Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance. ''International journal of educational technology in higher education'', ''15''(1), 13.&lt;/ref&gt;
* '''''Cognitive Offloading and Skill Atrophy''' ''':''' Over-reliance on AI (especially generative AI) can reduce students’ independent thinking, critical analysis, and writing skills. Students may produce better work while learning less.''&lt;ref&gt;Giansanti, D., &amp; Cosenza, C. (2026). Artificial Intelligence and Youth: Cognitive, Educational, and Behavioral Impacts. ''AI'', ''7''(4), 121.&lt;/ref&gt;
* '''''Screen Time and Well-being'''  :High screen use is associated with eye strain, sleep problems, and reduced physical activity.''&lt;ref&gt;Nakshine, V. S., Thute, P., Khatib, M. N., &amp; Sarkar, B. (2022). Increased screen time as a cause of declining physical, psychological health, and sleep patterns: a literary review. ''Cureus'', ''14''(10).&lt;/ref&gt;
* '''''Teacher Burden and Implementation Issue''' ''':''' Many tools lack strong evidence of effectiveness. Teachers need training; without it, technology often becomes a substitute rather than a transformation of teaching.''&lt;ref&gt;Antoninis, M., Alcott, B., Al Hadheri, S., April, D., Fouad Barakat, B., Barrios Rivera, M., ... &amp; Weill, E. (2023). Global Education Monitoring Report 2023: Technology in education: A tool on whose terms?.&lt;/ref&gt;
* '''''Privacy, Data, and Ethics''' ''':'''Many EdTech products collect student data. Only a minority of countries have strong legal protections''&lt;ref&gt;Fernandes, E., Valcke, P., Pereira de Souza, C. A., &amp; Carvalho de Ávila Negri, S. M. (2024). Navigating the digital classroom: analyzing risks to children’s data protection in educational technology.&lt;/ref&gt;
* '''''Cost vs. Benefit''' : Large investments in devices and software sometimes divert resources from teachers, books, and infrastructure, with limited proven learning gains.''&lt;ref&gt;Ringstaff, C., &amp; Kelley, L. (2002). The learning return on our educational technology investment: A review of findings from research.&lt;/ref&gt;

== ''Case Study'' ==
''Mr. Davis examined how varying the levels and format of digital integration impacted student motivation and achievement among a cohort of fourteen 9th and 10th-grade students. Grounded in the challenge of keeping disengaged students focused, the study measured technology integration along the SAMR model ,moving from lower tiers like substitution and augmentation to higher tiers like modification and redefinition ,while evaluating student motivation using John Keller’s ARCS model, which tracks attention, relevance, confidence, and satisfaction, supplemented by a secondary look at academic achievement. Through a robust triangulation of data collection methods including student exit tickets, Likert scale surveys, direct observations, reflective journals, and student interviews analysed via the constant comparative method, the research unfolded in a story-like progression: when Mr. Davis initially used technology as mere digital substitutions or augmented worksheets, student attention and satisfaction flatlined because the core tasks remained passive and uninspiring. However, when the lesson crossed into the modification tier by having students collaborate on interactive mapping software to investigate historical borders, and ultimately reached the redefinition tier where they built and published public-facing digital museum exhibits, the data revealed a dramatic surge in student engagement; students felt trusted with advanced tools and experienced a profound sense of pride, ownership, and confidence as active investigators rather than passive learners. Ultimately, the study demonstrated that technology alone is not a magic fix, but when paired with sound pedagogy and elevated to higher levels of the SAMR [[Spectroscopy/Molecular energy levels|spectrum]], it can successfully transform a reluctant classroom and positively ignite student motivation across all dimensions of the ARCS model.''

== ''Best Practices for Effective Use'' ==

* ''Start with clear learning goals ,technology should serve pedagogy, not the other way around.''
* ''Prioritize teacher professional development (TPACK and [[Sampling (statistics)|SAMR]] models are useful guides).''
* ''Ensure equitable access to devices and connectivity.''
* ''Use technology for active learning and personalized practice rather than passive consumption.''
* ''Limit distractions (many countries and districts are restricting phones during school hours).''
* ''Evaluate tools based on learning outcomes, not just engagement or company claims.''
* ''Combine digital tools with human [[International Health Policy|interaction]], discussion, and hands-on activities.''
* ''Address privacy, data protection, and ethical use of AI from the start.''

== ''References'' ==</text>
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      <text bytes="14284" sha1="iouw6uab0e7w974998lepebdt2zzq41" xml:space="preserve">== ''The Impact of technology in Education'' ==
''Educational technology (EdTech) refers to the use of digital tools , platforms ,devices ,software, and systems to support teaching and learning''&lt;ref&gt;Josué, A., Bedoya-Flores, M. C., Mosquera-Quiñonez, E. F., Mesías-Simisterra, Á. E., &amp; Bautista-Sánchez, J. V. (2023). Educational Platforms: Digital Tools for the teaching-learning process in Education. ''Ibero-American Journal of Education &amp; Society Research'', ''3''(1), 259-263.&lt;/ref&gt; ''.It includes everything from computers and tablets in classrooms to online learning platforms ,adaptive software ,artificial intelligence tutors ,virtual reality experiences ,and learning management systems (LMS)''&lt;ref&gt;bayu dani Nandiyanto, A., &amp; Sidik, N. A. C. (2026). Revolutionizing education: Exploring technological innovations, opportunities and challenges across i0t, ar, vr, ai, lms, ml, gamification and emerging. ''Journal of Advanced Research Design'', ''136''(1), 108-137.&lt;/ref&gt;

''Technology influences education in multiple ways , as a tool for delivering content ,personalising instruction ,improving access, supporting collaboration ,assessing learners ,and preparing students for a digital world .Its impact is entirely positively nor negatively ,it depends on how it is designed ,implemented ,and supported by teachers ,schools and policies.''&lt;ref&gt;{{Cite journal|last=Jaali|first=La|last2=Dwiyanto|first2=Dwiyanto|last3=Subaeki|first3=Beki|date=2025-02-27|title=The Impact of Technology on Education: Transforming Learning in the Digital Age|url=https://www.researchgate.net/publication/399526752_The_Impact_of_Technology_on_Education_Transforming_Learning_in_the_Digital_Age|journal=Technologia Journal|volume=2|pages=36–51|doi=10.62872/dcsk7858}}&lt;/ref&gt;

=== ''Objectives'' ===

* ''To create an organised online knowledge sharing platform on the impacts of technology in education.''
* ''To present balanced, research-informed information covering benefits, challenges, case studies, and best practices.''
* ''To demonstrate effective use of multimedia, hyperlinks, and collaborative features in a wiki environment.''
* ''To help educators and students make informed decisions about technology integration.''&lt;ref&gt;{{Cite journal|last=Fasola|first=Omobolanle|last2=Abimbola|first2=Margaret|last3=Olusola|date=2023-11-01|title=Collaborative technology for information sharing, knowledge creation and management in libraries|url=https://www.researchgate.net/publication/378936093_Collaborative_technology_for_information_sharing_knowledge_creation_and_management_in_libraries}}&lt;/ref&gt;

== ''Introduction'' ==
''Technology has become an integral part of modern education. The [[WikiJournal Preprints/COVID-19 pandemic|COVID-19 pandemic]] accelerated its adoption worldwide as schools shifted to remote and hybrid learning. Today, most classrooms incorporate some form of digital tool ,whether interactive [[Interactive whiteboard|whiteboards]], student devices, online platforms, or AI-powered applications.''

=== ''Key historical milestones'' ===

* ''Early computer-assisted instruction in the 1960s–1980s''&lt;ref&gt;{{Cite journal|last=Lu|first=Lu|last2=Shen|first2=Peijun|date=2023-12-15|title=The Development History and Future Trend of Computer-Assisted Teaching|url=https://www.researchgate.net/publication/377789600_The_Development_History_and_Future_Trend_of_Computer-Assisted_Teaching|journal=Highlights in Science, Engineering and Technology|volume=72|pages=423–428|doi=10.54097/mn007h87}}&lt;/ref&gt;
* ''The rise of the internet and learning management systems in the 1990s–2000s''&lt;ref&gt;{{Cite journal|last=Qambar|first=Mohammed|date=2024-04-27|title=Learning Management Systems (LMS): Evolution, Features Topic 1: Evolution and Development of Learning Management Systems Topic 2: Key Features and Benefits of Learning Management Systems|url=https://www.researchgate.net/publication/391209098_Learning_Management_Systems_LMS_Evolution_Features_Topic_1_Evolution_and_Development_of_Learning_Management_Systems_Topic_2_Key_Features_and_Benefits_of_Learning_Management_Systems}}&lt;/ref&gt;
* ''One-to-one device programs and mobile learning in the 2010s''&lt;ref&gt;{{Cite news|url=https://www.edweek.org/leadership/technology-counts-2010-mobile-learning-in-k-12/2010/03|title=Technology Counts 2010: Mobile Learning in K-12|last=Ash|first=Katie|date=2010-03-24|work=Education Week|access-date=2026-09-22|language=en|issn=0277-4232}}&lt;/ref&gt;
* ''Rapid growth of AI tools and generative AI after 2022–2023''&lt;ref&gt;{{Cite journal|last=Trigka|first=Maria|last2=Dritsas|first2=Elias|date=2025-05-28|title=The Evolution of Generative AI: Trends and Applications|url=https://www.researchgate.net/publication/392184907_The_Evolution_of_Generative_AI_Trends_and_Applications|journal=IEEE Access|volume=13|pages=98504–98529|doi=10.1109/ACCESS.2025.3574660}}&lt;/ref&gt;

=== ''Technology affects education through five main channels'' ===

* ''As an [[Input Devices|input]] (devices, connectivity, software)''
* ''As a means of delivery (online and blended learning)''
* ''As a skill ([[IC3|digital literacy]] and fluency)''
* ''As a tool for planning and management''
* ''As part of the boarder social and cultural context''

== ''Key Concepts in Educational Technology'' ==

* ''[[Blended learning and online teaching/Web integrated teaching and learning|Blended Learning ,]]Combining face-to-face teaching with online activities''
* ''Flipped Classroom ,Students learn content at home; class time is used for active work''
* ''Adaptive or Personalised Learning ,Software that adjusts to each student’s pace and needs''
* ''[[Learning management systems vs. social network systems|Learning Management Systems]] (LMS) ,Platforms such as [[Google]] Classroom, Canvas, or Moodle''
* ''SAMR Model, Substitution, Augmentation, Modification, Redefinition (levels of technology integration)''
* ''[[Teaching and Learning Online|TPACK,]] Technological [[Pedagogy|Pedagogical]] Content Knowledge (the intersection of technology, pedagogy, and content knowledge)''

== ''Positive impacts'' ==

* '''''Improved Access and Equity,''' students in remote areas or with disabilities can access quality resources, virtual field trips, and assistive tools (text-to-speech, screen readers, etc.).''&lt;ref&gt;Zaugg, T. (2024). Future innovations for assistive technology and universal design for learning. ''Assistive technology and universal design for learning: Toolkits for inclusive instruction'', 275-318.&lt;/ref&gt;
* '''''Personalized Learning''', adaptive platforms identify individual needs and provide targeted practice, helping students work in their zone of proximal development.''&lt;ref&gt;Laak, K. J., &amp; Aru, J. (2025). AI and personalized learning. ''Educational Technology &amp; Society'', ''28''(4), 133-150.&lt;/ref&gt;
* '''''Enhanced Engagement and Motivation''' ,Interactive simulations, educational games, and multimedia can increase student interest.''&lt;ref&gt;Staneviciene, E., &amp; Žekienė, G. (2025). The use of multimedia in the teaching and learning process of higher education: A systematic review. ''Sustainability'', ''17''(19), 8859.&lt;/ref&gt;
* '''''Teacher Efficiency''' ,AI tools help create lesson plans, worksheets, and assessments, saving teachers significant time (studies report average savings of several hours per week).''&lt;ref&gt;Gupta, M. S., Kumar, N., &amp; Rao, V. (2024, November). AI and teacher productivity: A quantitative analysis of time-saving and workload reduction in education. In ''International Conference on Advancing Synergies in Science, Engineering, and Management (ASEM-2024)'' (pp. 97-104).&lt;/ref&gt;
* '''''Collaboration and Communication,''' Cloud tools enable real-time collaboration, peer feedback, and connections beyond the classroom walls.''&lt;ref&gt;Kumar, V., &amp; Sharma, D. (2021). E-learning theories, components, and cloud computing-based learning platforms. ''International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)'', ''16''(3), 1-16.&lt;/ref&gt;
* '''''Career Readiness''' , Students develop digital literacy and fluency essential for almost every modern workplace.''&lt;ref&gt;Kayyali, M. (2024). Digital literacy in higher education: Preparing students for the workforce of the future. ''International Journal of Information Science and Computing'', ''11''(1), 53-73.&lt;/ref&gt;

== ''Challenges &amp; Negative Impacts'' ==

* '''''Digital Divide and Inequity''' :During the pandemic, reliance on technology worsened disparities. Students without reliable devices or internet fell further behind.''&lt;ref&gt;Golden, A. R., Srisarajivakul, E. N., Hasselle, A. J., Pfund, R. A., &amp; Knox, J. (2023). What was a gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the COVID-19 pandemic. ''Current opinion in psychology'', ''52'', 101632.&lt;/ref&gt;
* '''''Distraction and Reduced Attention''' ''':'''Smartphones and multitasking can harm focus. Studies link excessive device use to lower academic performance beyond moderate levels.''&lt;ref&gt;May, K. E., &amp; Elder, A. D. (2018). Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance. ''International journal of educational technology in higher education'', ''15''(1), 13.&lt;/ref&gt;
* '''''Cognitive Offloading and Skill Atrophy''' ''':''' Over-reliance on AI (especially generative AI) can reduce students’ independent thinking, critical analysis, and writing skills. Students may produce better work while learning less.''&lt;ref&gt;Giansanti, D., &amp; Cosenza, C. (2026). Artificial Intelligence and Youth: Cognitive, Educational, and Behavioral Impacts. ''AI'', ''7''(4), 121.&lt;/ref&gt;
* '''''Screen Time and Well-being'''  :High screen use is associated with eye strain, sleep problems, and reduced physical activity.''&lt;ref&gt;Nakshine, V. S., Thute, P., Khatib, M. N., &amp; Sarkar, B. (2022). Increased screen time as a cause of declining physical, psychological health, and sleep patterns: a literary review. ''Cureus'', ''14''(10).&lt;/ref&gt;
* '''''Teacher Burden and Implementation Issue''' ''':''' Many tools lack strong evidence of effectiveness. Teachers need training; without it, technology often becomes a substitute rather than a transformation of teaching.''&lt;ref&gt;Antoninis, M., Alcott, B., Al Hadheri, S., April, D., Fouad Barakat, B., Barrios Rivera, M., ... &amp; Weill, E. (2023). Global Education Monitoring Report 2023: Technology in education: A tool on whose terms?.&lt;/ref&gt;
* '''''Privacy, Data, and Ethics''' ''':'''Many EdTech products collect student data. Only a minority of countries have strong legal protections''&lt;ref&gt;Fernandes, E., Valcke, P., Pereira de Souza, C. A., &amp; Carvalho de Ávila Negri, S. M. (2024). Navigating the digital classroom: analyzing risks to children’s data protection in educational technology.&lt;/ref&gt;
* '''''Cost vs. Benefit''' : Large investments in devices and software sometimes divert resources from teachers, books, and infrastructure, with limited proven learning gains.''&lt;ref&gt;Ringstaff, C., &amp; Kelley, L. (2002). The learning return on our educational technology investment: A review of findings from research.&lt;/ref&gt;

== ''Case Study'' ==
''Mr. Davis examined how varying the levels and format of digital integration impacted student motivation and achievement among a cohort of fourteen 9th and 10th-grade students. Grounded in the challenge of keeping disengaged students focused, the study measured technology integration along the SAMR model ,moving from lower tiers like substitution and augmentation to higher tiers like modification and redefinition ,while evaluating student motivation using John Keller’s ARCS model, which tracks attention, relevance, confidence, and satisfaction, supplemented by a secondary look at academic achievement. Through a robust triangulation of data collection methods including student exit tickets, Likert scale surveys, direct observations, reflective journals, and student interviews analysed via the constant comparative method, the research unfolded in a story-like progression: when Mr. Davis initially used technology as mere digital substitutions or augmented worksheets, student attention and satisfaction flatlined because the core tasks remained passive and uninspiring. However, when the lesson crossed into the modification tier by having students collaborate on interactive mapping software to investigate historical borders, and ultimately reached the redefinition tier where they built and published public-facing digital museum exhibits, the data revealed a dramatic surge in student engagement; students felt trusted with advanced tools and experienced a profound sense of pride, ownership, and confidence as active investigators rather than passive learners. Ultimately, the study demonstrated that technology alone is not a magic fix, but when paired with sound pedagogy and elevated to higher levels of the SAMR [[Spectroscopy/Molecular energy levels|spectrum]], it can successfully transform a reluctant classroom and positively ignite student motivation across all dimensions of the ARCS model.''&lt;ref&gt;{{Cite journal|last=Uzorka|first=Afam|last2=Odebiyi|first2=Omotoyosi|date=2025-06-29|title=Impact of Digital Learning Tools on Student Engagement and Achievement|url=https://www.researchgate.net/publication/393188753_Impact_of_Digital_Learning_Tools_on_Student_Engagement_and_Achievement|journal=JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION|volume=4|pages=1436–1445|doi=10.56778/jdlde.v4i1.511}}&lt;/ref&gt;

== ''Best Practices for Effective Use'' ==

* ''Start with clear learning goals ,technology should serve pedagogy, not the other way around.''
* ''Prioritize teacher professional development (TPACK and [[Sampling (statistics)|SAMR]] models are useful guides).''
* ''Ensure equitable access to devices and connectivity.''
* ''Use technology for active learning and personalized practice rather than passive consumption.''
* ''Limit distractions (many countries and districts are restricting phones during school hours).''
* ''Evaluate tools based on learning outcomes, not just engagement or company claims.''
* ''Combine digital tools with human [[International Health Policy|interaction]], discussion, and hands-on activities.''
* ''Address privacy, data protection, and ethical use of AI from the start.''

== ''References'' ==</text>
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= '''Parental motivations for homeschooling''' =
'''What motivates parents to homeschool their children?'''

== '''Table of contents''' ==

* '''[[Motivation and emotion/Book/2026/Parental motivations for homeschooling#Understanding homeschooling and parental motivation|Understanding homeschooling and parental motivation]]'''
* '''[[Motivation and emotion/Book/2026/Parental motivations for homeschooling#Parents' values and educational goals|Parents' values and educational goals]]'''
* '''[[Motivation and emotion/Book/2026/Parental motivations for homeschooling#Concerns about conventional schooling|Concerns about conventional schooling]]'''
* '''[[Motivation and emotion/Book/2026/Parental motivations for homeschooling#Autonomy, control, and family circumstances|Autonomy, control, and family circumstances]]'''
* '''[[Motivation and emotion/Book/2026/Parental motivations for homeschooling#How parental motivations shape homeschooling decisions|How parental motivations shape homeschooling decisions]]'''

== '''Overview:''' ==
&lt;div style=&quot;border:1px solid #668cff; border-radius:6px; padding:10px; margin:8px 4px 25px 4px;&quot;&gt;
'''“Choosing homeschooling or Traditional Schooling?”'''

Think of it this way: You're one of the parents of 2 Children who attend a local school. Over time, you become worried/concerned that your children's education doesn't reflect the type of learning environment you want for them. After the school days your children express that they are being bullied and are feeling quite a bit of academic pressure. Your partner expresses that your children would learn better with greater flexibility and more individual attention. You sit down together to assess what you both think would be best for your children, and after considering their options, you decide to begin homeschooling. But what is actually motivating their decision?
&lt;/div&gt;

== '''Focus Questions''' ==
&lt;div style=&quot;border:1px solid #a2a9b1; padding:12px 16px; margin:8px 0 20px 0;&quot;&gt;
# What are the primary push (avoidance) and pull (approach) factors that prompt parents to choose homeschooling over conventional education?
# How do internal value alignments and pedagogical beliefs shape parents' long-term educational goals for their children?
# In what ways do negative school environment experiences (e.g., bullying, unaddressed learning needs) act as acute psychological drivers for school withdrawal?
# How do parental self-efficacy and perceived capability influence whether motivational intentions successfully translate into home education?
# How do initial reactive motivations evolve over time into proactive, sustaining educational practices as families adapt?
&lt;/div&gt;

== '''Understanding homeschooling and parental motivation''' ==

* Parental motivation to homeschool represents a dynamic, goal-directed psychological process that governs how families initiate and sustain home-based education (Green &amp; Hoover-Dempsey, 2007).

=== '''Multiple motivations and values''' ===

* Parents rarely choose homeschooling for a single reason; decisions typically reflect a complex combination of academic, social, and emotional factors (Collom, 2005).
* Home education allows parents to integrate their personal, moral, and cultural values directly into their children's daily learning environment (Morton, 2010).
* Increased parent-child interaction acts as a primary motivator, fostering stronger attachment and active participation in developmental milestones (Guterman &amp; Neuman, 2017).

&lt;div style=&quot;float:right; width:210px; margin:5px 0 12px 20px; border:1px solid #c8ccd1; padding:4px; background:#fff;&quot;&gt;[[File:RAF Mildenhall Airman maintains resilience amid COVID 19 (6194977).jpg|center|200x200px|A young girl focuses on her laptop from a table, during remote lockdown learning.]]&lt;div style=&quot;font-size:90%; line-height:1.3;&quot;&gt;
'''Figure 1.''' A young girl focuses on her laptop from a table, during remote lockdown learning.
&lt;/div&gt;&lt;/div&gt;

=== '''External push factors and tailored education''' ===

* Acute negative experiences in conventional settings, such as peer victimization and persistent bullying, push parents to seek protective alternatives (Green &amp; Hoover-Dempsey, 2007).
* Parents are driven by the desire to provide specific pedagogical approaches that conventional schools may fail to deliver (Thomas, 2016).
* Economic factors, such as balancing private school tuition costs against the financial trade-offs of single-income home education, influence decision feasibility (Collom, 2005).
* Disruptions during pandemic lockdowns exposed widespread gaps in institutional remote instruction, driving many families to transition from temporary crisis schooling to permanent, intentional home education (Ray, 2021; see Figure 1).

=== '''Parental role construction and self-efficacy''' ===

* Decision-making begins when parents reconstruct their parental identity to include primary responsibility for formal academic instruction (Ice &amp; Hoover-Dempsey, 2011).
* Grounded in Bandura's (1997) self-efficacy theory, a parent's belief in their ability to teach strongly dictates whether motivational intentions turn into actual behavior.
* As parents gain instructional experience, perceived self-efficacy increases, bolstering long-term commitment to home education (Green &amp; Hoover-Dempsey, 2007).

== '''Parents' values and educational goals''' ==

* Value-driven motivations represent approach-oriented goals where parents proactively seek to align education with their core philosophical ideals (Morton, 2010).

=== '''Educational beliefs and goals''' ===

* '''Pedagogical philosophy:''' Parents hold distinct beliefs about how children learn best, often favoring constructivist or child-led learning over rigid institutional curricula (Thomas, 2016).
* Motivation is driven by fostering deep curiosity and lifelong learning rather than preparing for standardized testing (Ames, 1992).
* Educational goals prioritize emotional resilience, character building, and social-emotional maturity alongside academic achievement (Guterman &amp; Neuman, 2017).

=== '''Individualized education''' ===

* Homeschooling allows parents to adapt instructional speed to match their child's unique cognitive strengths and weaknesses (Thomas, 2016).
* Parents retain freedom to select specialized learning materials that cater to specific talents, neurodivergent needs, or personal interests (Jackson, 2017).
* Eliminating classroom distractions enables more efficient, targeted daily study sessions (Neuman &amp; Aviram, 2003).

&lt;div style=&quot;width:150px; margin:20px auto; border:1px solid #c8ccd1; padding:4px; background:#fff;&quot;&gt;[[File:Homework 03.jpg|center|Parent guiding children through individualized home learning activities]]&lt;div style=&quot;font-size:90%; line-height:1.3;&quot;&gt;
Parent guiding children through individualized home learning activities

'''''Figure 1.'' Parental involvement in home education reflects both approach motives (desire for custom pedagogy) and high instructional self-efficacy.'''
&lt;/div&gt;&lt;/div&gt;

=== '''Perceived benefits''' ===

* Spending extended time together strengthens sibling relationships and parent-child relational bonds (Morton, 2010).
* Families gain time sovereignty, allowing them to structure schedule routines around family needs rather than rigid school calendars.
* Parents perceive home environments as safer spaces for children to build self-esteem free from peer pressure and social comparison (Guterman &amp; Neuman, 2017).

== '''Concerns about conventional schooling''' ==

* Avoidance-oriented motivations stem from perceived mismatches between institutional school environments and a child's developmental well-being (Green &amp; Hoover-Dempsey, 2007).

=== '''School-related structural concerns''' ===

* '''Classroom overcrowding''' - High student-to-teacher ratios reduce individualized attention and slow down academic progression for both gifted and struggling students (Thomas, 2016).
* '''Academic pressure''' - Oversaturation of high-stakes assessments is perceived by parents as damaging to intrinsic motivation and creative inquiry (Ames, 1992).
* Inflexible school schedules and rigid administrative policies can create systemic friction for families seeking adaptability.

=== '''Child well-being and experiences''' ===

* Chronic bullying and playground exclusion serve as major emotional catalysts for removing children from school (Green &amp; Hoover-Dempsey, 2007).
* Parents report withdrawing children due to school-induced stress, school refusal behaviors, and burnout (Jackson, 2017).
* Conventional settings often lack resources to support children with ADHD, Autism, or learning differences, leading parents to intervene (Jackson, 2017).

=== '''Perception versus objective circumstances''' ===

* Parental choices are guided by their subjective perception of school climate quality, regardless of objective national standards (Collom, 2005).
* Declining trust in school administration leads parents to rely on their own evaluation of what is best for their child (Ice &amp; Hoover-Dempsey, 2011).
* Specific negative incidents often act as the tipping point that transforms ongoing background dissatisfaction into definitive action (Neuman &amp; Aviram, 2003).

== '''Autonomy, control, and family circumstances''' ==

* Translating motivational desires into sustainable home education requires a combination of personal agency, perceived capability, and structural feasibility (Bandura, 1997).

=== '''Parental autonomy and responsibility''' ===

* Parents seek full sovereignty over curriculum content, moral exposure, and daily instructional methods (Bartholet, 2020).
* Motivation involves stepping into full accountability for the academic and developmental outcomes of the child (Ice &amp; Hoover-Dempsey, 2011).
* Self-Determination Theory suggests that exercising educational autonomy fulfills a core psychological need for parents (Deci &amp; Ryan, 2000).

=== '''Self-efficacy and competence''' ===

* Parents must feel cognitively and pedagogically capable of facilitating grade-appropriate learning (Bandura, 1997).
* Early worries about teaching ability are offset by accessing educational resources and supportive peer networks (Green &amp; Hoover-Dempsey, 2007).
* High self-efficacy enables parents to view teaching challenges as opportunities to learn alongside their children (Ice &amp; Hoover-Dempsey, 2011).

=== '''Family circumstances and practicalities''' ===

* Household budgeting and single-income dynamics significantly shape whether motivational intentions can be realistically sustained (Collom, 2005).
* Remote work options and adaptable work schedules enhance a family's logistical capacity to homeschool.
* Access to local homeschooling co-ops and online communities provides essential emotional and practical scaffolding for parents (Medlin, 2013).

== '''How parental motivations shape homeschooling decisions''' ==

* Parental motivation is an evolving psychological process that adapts as family circumstances, child development, and instructional experience mature (Guterman &amp; Neuman, 2017).

=== '''Approach and avoidance motivational interactions''' ===

* Initial decisions are frequently triggered by avoidance (push) factors (See Table 1), while long-term maintenance relies on approach (pull) factors (Collom, 2005).
* Parents who harbor both strong protective drives and positive educational goals demonstrate the highest commitment levels (Neuman &amp; Aviram, 2003).
* Positive pull factors help buffer against the daily logistical stressors associated with reactive push motivations.

=== '''Motivation, perceived ability, and change over time''' ===

* Over time, initial crisis-driven motivations (e.g., escaping bullying) transition into value-driven practices (e.g., customized interest-based learning) (Neuman &amp; Aviram, 2003).
* As children reach adolescence, parental motives shift toward university preparation, vocational skills, and encouraging autonomous study (Jackson, 2017).
* Increased instructional competence reinforces ongoing motivation, creating a positive self-sustaining cycle (Bandura, 1997).

=== '''Overall psychological explanation''' ===

* Homeschooling decision-making is ultimately explained by the ongoing pursuit of basic psychological need fulfillment—autonomy, competence, and relatedness—for both parent and child (Deci &amp; Ryan, 2000).
* '''Protection vs. flourishing''' - Parental motivation balances protective instincts (avoiding psychological harm) with developmental flourishing (maximizing growth potential) (Guterman &amp; Neuman, 2017).
* Understanding homeschooling requires viewing parents not just as managers of schooling, but as active drivers of a integrated psychological ecosystem (Green &amp; Hoover-Dempsey, 2007).

== '''Summary of parental motivations for homeschooling''' ==
'''Table 1'''

'''''Psychological Frameworks, Key Drivers, and Behavioral Manifestations of Parental Motivations for Homeschooling'''''
{| class=&quot;wikitable&quot; style=&quot;width:100%; border-collapse:collapse;&quot;
! style=&quot;width:20%;&quot; |Motivation Category
! style=&quot;width:20%;&quot; |Psychological Framework
! style=&quot;width:20%;&quot; |Primary Drivers / Triggers
! style=&quot;width:20%;&quot; |Key Citations
! style=&quot;width:20%;&quot; |Educational &amp; Behavioral Impact
|-
|'''Avoidance / Push Motivations'''
|Threat protection &amp; stress reduction models
|Bullying, school anxiety, unaddressed neurodivergent needs, standardized testing pressure
|Collom (2005); Green &amp; Hoover-Dempsey (2007); Jackson (2017)
|Serves as the acute catalyst for removing a child from traditional schooling to restore emotional safety and well-being.
|-
|'''Approach / Pull Motivations'''
|Self-Determination Theory (Intrinsic Motivation)
|Custom pedagogical pacing, child-centered inquiry, religious/moral alignment, family bonding
|Deci &amp; Ryan (2000); Morton (2010); Thomas (2016)
|Fosters high autonomous motivation, deep mastery goal orientation, and sustained long-term commitment to home education.
|-
|'''Self-Efficacy &amp; Role Beliefs'''
|Social Cognitive Theory (Bandura)
|Active parental role construction, instructional confidence, adaptability, resource availability
|Bandura (1997); Ice &amp; Hoover-Dempsey (2011)
|Dictates whether motivational desires successfully translate into real-world teaching behaviors and persistent instructional effort.
|-
|'''Sustaining / Evolving Motivations'''
|Longitudinal motivational recalibration
|Shift from crisis management to interest-based learning, tertiary prep, child autonomy
|Guterman &amp; Neuman (2017); Neuman &amp; Aviram (2003)
|Prevents parental burnout by transitioning reactive push factors into proactive pull factors as the family adapts over time.
|}
''Note. Synthesized from empirical literature on parental educational choice and psychological need fulfillment.''

== '''Conclusion''' ==

* Parental motivation to homeschool is not a static decision, but a dynamic psychological process governed by the continuous interplay of push (avoidance) and pull (approach) factors (Collom, 2005; Green &amp; Hoover-Dempsey, 2007).
* Framed through Self-Determination Theory (Deci &amp; Ryan, 2000), home education serves as a vehicle for parents to fulfill fundamental needs for autonomy, instructional competence, and familial relatedness.
* Grounded in Bandura's (1997) social cognitive framework, high parental self-efficacy and active role construction are essential for translating motivational desires into effective, sustained educational practices (Ice &amp; Hoover-Dempsey, 2011).
* While acute environmental stressors (such as bullying, academic anxiety, or neurodivergent mismatches) often act as initial reactive catalysts, long-term commitment relies on proactive, value-driven motivators like tailored pedagogy and family cohesion (Guterman &amp; Neuman, 2017; Neuman &amp; Aviram, 2003).
* Understanding the multifaceted drivers of parental choice provides crucial insights for developmental psychologists, educators, and policymakers seeking to better support family well-being and diverse learning pathways across childhood development (Jackson, 2017; Ray, 2017).

== '''References''' ==

* Abuzandah, S. (2017). Guterman, O., &amp; Neuman, A. (2017b). schools and emotional and behavioral problems a comparison of school-going and homeschooled children. ''The Journal of Educational Research, 110'', 425-432. - references - scientific research publishing. Retrieved August 28, 2026, from Scirp.org website.

* Ames, C. (1992). APA PsycNet. Retrieved August 27, 2026, from psycnet.apa.org website.

* Bandura, A. (1997). ''Self-efficacy: The exercise of control.'' Retrieved August 28, 2026, from APA PsycNET website.

* Bartholet, E. (2019, June 17). ''Homeschooling: Parent rights absolutism vs. child rights to Education &amp; Protection.''

* Deci, E., &amp; Ryan, R. (2000). APA PsycNet. Retrieved August 28, 2026, from psycnet.apa.org website.

* Dobosz, D., Gierczyk, M., &amp; Hornby, G. (2022). Parental perspectives of home-schooling of children with special educational needs and disabilities during the COVID-19 pandemic: A review. ''Journal of Research in Special Educational Needs.''

* Green, C. L., &amp; Hoover-Dempsey, K. V. (2007). Why do parents homeschool? A systematic examination of parental involvement. ''Education and Urban Society, 39''(2), 264–285.

* Grolnick, W. S., &amp; Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. ''Child Development, 65''(1), 237–252.

* Ice, C. L., &amp; Hoover-Dempsey, K. V. (2010). Linking parental motivations for involvement and student proximal achievement outcomes in homeschooling and public schooling settings. ''Education and Urban Society, 43''(3), 339–369.

* Isaac, E. P. (2005). The future of adult education in the urban African American church. ''Education and Urban Society, 37''(3), 276–291.

* Morton, R. (2010). ''Home education: Constructions of choice.''

* Neuman, A., &amp; Guterman, O. (2017). Homeschooling is not just about education: Focuses of meaning. ''Journal of School Choice, 11''(1), 148–167.

* Ray, B. (2021). Should educators promote homeschooling? Worldwide growth and learner outcomes. ''Journal of Pedagogy, 12''(1), 55–76.

* Ray, B. D. (2017). A systematic review of the empirical research on selected aspects of homeschooling as a school choice. ''Journal of School Choice, 11''(4), 604–621.

* Thomas, A., &amp; Pattison, H. (2012). Informal home education: Philosophical aspirations put into practice. ''Studies in Philosophy and Education, 32''(2), 141–154.</text>
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    <title>WikiJournal Preprints/Ten percent human: an evidence-graded audit of the mTOR literature and the pathway's translational gap</title>
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| journal = WikiJournal of Medicine
| last1 = Barton
| first1 = Oliver
| orcid1 = 0009-0008-2025-2148
| affiliation1 = Independent researcher, Prague, Czech Republic
| correspondence1 = oliver.barton1113@gmail.com
| affiliations = 'affiliation1' Independent researcher, Prague, Czech Republic
| correspondence = oliver.barton1113@gmail.com
| keywords = mTOR, evidence grading, research synthesis, translational gap, meta-research, knowledge base
| submitted = 22 September 2026
| license = &lt;!-- default is CC-BY --&gt;
| abstract = '''Background.''' The mTOR pathway is among the most heavily cited targets in ageing biology, and claims derived from it circulate widely in translational and public-facing contexts. What is rarely made explicit is the kind of evidence any given claim rests on.

'''Methods.''' I report a systematic audit of a hand-curated corpus of 386 mTOR studies (1975–2026), in which every record carries an explicit classification of the biological system it was done in, assigned under a fixed rubric. All proportions were computed directly from the released data files at a dated census.

'''Results.''' Three findings emerge. First, the human evidence base is thin: 39 of 386 studies (10.1%) are human work of any kind (systematic review, clinical trial, or observational study), while 305 (79.0%) are animal or mechanistic/in-vitro work. Second, the human evidence that does exist is overwhelmingly about disease indications rather than ageing: of 25 human clinical trials, 13 concern licensed uses (transplant immunosuppression, oncology, tuberous sclerosis complex / lymphangioleiomyomatosis) and two are physiology experiments in healthy volunteers, leaving ten ageing- or healthspan-oriented trials. Among those ten, every positive primary-endpoint result comes from an early-phase, small or uncontrolled design; the one adequately powered confirmatory trial (Mannick et al., 2021; n = 1024) missed its primary endpoint (26% vs 25%, p = 0.65) after a positive phase-2a by the same group; the only purpose-built healthspan randomised controlled trial completed to date (PEARL; Moel et al., 2025; n = 114) reported a pre-registered null; and a pre-registered crossover trial in 63 healthy adults found that moderate dietary protein restriction did not raise autophagic flux at all (Singh et al., 2026), against a clear preclinical expectation that it should. Third, the proportion of human evidence is rising slowly but monotonically across eras — 0% before 2000, 5.5% in 2000–2009, 10.0% in 2010–2019, 14.7% from 2020 — meaning that even in the most recent period roughly six in seven curated studies remain pre-clinical.

'''Conclusion.''' A curated, system-labelled corpus makes the composition of an evidence base countable, and in the case of mTOR it shows a human evidence layer that is thinner, and more disease-oriented, than the surrounding literature suggests. I also report a structured gap layer derived from the corpus (ten hypotheses, each linked to a mean of 6.6 constituent studies), and describe a revision of the classification scheme itself prompted by external expert critique — a case in which the act of grading evidence exposed a defect in the grading rubric. The corpus, the rubric, and the generating code are openly available.
}}

== Plain language summary ==
Rapamycin and the mTOR pathway are often discussed as a route to slower ageing. This paper counts what that claim actually rests on. In a hand-built collection of 386 mTOR studies, only about one in ten involved people at all, and most of those tested a disease treatment rather than ageing. Of the ten trials aimed at ageing or healthspan, the positive ones were small or early-stage, while the largest and best-designed ones did not meet their goals. The evidence in people is thinner than the volume of publications makes it look.

== Introduction ==
The mechanistic target of rapamycin ([[w:MTOR|mTOR]]) has been a central object of [[w:Ageing|ageing]] research since [[w:Sirolimus|rapamycin]] was shown to extend lifespan in genetically heterogeneous mice even when started late in life.&lt;ref name=&quot;harrison2009&quot;&gt;{{Cite journal|last=Harrison|first=D. E.|date=2009|title=Rapamycin fed late in life extends lifespan in genetically heterogeneous mice|journal=Nature|doi=10.1038/nature08221}}&lt;/ref&gt; Three decades of work separate the identification of the mammalian target&lt;ref name=&quot;sabatini1994&quot;&gt;{{Cite journal|last=Sabatini|first=D. M.|date=1994|title=RAFT1: a mammalian protein that binds to FKBP12 in a rapamycin-dependent fashion and is homologous to yeast TORs|journal=Cell|doi=10.1016/0092-8674(94)90570-3}}&lt;/ref&gt; from the current structural and nutrient-sensing picture,&lt;ref name=&quot;saxton2015&quot;&gt;{{Cite journal|last=Saxton|first=R. A.|last2=Wolfson|first2=R. L.|last3=Sabatini|first3=D. M.|date=2015|title=Structural basis for leucine sensing by the Sestrin2-mTORC1 pathway|journal=Science|doi=10.1126/science.aad2087}}&lt;/ref&gt; and the pathway now anchors a large literature spanning biochemistry, model-organism longevity, oncology, and a small number of human trials.

That breadth creates a specific problem for anyone trying to read the field. A statement such as &quot;mTOR inhibition improves immune function with age&quot; is true of a phase-2a trial, was not confirmed in the corresponding phase-3, and is separately supported by mouse and cell work of an entirely different evidential character. In practice these strands are cited interchangeably. The claim travels; the system it was established in does not travel with it.

Most existing resources do not fix this, because they are not built to. Bibliographic databases index papers without classifying them. Pathway databases model molecular relationships without reference to the study designs underneath. Narrative reviews do the classification implicitly, in prose, in a form that cannot be queried or audited. Formal evidence-grading frameworks such as [[w:GRADE approach|GRADE]] exist but are applied to specific clinical questions in systematic reviews, not maintained continuously across a whole pathway literature.

The Open mTOR Atlas was built to hold the missing layer: a curated corpus in which every study carries an explicit, rule-assigned label for the system it was done in, so that the composition of the evidence base itself becomes a queryable object. This paper is not a description of that resource. It is an audit of what the resource shows when you ask it about itself.

The question is deliberately narrow: in a curated corpus of the mTOR literature, how much of the evidence actually speaks to humans, and how much of that speaks to ageing?

== Methods ==

=== Corpus construction ===
Studies were identified through [[w:PubMed|PubMed]] searches across mTOR pathway biology, rapamycin and rapalog pharmacology, nutrient sensing, [[w:Autophagy|autophagy]], and ageing-related outcomes, and were selected by hand rather than by an automated query. Selection favoured (a) primary discoveries that established a mechanism, (b) model-organism longevity and healthspan studies, (c) all identifiable human trials involving mTOR inhibitors or the dietary interventions that act through the pathway, and (d) papers reporting negative or contradictory results, which were sought deliberately because they are systematically under-represented in citation-driven discovery.

The corpus is therefore a curated collection, not a [[w:Systematic review|systematic review]] sample: it makes no claim to exhaustiveness, and the selection criteria, while stated, were applied by a single curator. The Limitations section treats this as the principal limitation of the work.

At the census date (15 September 2026) the corpus contained 386 studies spanning 1975–2026. Of these, 381 (98.7%) are peer-reviewed journal articles; the remainder are preprints (2), a registered trial record (1), and other non-journal records.

=== Classification rubric ===
Every record carries exactly one class describing the biological system the study was done in.

{| class=&quot;wikitable&quot;
|+ Table 1. Classification of the corpus by study system (n = 386).
! Class !! Description !! n !! %
|-
| Systematic review || Synthesis of human data || 2 || 0.5
|-
| Human trial || Interventional study in people || 25 || 6.5
|-
| Human observational || Cohort, case-control, registry || 12 || 3.1
|-
| Animal || Whole-organism model || 107 || 27.7
|-
| Mechanistic || Cells, biochemistry, structure || 198 || 51.3
|-
| Narrative review || Secondary synthesis, unsystematic || 39 || 10.1
|-
| Preprint || Not yet peer reviewed || 2 || 0.5
|-
| Registered trial || Protocol, no results yet || 1 || 0.3
|}

These classes are not a quality ranking, and the published resource deliberately does not display them in a ranked order. A mechanistic paper is not &quot;worse&quot; than a clinical trial. It answers a different question and licenses different claims, and a rigorous biochemical result can be far more reliable than an underpowered trial. The label says which system a result came from, not how much it counts. The reasoning behind that commitment, and the revision that produced it, are described below.

This audit does, however, group the classes along one axis, because that axis is the question being asked: whether a study can support a claim about humans. Systematic reviews, trials and observational studies are counted together as human evidence; animal and mechanistic work are counted together as pre-clinical. That grouping is an analytical choice made for this paper, not a hierarchy asserted by the resource, and the Discussion returns to its limits.

=== Structured extraction ===
Beyond bibliographic metadata, records carry curated fields for intervention, molecular target, species/model, and effect. A deeper extraction layer (sample size, effect size, stated limitations) is populated for 43 studies (11.1%), concentrated in the studies that carry the most argumentative weight: those cited by the gap layer and those with human or longevity endpoints. Coverage of this layer is incomplete by design rather than by oversight. It is manual work, and it was prioritised where precision matters most.

Identifier coverage is high: DOI 386/386 (100%), PMID 357/386 (92.5%), PMCID 203/386 (52.6%), abstract text 377/386 (97.7%).

=== Gap derivation ===
The gap layer is generated from the classified corpus by looking for three structural patterns: evidence deserts (a molecular node that is well characterised mechanistically but has no organismal or human phenotype test), mechanism-to-outcome gaps (a mechanism assumed to mediate an outcome but never tested by blocking it), and contradictions or tensions (two well-supported findings that cannot both be straightforwardly true of the same intervention).

Each gap is stated as an explicit falsifiable hypothesis paired with a concrete proposed experiment, is linked to its constituent studies, and carries a subjective confidence weight. Gap statements are labelled as hypotheses throughout the resource and are not presented as findings.

=== Availability ===
The corpus, the derived data files and the code that generates the published resource are openly available (see Data and code availability). Every number reported here was computed directly from the released data files and can be reproduced from them with the script included as supplementary material.

== What the corpus contains ==
At the level of raw composition, the corpus divides as follows: mechanistic and in-vitro work accounts for 198 studies (51.3%), animal studies for 107 (27.7%), human evidence for 39 (10.1%), and narrative reviews for 39 (10.1%).

By subject category, a separate axis from study system, the split is Mechanism 207 (53.6%), Animal 90 (23.3%), Review 40 (10.4%), Human 36 (9.3%), Negative result 6 (1.6%), side-effect studies 2, preprints 2, and one ongoing trial.

== Results ==

&lt;!-- NOTE: the two [[File:...]] lines below work only after the SVG files have been uploaded to Wikimedia Commons under CC BY 4.0 with exactly these names. If you do not upload them, delete the two lines. --&gt;
[[File:mTOR-Atlas-corpus-composition-2026.svg|thumb|right|400px|Figure 1. Composition of the curated mTOR corpus by study system (n = 386, census of 15 September 2026). Human evidence of any kind accounts for 39 studies (10.1%). Oliver Barton, CC BY 4.0.]]

=== One study in ten speaks to humans ===
Combining the three human classes (systematic review, clinical trial, observational study) gives 39 of 386 studies, or 10.1%. Animal and mechanistic work together account for 305 studies, or 79.0%.

This is the headline number, and its interest lies less in the ratio itself — a mechanistically driven field is expected to be bottom-heavy — than in the fact that it is normally invisible. The ratio only becomes visible if someone labels every study by system and then counts. When the field is read paper by paper, or through reviews, the mechanistic base and the human tip are cited in the same register.

=== The human evidence is mostly about disease, not ageing ===
The 10.1% figure is itself generous with respect to ageing claims. Splitting the 25 human clinical trials by indication:

* 13 trials (52%) address licensed disease indications: transplant immunosuppression,&lt;ref name=&quot;kahan2000&quot;&gt;{{Cite journal|last=Kahan|first=B. D.|date=2000|title=Efficacy of sirolimus compared with azathioprine for reduction of acute renal allograft rejection|journal=The Lancet|doi=10.1016/S0140-6736(00)02480-6}}&lt;/ref&gt; renal cell carcinoma,&lt;ref name=&quot;hudes2007&quot;&gt;{{Cite journal|last=Hudes|first=G.|date=2007|title=Temsirolimus, interferon alfa, or both for advanced renal-cell carcinoma|journal=New England Journal of Medicine|doi=10.1056/NEJMoa066838}}&lt;/ref&gt;&lt;ref name=&quot;motzer2008&quot;&gt;{{Cite journal|last=Motzer|first=R. J.|date=2008|title=Efficacy of everolimus in advanced renal cell carcinoma (RECORD-1)|journal=The Lancet|doi=10.1016/S0140-6736(08)61039-9}}&lt;/ref&gt; pancreatic neuroendocrine tumours,&lt;ref name=&quot;yao2011&quot;&gt;{{Cite journal|last=Yao|first=J. C.|last2=Shah|first2=M. H.|last3=Ito|first3=T.|date=2011|title=Everolimus for advanced pancreatic neuroendocrine tumors (RADIANT-3)|journal=New England Journal of Medicine|doi=10.1056/NEJMoa1009290}}&lt;/ref&gt; hormone-receptor-positive breast cancer,&lt;ref name=&quot;baselga2012&quot;&gt;{{Cite journal|last=Baselga|first=J.|last2=Campone|first2=M.|last3=Piccart|first3=M.|date=2012|title=Everolimus in postmenopausal hormone-receptor-positive advanced breast cancer (BOLERO-2)|journal=New England Journal of Medicine|doi=10.1056/NEJMoa1109653}}&lt;/ref&gt; [[w:Tuberous sclerosis|tuberous sclerosis complex]] and [[w:Lymphangioleiomyomatosis|lymphangioleiomyomatosis]],&lt;ref name=&quot;bissler2008&quot;&gt;{{Cite journal|last=Bissler|first=J. J.|last2=Franz|first2=D. N.|date=2008|title=Sirolimus for angiomyolipoma in tuberous sclerosis complex or lymphangioleiomyomatosis|journal=New England Journal of Medicine|doi=10.1056/NEJMoa063564}}&lt;/ref&gt;&lt;ref name=&quot;bissler2013&quot;&gt;{{Cite journal|last=Bissler|first=J. J.|last2=Kingswood|first2=J. C.|last3=Radzikowska|first3=E.|date=2013|title=Everolimus for angiomyolipoma associated with tuberous sclerosis complex or sporadic lymphangioleiomyomatosis (EXIST-2)|journal=The Lancet|doi=10.1016/S0140-6736(12)61767-X}}&lt;/ref&gt;&lt;ref name=&quot;krueger2010&quot;&gt;{{Cite journal|last=Krueger|first=D. A.|date=2010|title=Everolimus for subependymal giant-cell astrocytomas in tuberous sclerosis|journal=New England Journal of Medicine|doi=10.1056/NEJMoa1001671}}&lt;/ref&gt;&lt;ref name=&quot;mccormack2011&quot;&gt;{{Cite journal|last=McCormack|first=F. X.|last2=Inoue|first2=Y.|last3=Moss|first3=J.|date=2011|title=Efficacy and safety of sirolimus in lymphangioleiomyomatosis (MILES)|journal=New England Journal of Medicine|doi=10.1056/NEJMoa1100391}}&lt;/ref&gt;&lt;ref name=&quot;franz2013&quot;&gt;{{Cite journal|last=Franz|first=D. N.|last2=Belousova|first2=E.|last3=Sparagana|first3=S.|date=2013|title=Efficacy and safety of everolimus for subependymal giant cell astrocytomas associated with tuberous sclerosis complex (EXIST-1)|journal=The Lancet|doi=10.1016/S0140-6736(12)61134-9}}&lt;/ref&gt;&lt;ref name=&quot;saxena2026&quot;&gt;{{Cite journal|last=Saxena|first=A.|last2=Drew|first2=C. J.|last3=Cannings-John|first3=R.|date=2026|title=Everolimus for the treatment of neuropsychological deficits in tuberous sclerosis complex|journal=Journal of Medical Genetics|doi=10.1136/jmg-2026-111529}}&lt;/ref&gt; advanced solid tumours,&lt;ref name=&quot;schram2025&quot;&gt;{{Cite journal|last=Schram|first=A. M.|last2=Meyerowitz|first2=J. G.|date=2025|title=The bi-steric, mTORC1-selective inhibitor RMC-5552 in advanced solid tumors: a phase 1 trial|journal=Clinical Cancer Research|doi=10.1158/1078-0432.CCR-25-2112}}&lt;/ref&gt; and gastroenteropancreatic neuroendocrine tumours.&lt;ref name=&quot;walter2026&quot;&gt;{{Cite journal|last=Walter|first=T.|last2=Jann|first2=H.|last3=Ansquer|first3=C.|date=2026|title=[177Lu]Lu-edotreotide versus everolimus for gastroenteropancreatic neuroendocrine tumours (COMPETE): a phase 3 randomised trial|journal=The Lancet|doi=10.1016/S0140-6736(26)00604-5}}&lt;/ref&gt;
* 2 trials are physiology experiments in healthy volunteers rather than therapeutic tests: rapamycin blocking the post-exercise rise in muscle protein synthesis,&lt;ref name=&quot;drummond2009&quot;&gt;{{Cite journal|last=Drummond|first=M. J.|last2=Rasmussen|first2=B. B.|date=2009|title=Rapamycin administration in humans blocks the contraction-induced increase in skeletal muscle protein synthesis|journal=Journal of Physiology|doi=10.1113/jphysiol.2008.163816}}&lt;/ref&gt; and PXR-mediated liver growth through the AKT–mTOR axis.&lt;ref name=&quot;lassila2026&quot;&gt;{{Cite journal|last=Lassila|first=P.|last2=Karpale|first2=M.|last3=Kummu|first3=O.|date=2026|title=Pregnane X receptor-mediated liver growth: a controlled clinical trial in healthy volunteers|journal=Archives of Toxicology|doi=10.1007/s00204-026-04526-5}}&lt;/ref&gt;
* 10 trials are ageing- or healthspan-oriented.

Within that last group, the outcome record reads as follows.

{| class=&quot;wikitable&quot;
|+ Table 2. Ageing- and healthspan-oriented human trials in the corpus. An asterisk marks trials testing caloric restriction, resveratrol or dietary protein restriction rather than an mTOR inhibitor.
! Trial !! Design !! n !! Primary endpoint !! Result
|-
| Mannick et al. 2014&lt;ref name=&quot;mannick2014&quot;&gt;{{Cite journal|last=Mannick|first=J. B.|last2=Del Giudice|first2=G.|last3=Lattanzi|first3=M.|date=2014|title=mTOR inhibition improves immune function in the elderly|journal=Science Translational Medicine|doi=10.1126/scitranslmed.3009892}}&lt;/ref&gt; || RCT || — || Influenza vaccine response || Positive (~20% improvement)
|-
| Poulsen et al. 2013 *&lt;ref name=&quot;poulsen2013&quot;&gt;{{Cite journal|last=Poulsen|first=M. M.|date=2013|title=High-dose resveratrol supplementation in obese men: an investigator-initiated, randomized, placebo-controlled trial|journal=Diabetes|doi=10.2337/db12-0975}}&lt;/ref&gt; || RCT || 24 || Insulin sensitivity || Null
|-
| Romashkan et al. 2016 (CALERIE) *&lt;ref name=&quot;romashkan2016&quot;&gt;{{Cite journal|last=Romashkan|first=S. V.|last2=Ravussin|first2=E.|date=2016|title=Safety of two-year caloric restriction in non-obese healthy individuals|journal=Oncotarget|doi=10.18632/oncotarget.8093}}&lt;/ref&gt; || RCT || 218 || Safety of 2-year caloric restriction || Safety only
|-
| Kraig et al. 2018&lt;ref name=&quot;kraig2018&quot;&gt;{{Cite journal|last=Kraig|first=E.|last2=Linehan|first2=L. A.|last3=Liang|first3=H.|date=2018|title=A randomized control trial to establish the feasibility and safety of rapamycin treatment in an older human cohort|journal=Experimental Gerontology|doi=10.1016/j.exger.2017.12.026}}&lt;/ref&gt; || Pilot RCT || 25 || Safety / feasibility || Safety only
|-
| Mannick et al. 2018&lt;ref name=&quot;mannick2018&quot;&gt;{{Cite journal|last=Mannick|first=J. B.|last2=Morris|first2=M.|last3=Hockey|first3=H. P.|date=2018|title=TORC1 inhibition enhances immune function and reduces infections in the elderly|journal=Science Translational Medicine|doi=10.1126/scitranslmed.aaq1564}}&lt;/ref&gt; || Phase 2a RCT || 264 || Infection incidence || Positive
|-
| Chung et al. 2019&lt;ref name=&quot;chung2019&quot;&gt;{{Cite journal|last=Chung|first=C. L.|last2=Lawrence|first2=I.|last3=Hoffman|first3=M.|date=2019|title=Topical rapamycin reduces markers of senescence and aging in human skin: an exploratory, prospective, randomized trial|journal=GeroScience|doi=10.1007/s11357-019-00113-y}}&lt;/ref&gt; || RCT (skin) || 17 || Senescence markers || Exploratory, positive
|-
| Mannick et al. 2021&lt;ref name=&quot;mannick2021&quot;&gt;{{Cite journal|last=Mannick|first=J. B.|last2=Teo|first2=G.|last3=Bernardo|first3=P.|date=2021|title=Targeting the biology of ageing with mTOR inhibitors to improve immune function in older adults: phase 2b and phase 3 randomised trials|journal=Lancet Healthy Longevity|doi=10.1016/S2666-7568(21)00062-3}}&lt;/ref&gt; || Phase 2b/3 RCT || 1024 || Symptomatic respiratory illness || Missed (26% vs 25%, p = 0.65)
|-
| Moel et al. 2025 (PEARL)&lt;ref name=&quot;moel2025&quot;&gt;{{Cite journal|last=Moel|first=M.|last2=Harinath|first2=G.|last3=Lee|first3=V.|date=2025|title=Influence of rapamycin on safety and healthspan metrics after one year: PEARL trial results|journal=Aging (Albany NY)|doi=10.18632/aging.206235}}&lt;/ref&gt; || RCT || 114 || Visceral fat (DXA) || Missed (p = 0.942)
|-
| Aware et al. 2026&lt;ref name=&quot;aware2026&quot;&gt;{{Cite journal|last=Aware|first=C.|last2=Neher|first2=C. M.|last3=Woods|first3=C.|date=2026|title=Rapamycin increases cerebral blood flow and modulates metabolic, inflammatory, and microbiome profiles in healthy middle-aged APOE4 carriers: a pilot single-arm trial|journal=Journal of Cerebral Blood Flow and Metabolism|doi=10.1177/0271678X261490342}}&lt;/ref&gt; || Single-arm pilot || 23 || Cerebral blood flow || Positive in APOE4 carriers; no control arm
|-
| Singh et al. 2026 *&lt;ref name=&quot;singh2026&quot;&gt;{{Cite journal|last=Singh|first=S.|last2=Fourrier|first2=C.|last3=Hein|first3=L. K.|date=2026|title=Reduced dietary protein intake does not alter autophagy in human blood: a randomized crossover study in healthy adults|journal=Clinical Nutrition|volume=65|pages=106778|doi=10.1016/j.clnu.2026.106778}}&lt;/ref&gt; || Crossover RCT || 63 || Autophagic flux (whole blood) || Null (p = 0.28)
|}

Sample size for Mannick et al. 2014 is not captured in the corpus record, an instance of the extraction-coverage limitation discussed below.

Read as a sequence rather than as ten separate results, this is the classic translational attrition curve. Every positive primary-endpoint result here comes from an early-phase, small, or uncontrolled design: a vaccine-response signal (2014), a phase-2a infection-incidence result in 264 people (2018), an exploratory 17-person skin trial (2019), and an uncontrolled 23-person pilot (2026). The one adequately powered confirmatory trial, the phase-3 continuation of that same phase-2a programme, by the same group, in 1024 participants, missed its primary endpoint. The only purpose-built healthspan RCT completed to date reported a pre-registered null. No adequately powered controlled trial in this corpus has produced a confirmed positive primary-endpoint result for an ageing or healthspan outcome.

The newest entry sharpens the point rather than softening it. Singh et al. (2026) ran a pre-registered randomised crossover trial in which 63 healthy adults completed four weeks each of average-protein and reduced-protein diets, with autophagic flux in whole blood as the primary outcome, measured by an assay built to capture flux rather than a static marker. Preclinical work predicts that protein restriction should inhibit mTORC1 and thereby raise autophagy. It did not: the adjusted mean difference was −8.46 ng LC3B-II/mg protein/h (95% CI −24.06 to 7.14, p = 0.28), while metabolomics confirmed the diets had genuinely separated. This is the rarest kind of study in the whole corpus: a well-powered, pre-registered, direct human test of a mechanism that the pre-clinical literature treats as established. It came back negative.

That sequence — deep mechanism, strong mouse data, an encouraging phase-2a, a failed phase-3, a null healthspan RCT, and now a null mechanistic test in humans — is legible in a single view only because the corpus labels and links the studies. It is precisely the pattern that disappears when the phase-2a result is cited on its own.

=== The human share is rising, slowly ===
[[File:mTOR-Atlas-human-share-by-era-2026.svg|thumb|right|400px|Figure 2. Share of human evidence in the curated mTOR corpus by era. Even in the most recent era, roughly six in seven curated studies remain pre-clinical. Oliver Barton, CC BY 4.0.]]
Splitting the corpus by era shows a monotonic increase in the human share.

{| class=&quot;wikitable&quot;
|+ Table 3. Human share of the corpus by era.
! Era !! Studies !! Human !! Share
|-
| before 2000 || 15 || 0 || 0.0%
|-
| 2000–2009 || 91 || 5 || 5.5%
|-
| 2010–2019 || 150 || 15 || 10.0%
|-
| 2020 onwards || 129 || 19 || 14.7%
|}

The field is translating, but from a very low base: even in the most recent era, roughly six of every seven curated studies remain pre-clinical. This trend should be read with the curation bias described in the Limitations in mind, since recent literature is over-sampled, but the direction is not an artefact of over-sampling, because over-sampling recent work would, if anything, inflate the mechanistic count as readily as the human one.

=== Negative results are 1.6% of the corpus ===
Six studies (1.6%) are classified as negative results, despite negative and contradictory findings having been sought deliberately during curation. They are worth naming, because each one constrains a claim that circulates freely: the phase-3 immune trial failure,&lt;ref name=&quot;mannick2021&quot; /&gt; a null high-dose resveratrol RCT in obese men,&lt;ref name=&quot;poulsen2013&quot; /&gt; a null supplement panel in mice,&lt;ref name=&quot;strong2012&quot;&gt;{{Cite journal|last=Strong|first=R.|last2=Miller|first2=R. A.|last3=Harrison|first3=D. E.|date=2012|title=Evaluation of resveratrol, green tea extract, curcumin, oxaloacetic acid, and medium-chain triglyceride oil on life span of genetically heterogeneous mice|journal=Journals of Gerontology Series A|doi=10.1093/gerona/gls070}}&lt;/ref&gt; the Interventions Testing Program arm showing rapamycin but not resveratrol or simvastatin extends lifespan,&lt;ref name=&quot;miller2011&quot;&gt;{{Cite journal|last=Miller|first=R. A.|last2=Harrison|first2=D. E.|date=2011|title=Rapamycin, but not resveratrol or simvastatin, extends life span of genetically heterogeneous mice|journal=Journals of Gerontology Series A|doi=10.1093/gerona/glq178}}&lt;/ref&gt; a transient-rapamycin study whose positive lifespan effect came with sex-specific and toxicity caveats,&lt;ref name=&quot;bitto2016&quot;&gt;{{Cite journal|last=Bitto|first=A.|last2=Kaeberlein|first2=M.|date=2016|title=Transient rapamycin treatment can increase lifespan and healthspan in middle-aged mice|journal=eLife|doi=10.7554/eLife.16351}}&lt;/ref&gt; and a 2026 failure of rapamycin to protect spermatogonial cells from cisplatin damage.&lt;ref name=&quot;jibrin2026&quot;&gt;{{Cite journal|last=Jibrin|first=A.|last2=Mitchell|first2=R. T.|last3=Lopes|first3=F.|date=2026|title=Rapamycin co-exposure fails to reduce cisplatin-induced damage in GC6-spg spermatogonial cell lines|journal=Reproduction &amp; Fertility|doi=10.1530/RAF-26-0044}}&lt;/ref&gt;

That count is itself an undercount, and the corpus's own labelling is the reason. Singh et al. (2026) is a null result by any reasonable reading, but it is filed as a human trial rather than as a negative result, because the category field records what kind of study it is and not how it came out. Any corpus that separates those two things will undercount negatives on one of the two axes. A 1.6% formal rate in a corpus where negative results were actively hunted is an observation about the literature; the labelling gap is an observation about the corpus.

=== Classifying the evidence exposed a defect in the classification ===
The rubric originally used a lettered A–D scale. Under it, 237 studies (61.4% of the current corpus) fall into a single bucket, &quot;D — Mechanistic/Review&quot;, which merged 198 primary mechanistic papers with 39 narrative reviews.

In August 2026 the resource was described publicly on social media, and Brendan Manning (Harvard T.H. Chan School of Public Health) responded with a substantive objection: whether a mechanism has been described in humans should not be weighted, because rigorous and reproducible cell-biological and biochemical evidence shows how the core pathway functions regardless of whether it has yet been tested in organismal models. The objection was correct, and it identified a real defect rather than a presentational one. A lettered scale running A to D reads as a quality grade no matter how carefully the surrounding prose insists it is a design classifier, and placing a primary structural discovery in the same terminal bucket as a narrative review compounded the misreading.

The scheme was revised in September 2026. Letters were replaced with mnemonic codes for study type, narrative reviews were separated onto their own track rather than occupying the bottom rung, and the display layer was rebuilt so that nothing in the presentation implies a quality ranking. Internal identifiers were left unchanged, so no underlying record was re-graded: the revision changed what readers see, not what the data says.

Two things about this episode seem worth recording. First, the defect was invisible from inside the project and became visible only when an external specialist read the output, which is an argument for publishing rubrics rather than merely applying them. Second, the objection is not fully resolved by re-labelling, and this paper inherits the unresolved part. The classification rubric above groups the classes along a single axis — speaks to humans, or does not — because that is the question being asked here. That axis is defensible for this question and indefensible as a general ranking, which is exactly Manning's point. The honest general structure is two axes: strength of evidence for a claim about human outcomes, and strength of evidence for a claim about mechanism, scored separately, so that a definitive biochemical result is not implicitly demoted for being biochemical. That scheme is not implemented, and until it is, any single ordering of these classes should be read as a device for answering one question rather than as a statement about worth.

=== The gap layer ===
Ten gaps are currently derived from the corpus, distributed across four types: contradiction or tension (4), mechanism-to-outcome gap (3), evidence desert (2), and human-endpoint gap (1). Confidence weights range from 0.70 to 0.85. Collectively they cite 51 distinct studies (13.2% of the corpus), a mean of 6.6 per gap, with every cited identifier resolving to a corpus record.

Representative examples: whether autophagy is actually required for the mammalian lifespan benefit (assumed widely; shown directly only in fly and worm, plus one mouse over-expression study, with no study testing whether blocking autophagy abolishes the effect); whether mTORC1-selective, mTORC2-sparing inhibition can separate the longevity benefit from the insulin-resistance liability that is attributed to mTORC2 loss;&lt;ref name=&quot;lamming2012&quot;&gt;{{Cite journal|last=Lamming|first=D. W.|last2=Sabatini|first2=D. M.|date=2012|title=Rapamycin-induced insulin resistance is mediated by mTORC2 loss and uncoupled from longevity|journal=Science|doi=10.1126/science.1215135}}&lt;/ref&gt; and pervasive, occasionally direction-flipping sex dimorphism in mTOR-longevity responses — S6K1 knockout extends median lifespan in female but not male mice,&lt;ref name=&quot;selman2009&quot;&gt;{{Cite journal|last=Selman|first=C.|last2=Withers|first2=D. J.|date=2009|title=Ribosomal protein S6 kinase 1 signaling regulates mammalian life span|journal=Science|doi=10.1126/science.1177221}}&lt;/ref&gt; and rapamycin favours females at every dose tested&lt;ref name=&quot;miller2014&quot;&gt;{{Cite journal|last=Miller|first=R. A.|last2=Harrison|first2=D. E.|last3=Astle|first3=C. M.|date=2014|title=Rapamycin-mediated lifespan increase in mice is dose and sex dependent and metabolically distinct from dietary restriction|journal=Aging Cell|doi=10.1111/acel.12194}}&lt;/ref&gt; — a pattern that surfaced from extracted effect sizes across studies rather than from any individual paper's framing.

The first of those gained direct human relevance during the period covered by this revision. Singh et al. (2026) did not test whether autophagy is required for a lifespan benefit, but it did test whether a standard nutritional route to inhibiting mTORC1 raises autophagy in people at all, and found that it does not. A gap layer that flags the mechanism-to-outcome link as untested now has a human datum suggesting the first step of that link may not hold under the conditions usually assumed.

These are hypotheses, and are labelled as such. Their value is not that they are correct but that they are derived and traceable: each one names the studies that generate the tension and the experiment that would resolve it.

== Limitations ==
'''Single-curator selection.''' The corpus was assembled by one curator. There is no second-rater agreement statistic for the class assignments, and none should be inferred. Inter-rater reliability on the rubric is the single most valuable missing measurement in this work, and is the obvious next study.

'''Not a systematic review.''' Selection was purposive, not exhaustive. The corpus cannot support prevalence claims about &quot;the mTOR literature&quot; as a whole; every proportion reported here is a proportion of this corpus.

'''Recency over-sampling.''' 103 of 386 studies (26.7%) carry a 2026 publication year, because curation began in 2026 and actively pulled current literature. Era-stratified figures are affected by this and should be read as directional.

'''A moving census.''' The corpus grows continuously. An earlier version of this paper reported 364 studies; this version reports 386, added over three days. Every figure here is a snapshot with a date on it, and the supplementary data file pins the exact snapshot the numbers came from.

'''Incomplete deep extraction.''' Sample size, effect size and stated limitations are populated for 43 studies (11.1%). Any analysis depending on those fields covers a small, non-random subset.

'''Classification is a judgement.''' Assigning a study to a class is rule-guided but not mechanical, particularly for mixed-model papers (human cells plus mouse, say). The rubric-revision episode documents one case in which the rubric itself was found wanting.

'''Indication classification is post hoc.''' The disease/physiology/ageing split above was applied for this audit by reading each trial's stated indication and primary endpoint. It is not a pre-existing field in the corpus, and a different reader could reasonably reassign borderline cases.

== Discussion ==
The finding that 10.1% of a curated mTOR corpus is human evidence is not, in isolation, a criticism of the field. Pathway biology is supposed to be bottom-heavy; mechanism precedes translation, and the mechanistic work in this corpus includes some of the most rigorous molecular biology of the last thirty years.

The finding matters because of what happens downstream. mTOR is unusual among ageing targets in that a drug acting on it is already licensed, already prescribed, and already taken off-label by people who are not transplant recipients or cancer patients. In that setting, the distance between &quot;extends lifespan in mice&quot; and &quot;extends healthspan in humans&quot; is not an academic distinction, and the evidence base actually supporting the second claim — ten trials, no confirmed positive primary endpoint, one failed phase-3, one pre-registered null on a healthspan outcome, and now one pre-registered null on the mechanism itself — is much thinner than the volume of surrounding literature suggests.

Making that composition visible is the contribution here. Not a new experiment; a census. The census is only possible because someone labelled 386 studies by system under a fixed rubric and published the result in a form that can be counted, queried and disagreed with.

The rubric-revision episode suggests the same logic applies reflexively. A classification scheme is itself a claim, and it improves under exactly the sort of external scrutiny that publishing it invites. The unresolved question it left behind — whether evidence strength is one axis or two — is, I think, the more interesting research problem of the two described in this paper, and this version of the paper states the single-axis grouping as the analytical device it is rather than dressing it as a hierarchy.

== Data and code availability ==
* Resource: https://mtor-atlas.org
* Archived dataset (DOI): [https://doi.org/10.5281/zenodo.22059963 10.5281/zenodo.22059963] (CC BY 4.0)
* Preprint of an earlier version of this manuscript: [https://doi.org/10.6084/m9.figshare.33772297 10.6084/m9.figshare.33772297]
* Source code: https://github.com/open-mtor-atlas/atlas (code MIT; curated content and data CC BY 4.0)
* Registry records: bio.tools &lt;code&gt;olivers_mtor_atlas&lt;/code&gt;; FAIRsharing 8905; Wikidata [[d:Q141256074|Q141256074]]

All figures reported in this paper were computed directly from &lt;code&gt;studies_baked.json&lt;/code&gt; and &lt;code&gt;gaps_baked.json&lt;/code&gt; at the 15 September 2026 census. Both files, and a script that recomputes every number in a single run, are included as supplementary material.

== Additional information ==

=== Author contributions ===
Oliver Barton designed and curated the corpus, defined and revised the classification rubric, performed the audit, and wrote the manuscript.

=== Competing interests ===
The author built and maintains the resource audited in this paper. No financial competing interests.

=== Funding ===
None.

=== Ethics statement ===
No human or animal subjects. This work analyses published literature only, so no ethics approval or informed consent was required.

=== Use of artificial intelligence ===
Large language model assistance (Anthropic Claude) was used substantially throughout this project: in literature triage during curation, in drafting curated summary prose subsequently reviewed by the author, in generating candidate gap hypotheses from the classified corpus, in writing the code that produces the published resource, and in drafting this manuscript. Class assignments were made under the author's rubric with the author's review. Every numerical result reported here was computed programmatically from the released data files and re-verified against them; bibliographic details for all cited studies were checked against PubMed records rather than reproduced from memory. The author takes responsibility for the content.

=== Prior publication ===
An earlier version of this manuscript is publicly available as a preprint on Figshare ([https://doi.org/10.6084/m9.figshare.33772297 10.6084/m9.figshare.33772297], CC BY 4.0). The manuscript is not under consideration at any other journal.

=== Acknowledgements ===
I thank Brendan D. Manning for the critique described above, offered publicly and without obligation, which materially improved the classification scheme.

== References ==
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      <text bytes="39046" sha1="q6syoj4eqyt7bw7zl40pq3bgl9geyr1" xml:space="preserve">{{Article info
| journal = WikiJournal of Medicine
| last1 = Barton
| first1 = Oliver
| orcid1 = 0009-0008-2025-2148
| affiliation1 = Independent researcher, Prague, Czech Republic
| correspondence1 = oliver.barton1113@gmail.com
| affiliations = 'affiliation1' Independent researcher, Prague, Czech Republic
| correspondence = oliver.barton1113@gmail.com
| keywords = mTOR, evidence grading, research synthesis, translational gap, meta-research, knowledge base
| submitted = 22 September 2026
| license = &lt;!-- default is CC-BY --&gt;
| abstract = '''Background.''' The mTOR pathway is among the most heavily cited targets in ageing biology, and claims derived from it circulate widely in translational and public-facing contexts. What is rarely made explicit is the kind of evidence any given claim rests on.

'''Methods.''' I report a systematic audit of a hand-curated corpus of 386 mTOR studies (1975–2026), in which every record carries an explicit classification of the biological system it was done in, assigned under a fixed rubric. All proportions were computed directly from the released data files at a dated census.

'''Results.''' Three findings emerge. First, the human evidence base is thin: 39 of 386 studies (10.1%) are human work of any kind (systematic review, clinical trial, or observational study), while 305 (79.0%) are animal or mechanistic/in-vitro work. Second, the human evidence that does exist is overwhelmingly about disease indications rather than ageing: of 25 human clinical trials, 13 concern licensed uses (transplant immunosuppression, oncology, tuberous sclerosis complex / lymphangioleiomyomatosis) and two are physiology experiments in healthy volunteers, leaving ten ageing- or healthspan-oriented trials. Among those ten, every positive primary-endpoint result comes from an early-phase, small or uncontrolled design; the one adequately powered confirmatory trial (Mannick et al., 2021; n = 1024) missed its primary endpoint (26% vs 25%, p = 0.65) after a positive phase-2a by the same group; the only purpose-built healthspan randomised controlled trial completed to date (PEARL; Moel et al., 2025; n = 114) reported a pre-registered null; and a pre-registered crossover trial in 63 healthy adults found that moderate dietary protein restriction did not raise autophagic flux at all (Singh et al., 2026), against a clear preclinical expectation that it should. Third, the proportion of human evidence is rising slowly but monotonically across eras — 0% before 2000, 5.5% in 2000–2009, 10.0% in 2010–2019, 14.7% from 2020 — meaning that even in the most recent period roughly six in seven curated studies remain pre-clinical.

'''Conclusion.''' A curated, system-labelled corpus makes the composition of an evidence base countable, and in the case of mTOR it shows a human evidence layer that is thinner, and more disease-oriented, than the surrounding literature suggests. I also report a structured gap layer derived from the corpus (ten hypotheses, each linked to a mean of 6.6 constituent studies), and describe a revision of the classification scheme itself prompted by external expert critique — a case in which the act of grading evidence exposed a defect in the grading rubric. The corpus, the rubric, and the generating code are openly available.
}}

== Plain language summary ==
Rapamycin and the mTOR pathway are often discussed as a route to slower ageing. This paper counts what that claim actually rests on. In a hand-built collection of 386 mTOR studies, only about one in ten involved people at all, and most of those tested a disease treatment rather than ageing. Of the ten trials aimed at ageing or healthspan, the positive ones were small or early-stage, while the largest and best-designed ones did not meet their goals. The evidence in people is thinner than the volume of publications makes it look.

== Introduction ==
The mechanistic target of rapamycin ([[w:MTOR|mTOR]]) has been a central object of [[w:Ageing|ageing]] research since [[w:Sirolimus|rapamycin]] was shown to extend lifespan in genetically heterogeneous mice even when started late in life.&lt;ref name=&quot;harrison2009&quot;&gt;{{Cite journal|last=Harrison|first=D. E.|date=2009|title=Rapamycin fed late in life extends lifespan in genetically heterogeneous mice|journal=Nature|doi=10.1038/nature08221}}&lt;/ref&gt; Three decades of work separate the identification of the mammalian target&lt;ref name=&quot;sabatini1994&quot;&gt;{{Cite journal|last=Sabatini|first=D. M.|date=1994|title=RAFT1: a mammalian protein that binds to FKBP12 in a rapamycin-dependent fashion and is homologous to yeast TORs|journal=Cell|doi=10.1016/0092-8674(94)90570-3}}&lt;/ref&gt; from the current structural and nutrient-sensing picture,&lt;ref name=&quot;saxton2015&quot;&gt;{{Cite journal|last=Saxton|first=R. A.|last2=Wolfson|first2=R. L.|last3=Sabatini|first3=D. M.|date=2015|title=Structural basis for leucine sensing by the Sestrin2-mTORC1 pathway|journal=Science|doi=10.1126/science.aad2087}}&lt;/ref&gt; and the pathway now anchors a large literature spanning biochemistry, model-organism longevity, oncology, and a small number of human trials.

That breadth creates a specific problem for anyone trying to read the field. A statement such as &quot;mTOR inhibition improves immune function with age&quot; is true of a phase-2a trial, was not confirmed in the corresponding phase-3, and is separately supported by mouse and cell work of an entirely different evidential character. In practice these strands are cited interchangeably. The claim travels; the system it was established in does not travel with it.

Most existing resources do not fix this, because they are not built to. Bibliographic databases index papers without classifying them. Pathway databases model molecular relationships without reference to the study designs underneath. Narrative reviews do the classification implicitly, in prose, in a form that cannot be queried or audited. Formal evidence-grading frameworks such as [[w:GRADE approach|GRADE]] exist but are applied to specific clinical questions in systematic reviews, not maintained continuously across a whole pathway literature.

The Open mTOR Atlas was built to hold the missing layer: a curated corpus in which every study carries an explicit, rule-assigned label for the system it was done in, so that the composition of the evidence base itself becomes a queryable object. This paper is not a description of that resource. It is an audit of what the resource shows when you ask it about itself.

The question is deliberately narrow: in a curated corpus of the mTOR literature, how much of the evidence actually speaks to humans, and how much of that speaks to ageing?

== Methods ==

=== Corpus construction ===
Studies were identified through [[w:PubMed|PubMed]] searches across mTOR pathway biology, rapamycin and rapalog pharmacology, nutrient sensing, [[w:Autophagy|autophagy]], and ageing-related outcomes, and were selected by hand rather than by an automated query. Selection favoured (a) primary discoveries that established a mechanism, (b) model-organism longevity and healthspan studies, (c) all identifiable human trials involving mTOR inhibitors or the dietary interventions that act through the pathway, and (d) papers reporting negative or contradictory results, which were sought deliberately because they are systematically under-represented in citation-driven discovery.

The corpus is therefore a curated collection, not a [[w:Systematic review|systematic review]] sample: it makes no claim to exhaustiveness, and the selection criteria, while stated, were applied by a single curator. The Limitations section treats this as the principal limitation of the work.

At the census date (15 September 2026) the corpus contained 386 studies spanning 1975–2026. Of these, 381 (98.7%) are peer-reviewed journal articles; the remainder are preprints (2), a registered trial record (1), and other non-journal records.

=== Classification rubric ===
Every record carries exactly one class describing the biological system the study was done in.

{| class=&quot;wikitable&quot;
|+ Table 1. Classification of the corpus by study system (n = 386).
! Class !! Description !! n !! %
|-
| Systematic review || Synthesis of human data || 2 || 0.5
|-
| Human trial || Interventional study in people || 25 || 6.5
|-
| Human observational || Cohort, case-control, registry || 12 || 3.1
|-
| Animal || Whole-organism model || 107 || 27.7
|-
| Mechanistic || Cells, biochemistry, structure || 198 || 51.3
|-
| Narrative review || Secondary synthesis, unsystematic || 39 || 10.1
|-
| Preprint || Not yet peer reviewed || 2 || 0.5
|-
| Registered trial || Protocol, no results yet || 1 || 0.3
|}

These classes are not a quality ranking, and the published resource deliberately does not display them in a ranked order. A mechanistic paper is not &quot;worse&quot; than a clinical trial. It answers a different question and licenses different claims, and a rigorous biochemical result can be far more reliable than an underpowered trial. The label says which system a result came from, not how much it counts. The reasoning behind that commitment, and the revision that produced it, are described below.

This audit does, however, group the classes along one axis, because that axis is the question being asked: whether a study can support a claim about humans. Systematic reviews, trials and observational studies are counted together as human evidence; animal and mechanistic work are counted together as pre-clinical. That grouping is an analytical choice made for this paper, not a hierarchy asserted by the resource, and the Discussion returns to its limits.

=== Structured extraction ===
Beyond bibliographic metadata, records carry curated fields for intervention, molecular target, species/model, and effect. A deeper extraction layer (sample size, effect size, stated limitations) is populated for 43 studies (11.1%), concentrated in the studies that carry the most argumentative weight: those cited by the gap layer and those with human or longevity endpoints. Coverage of this layer is incomplete by design rather than by oversight. It is manual work, and it was prioritised where precision matters most.

Identifier coverage is high: DOI 386/386 (100%), PMID 357/386 (92.5%), PMCID 203/386 (52.6%), abstract text 377/386 (97.7%).

=== Gap derivation ===
The gap layer is generated from the classified corpus by looking for three structural patterns: evidence deserts (a molecular node that is well characterised mechanistically but has no organismal or human phenotype test), mechanism-to-outcome gaps (a mechanism assumed to mediate an outcome but never tested by blocking it), and contradictions or tensions (two well-supported findings that cannot both be straightforwardly true of the same intervention).

Each gap is stated as an explicit falsifiable hypothesis paired with a concrete proposed experiment, is linked to its constituent studies, and carries a subjective confidence weight. Gap statements are labelled as hypotheses throughout the resource and are not presented as findings.

=== Availability ===
The corpus, the derived data files and the code that generates the published resource are openly available (see Data and code availability). Every number reported here was computed directly from the released data files and can be reproduced from them with the script included as supplementary material.

== What the corpus contains ==
At the level of raw composition, the corpus divides as follows: mechanistic and in-vitro work accounts for 198 studies (51.3%), animal studies for 107 (27.7%), human evidence for 39 (10.1%), and narrative reviews for 39 (10.1%).

By subject category, a separate axis from study system, the split is Mechanism 207 (53.6%), Animal 90 (23.3%), Review 40 (10.4%), Human 36 (9.3%), Negative result 6 (1.6%), side-effect studies 2, preprints 2, and one ongoing trial.

== Results ==

[[File:mTOR-Atlas-corpus-composition-2026.svg|thumb|right|400px|Figure 1. Composition of the curated mTOR corpus by study system (n = 386, census of 15 September 2026). Human evidence of any kind accounts for 39 studies (10.1%). Oliver Barton, CC BY 4.0.]]

=== One study in ten speaks to humans ===
Combining the three human classes (systematic review, clinical trial, observational study) gives 39 of 386 studies, or 10.1%. Animal and mechanistic work together account for 305 studies, or 79.0%.

This is the headline number, and its interest lies less in the ratio itself — a mechanistically driven field is expected to be bottom-heavy — than in the fact that it is normally invisible. The ratio only becomes visible if someone labels every study by system and then counts. When the field is read paper by paper, or through reviews, the mechanistic base and the human tip are cited in the same register.

=== The human evidence is mostly about disease, not ageing ===
The 10.1% figure is itself generous with respect to ageing claims. Splitting the 25 human clinical trials by indication:

* 13 trials (52%) address licensed disease indications: transplant immunosuppression,&lt;ref name=&quot;kahan2000&quot;&gt;{{Cite journal|last=Kahan|first=B. D.|date=2000|title=Efficacy of sirolimus compared with azathioprine for reduction of acute renal allograft rejection|journal=The Lancet|doi=10.1016/S0140-6736(00)02480-6}}&lt;/ref&gt; renal cell carcinoma,&lt;ref name=&quot;hudes2007&quot;&gt;{{Cite journal|last=Hudes|first=G.|date=2007|title=Temsirolimus, interferon alfa, or both for advanced renal-cell carcinoma|journal=New England Journal of Medicine|doi=10.1056/NEJMoa066838}}&lt;/ref&gt;&lt;ref name=&quot;motzer2008&quot;&gt;{{Cite journal|last=Motzer|first=R. J.|date=2008|title=Efficacy of everolimus in advanced renal cell carcinoma (RECORD-1)|journal=The Lancet|doi=10.1016/S0140-6736(08)61039-9}}&lt;/ref&gt; pancreatic neuroendocrine tumours,&lt;ref name=&quot;yao2011&quot;&gt;{{Cite journal|last=Yao|first=J. C.|last2=Shah|first2=M. H.|last3=Ito|first3=T.|date=2011|title=Everolimus for advanced pancreatic neuroendocrine tumors (RADIANT-3)|journal=New England Journal of Medicine|doi=10.1056/NEJMoa1009290}}&lt;/ref&gt; hormone-receptor-positive breast cancer,&lt;ref name=&quot;baselga2012&quot;&gt;{{Cite journal|last=Baselga|first=J.|last2=Campone|first2=M.|last3=Piccart|first3=M.|date=2012|title=Everolimus in postmenopausal hormone-receptor-positive advanced breast cancer (BOLERO-2)|journal=New England Journal of Medicine|doi=10.1056/NEJMoa1109653}}&lt;/ref&gt; [[w:Tuberous sclerosis|tuberous sclerosis complex]] and [[w:Lymphangioleiomyomatosis|lymphangioleiomyomatosis]],&lt;ref name=&quot;bissler2008&quot;&gt;{{Cite journal|last=Bissler|first=J. J.|last2=Franz|first2=D. N.|date=2008|title=Sirolimus for angiomyolipoma in tuberous sclerosis complex or lymphangioleiomyomatosis|journal=New England Journal of Medicine|doi=10.1056/NEJMoa063564}}&lt;/ref&gt;&lt;ref name=&quot;bissler2013&quot;&gt;{{Cite journal|last=Bissler|first=J. J.|last2=Kingswood|first2=J. C.|last3=Radzikowska|first3=E.|date=2013|title=Everolimus for angiomyolipoma associated with tuberous sclerosis complex or sporadic lymphangioleiomyomatosis (EXIST-2)|journal=The Lancet|doi=10.1016/S0140-6736(12)61767-X}}&lt;/ref&gt;&lt;ref name=&quot;krueger2010&quot;&gt;{{Cite journal|last=Krueger|first=D. A.|date=2010|title=Everolimus for subependymal giant-cell astrocytomas in tuberous sclerosis|journal=New England Journal of Medicine|doi=10.1056/NEJMoa1001671}}&lt;/ref&gt;&lt;ref name=&quot;mccormack2011&quot;&gt;{{Cite journal|last=McCormack|first=F. X.|last2=Inoue|first2=Y.|last3=Moss|first3=J.|date=2011|title=Efficacy and safety of sirolimus in lymphangioleiomyomatosis (MILES)|journal=New England Journal of Medicine|doi=10.1056/NEJMoa1100391}}&lt;/ref&gt;&lt;ref name=&quot;franz2013&quot;&gt;{{Cite journal|last=Franz|first=D. N.|last2=Belousova|first2=E.|last3=Sparagana|first3=S.|date=2013|title=Efficacy and safety of everolimus for subependymal giant cell astrocytomas associated with tuberous sclerosis complex (EXIST-1)|journal=The Lancet|doi=10.1016/S0140-6736(12)61134-9}}&lt;/ref&gt;&lt;ref name=&quot;saxena2026&quot;&gt;{{Cite journal|last=Saxena|first=A.|last2=Drew|first2=C. J.|last3=Cannings-John|first3=R.|date=2026|title=Everolimus for the treatment of neuropsychological deficits in tuberous sclerosis complex|journal=Journal of Medical Genetics|doi=10.1136/jmg-2026-111529}}&lt;/ref&gt; advanced solid tumours,&lt;ref name=&quot;schram2025&quot;&gt;{{Cite journal|last=Schram|first=A. M.|last2=Meyerowitz|first2=J. G.|date=2025|title=The bi-steric, mTORC1-selective inhibitor RMC-5552 in advanced solid tumors: a phase 1 trial|journal=Clinical Cancer Research|doi=10.1158/1078-0432.CCR-25-2112}}&lt;/ref&gt; and gastroenteropancreatic neuroendocrine tumours.&lt;ref name=&quot;walter2026&quot;&gt;{{Cite journal|last=Walter|first=T.|last2=Jann|first2=H.|last3=Ansquer|first3=C.|date=2026|title=[177Lu]Lu-edotreotide versus everolimus for gastroenteropancreatic neuroendocrine tumours (COMPETE): a phase 3 randomised trial|journal=The Lancet|doi=10.1016/S0140-6736(26)00604-5}}&lt;/ref&gt;
* 2 trials are physiology experiments in healthy volunteers rather than therapeutic tests: rapamycin blocking the post-exercise rise in muscle protein synthesis,&lt;ref name=&quot;drummond2009&quot;&gt;{{Cite journal|last=Drummond|first=M. J.|last2=Rasmussen|first2=B. B.|date=2009|title=Rapamycin administration in humans blocks the contraction-induced increase in skeletal muscle protein synthesis|journal=Journal of Physiology|doi=10.1113/jphysiol.2008.163816}}&lt;/ref&gt; and PXR-mediated liver growth through the AKT–mTOR axis.&lt;ref name=&quot;lassila2026&quot;&gt;{{Cite journal|last=Lassila|first=P.|last2=Karpale|first2=M.|last3=Kummu|first3=O.|date=2026|title=Pregnane X receptor-mediated liver growth: a controlled clinical trial in healthy volunteers|journal=Archives of Toxicology|doi=10.1007/s00204-026-04526-5}}&lt;/ref&gt;
* 10 trials are ageing- or healthspan-oriented.

Within that last group, the outcome record reads as follows.

{| class=&quot;wikitable&quot;
|+ Table 2. Ageing- and healthspan-oriented human trials in the corpus. An asterisk marks trials testing caloric restriction, resveratrol or dietary protein restriction rather than an mTOR inhibitor.
! Trial !! Design !! n !! Primary endpoint !! Result
|-
| Mannick et al. 2014&lt;ref name=&quot;mannick2014&quot;&gt;{{Cite journal|last=Mannick|first=J. B.|last2=Del Giudice|first2=G.|last3=Lattanzi|first3=M.|date=2014|title=mTOR inhibition improves immune function in the elderly|journal=Science Translational Medicine|doi=10.1126/scitranslmed.3009892}}&lt;/ref&gt; || RCT || — || Influenza vaccine response || Positive (~20% improvement)
|-
| Poulsen et al. 2013 *&lt;ref name=&quot;poulsen2013&quot;&gt;{{Cite journal|last=Poulsen|first=M. M.|date=2013|title=High-dose resveratrol supplementation in obese men: an investigator-initiated, randomized, placebo-controlled trial|journal=Diabetes|doi=10.2337/db12-0975}}&lt;/ref&gt; || RCT || 24 || Insulin sensitivity || Null
|-
| Romashkan et al. 2016 (CALERIE) *&lt;ref name=&quot;romashkan2016&quot;&gt;{{Cite journal|last=Romashkan|first=S. V.|last2=Ravussin|first2=E.|date=2016|title=Safety of two-year caloric restriction in non-obese healthy individuals|journal=Oncotarget|doi=10.18632/oncotarget.8093}}&lt;/ref&gt; || RCT || 218 || Safety of 2-year caloric restriction || Safety only
|-
| Kraig et al. 2018&lt;ref name=&quot;kraig2018&quot;&gt;{{Cite journal|last=Kraig|first=E.|last2=Linehan|first2=L. A.|last3=Liang|first3=H.|date=2018|title=A randomized control trial to establish the feasibility and safety of rapamycin treatment in an older human cohort|journal=Experimental Gerontology|doi=10.1016/j.exger.2017.12.026}}&lt;/ref&gt; || Pilot RCT || 25 || Safety / feasibility || Safety only
|-
| Mannick et al. 2018&lt;ref name=&quot;mannick2018&quot;&gt;{{Cite journal|last=Mannick|first=J. B.|last2=Morris|first2=M.|last3=Hockey|first3=H. P.|date=2018|title=TORC1 inhibition enhances immune function and reduces infections in the elderly|journal=Science Translational Medicine|doi=10.1126/scitranslmed.aaq1564}}&lt;/ref&gt; || Phase 2a RCT || 264 || Infection incidence || Positive
|-
| Chung et al. 2019&lt;ref name=&quot;chung2019&quot;&gt;{{Cite journal|last=Chung|first=C. L.|last2=Lawrence|first2=I.|last3=Hoffman|first3=M.|date=2019|title=Topical rapamycin reduces markers of senescence and aging in human skin: an exploratory, prospective, randomized trial|journal=GeroScience|doi=10.1007/s11357-019-00113-y}}&lt;/ref&gt; || RCT (skin) || 17 || Senescence markers || Exploratory, positive
|-
| Mannick et al. 2021&lt;ref name=&quot;mannick2021&quot;&gt;{{Cite journal|last=Mannick|first=J. B.|last2=Teo|first2=G.|last3=Bernardo|first3=P.|date=2021|title=Targeting the biology of ageing with mTOR inhibitors to improve immune function in older adults: phase 2b and phase 3 randomised trials|journal=Lancet Healthy Longevity|doi=10.1016/S2666-7568(21)00062-3}}&lt;/ref&gt; || Phase 2b/3 RCT || 1024 || Symptomatic respiratory illness || Missed (26% vs 25%, p = 0.65)
|-
| Moel et al. 2025 (PEARL)&lt;ref name=&quot;moel2025&quot;&gt;{{Cite journal|last=Moel|first=M.|last2=Harinath|first2=G.|last3=Lee|first3=V.|date=2025|title=Influence of rapamycin on safety and healthspan metrics after one year: PEARL trial results|journal=Aging (Albany NY)|doi=10.18632/aging.206235}}&lt;/ref&gt; || RCT || 114 || Visceral fat (DXA) || Missed (p = 0.942)
|-
| Aware et al. 2026&lt;ref name=&quot;aware2026&quot;&gt;{{Cite journal|last=Aware|first=C.|last2=Neher|first2=C. M.|last3=Woods|first3=C.|date=2026|title=Rapamycin increases cerebral blood flow and modulates metabolic, inflammatory, and microbiome profiles in healthy middle-aged APOE4 carriers: a pilot single-arm trial|journal=Journal of Cerebral Blood Flow and Metabolism|doi=10.1177/0271678X261490342}}&lt;/ref&gt; || Single-arm pilot || 23 || Cerebral blood flow || Positive in APOE4 carriers; no control arm
|-
| Singh et al. 2026 *&lt;ref name=&quot;singh2026&quot;&gt;{{Cite journal|last=Singh|first=S.|last2=Fourrier|first2=C.|last3=Hein|first3=L. K.|date=2026|title=Reduced dietary protein intake does not alter autophagy in human blood: a randomized crossover study in healthy adults|journal=Clinical Nutrition|volume=65|pages=106778|doi=10.1016/j.clnu.2026.106778}}&lt;/ref&gt; || Crossover RCT || 63 || Autophagic flux (whole blood) || Null (p = 0.28)
|}

Sample size for Mannick et al. 2014 is not captured in the corpus record, an instance of the extraction-coverage limitation discussed below.

Read as a sequence rather than as ten separate results, this is the classic translational attrition curve. Every positive primary-endpoint result here comes from an early-phase, small, or uncontrolled design: a vaccine-response signal (2014), a phase-2a infection-incidence result in 264 people (2018), an exploratory 17-person skin trial (2019), and an uncontrolled 23-person pilot (2026). The one adequately powered confirmatory trial, the phase-3 continuation of that same phase-2a programme, by the same group, in 1024 participants, missed its primary endpoint. The only purpose-built healthspan RCT completed to date reported a pre-registered null. No adequately powered controlled trial in this corpus has produced a confirmed positive primary-endpoint result for an ageing or healthspan outcome.

The newest entry sharpens the point rather than softening it. Singh et al. (2026) ran a pre-registered randomised crossover trial in which 63 healthy adults completed four weeks each of average-protein and reduced-protein diets, with autophagic flux in whole blood as the primary outcome, measured by an assay built to capture flux rather than a static marker. Preclinical work predicts that protein restriction should inhibit mTORC1 and thereby raise autophagy. It did not: the adjusted mean difference was −8.46 ng LC3B-II/mg protein/h (95% CI −24.06 to 7.14, p = 0.28), while metabolomics confirmed the diets had genuinely separated. This is the rarest kind of study in the whole corpus: a well-powered, pre-registered, direct human test of a mechanism that the pre-clinical literature treats as established. It came back negative.

That sequence — deep mechanism, strong mouse data, an encouraging phase-2a, a failed phase-3, a null healthspan RCT, and now a null mechanistic test in humans — is legible in a single view only because the corpus labels and links the studies. It is precisely the pattern that disappears when the phase-2a result is cited on its own.

=== The human share is rising, slowly ===
[[File:mTOR-Atlas-human-share-by-era-2026.svg|thumb|right|400px|Figure 2. Share of human evidence in the curated mTOR corpus by era. Even in the most recent era, roughly six in seven curated studies remain pre-clinical. Oliver Barton, CC BY 4.0.]]
Splitting the corpus by era shows a monotonic increase in the human share.

{| class=&quot;wikitable&quot;
|+ Table 3. Human share of the corpus by era.
! Era !! Studies !! Human !! Share
|-
| before 2000 || 15 || 0 || 0.0%
|-
| 2000–2009 || 91 || 5 || 5.5%
|-
| 2010–2019 || 150 || 15 || 10.0%
|-
| 2020 onwards || 129 || 19 || 14.7%
|}

The field is translating, but from a very low base: even in the most recent era, roughly six of every seven curated studies remain pre-clinical. This trend should be read with the curation bias described in the Limitations in mind, since recent literature is over-sampled, but the direction is not an artefact of over-sampling, because over-sampling recent work would, if anything, inflate the mechanistic count as readily as the human one.

=== Negative results are 1.6% of the corpus ===
Six studies (1.6%) are classified as negative results, despite negative and contradictory findings having been sought deliberately during curation. They are worth naming, because each one constrains a claim that circulates freely: the phase-3 immune trial failure,&lt;ref name=&quot;mannick2021&quot; /&gt; a null high-dose resveratrol RCT in obese men,&lt;ref name=&quot;poulsen2013&quot; /&gt; a null supplement panel in mice,&lt;ref name=&quot;strong2012&quot;&gt;{{Cite journal|last=Strong|first=R.|last2=Miller|first2=R. A.|last3=Harrison|first3=D. E.|date=2012|title=Evaluation of resveratrol, green tea extract, curcumin, oxaloacetic acid, and medium-chain triglyceride oil on life span of genetically heterogeneous mice|journal=Journals of Gerontology Series A|doi=10.1093/gerona/gls070}}&lt;/ref&gt; the Interventions Testing Program arm showing rapamycin but not resveratrol or simvastatin extends lifespan,&lt;ref name=&quot;miller2011&quot;&gt;{{Cite journal|last=Miller|first=R. A.|last2=Harrison|first2=D. E.|date=2011|title=Rapamycin, but not resveratrol or simvastatin, extends life span of genetically heterogeneous mice|journal=Journals of Gerontology Series A|doi=10.1093/gerona/glq178}}&lt;/ref&gt; a transient-rapamycin study whose positive lifespan effect came with sex-specific and toxicity caveats,&lt;ref name=&quot;bitto2016&quot;&gt;{{Cite journal|last=Bitto|first=A.|last2=Kaeberlein|first2=M.|date=2016|title=Transient rapamycin treatment can increase lifespan and healthspan in middle-aged mice|journal=eLife|doi=10.7554/eLife.16351}}&lt;/ref&gt; and a 2026 failure of rapamycin to protect spermatogonial cells from cisplatin damage.&lt;ref name=&quot;jibrin2026&quot;&gt;{{Cite journal|last=Jibrin|first=A.|last2=Mitchell|first2=R. T.|last3=Lopes|first3=F.|date=2026|title=Rapamycin co-exposure fails to reduce cisplatin-induced damage in GC6-spg spermatogonial cell lines|journal=Reproduction &amp; Fertility|doi=10.1530/RAF-26-0044}}&lt;/ref&gt;

That count is itself an undercount, and the corpus's own labelling is the reason. Singh et al. (2026) is a null result by any reasonable reading, but it is filed as a human trial rather than as a negative result, because the category field records what kind of study it is and not how it came out. Any corpus that separates those two things will undercount negatives on one of the two axes. A 1.6% formal rate in a corpus where negative results were actively hunted is an observation about the literature; the labelling gap is an observation about the corpus.

=== Classifying the evidence exposed a defect in the classification ===
The rubric originally used a lettered A–D scale. Under it, 237 studies (61.4% of the current corpus) fall into a single bucket, &quot;D — Mechanistic/Review&quot;, which merged 198 primary mechanistic papers with 39 narrative reviews.

In August 2026 the resource was described publicly on social media, and Brendan Manning (Harvard T.H. Chan School of Public Health) responded with a substantive objection: whether a mechanism has been described in humans should not be weighted, because rigorous and reproducible cell-biological and biochemical evidence shows how the core pathway functions regardless of whether it has yet been tested in organismal models. The objection was correct, and it identified a real defect rather than a presentational one. A lettered scale running A to D reads as a quality grade no matter how carefully the surrounding prose insists it is a design classifier, and placing a primary structural discovery in the same terminal bucket as a narrative review compounded the misreading.

The scheme was revised in September 2026. Letters were replaced with mnemonic codes for study type, narrative reviews were separated onto their own track rather than occupying the bottom rung, and the display layer was rebuilt so that nothing in the presentation implies a quality ranking. Internal identifiers were left unchanged, so no underlying record was re-graded: the revision changed what readers see, not what the data says.

Two things about this episode seem worth recording. First, the defect was invisible from inside the project and became visible only when an external specialist read the output, which is an argument for publishing rubrics rather than merely applying them. Second, the objection is not fully resolved by re-labelling, and this paper inherits the unresolved part. The classification rubric above groups the classes along a single axis — speaks to humans, or does not — because that is the question being asked here. That axis is defensible for this question and indefensible as a general ranking, which is exactly Manning's point. The honest general structure is two axes: strength of evidence for a claim about human outcomes, and strength of evidence for a claim about mechanism, scored separately, so that a definitive biochemical result is not implicitly demoted for being biochemical. That scheme is not implemented, and until it is, any single ordering of these classes should be read as a device for answering one question rather than as a statement about worth.

=== The gap layer ===
Ten gaps are currently derived from the corpus, distributed across four types: contradiction or tension (4), mechanism-to-outcome gap (3), evidence desert (2), and human-endpoint gap (1). Confidence weights range from 0.70 to 0.85. Collectively they cite 51 distinct studies (13.2% of the corpus), a mean of 6.6 per gap, with every cited identifier resolving to a corpus record.

Representative examples: whether autophagy is actually required for the mammalian lifespan benefit (assumed widely; shown directly only in fly and worm, plus one mouse over-expression study, with no study testing whether blocking autophagy abolishes the effect); whether mTORC1-selective, mTORC2-sparing inhibition can separate the longevity benefit from the insulin-resistance liability that is attributed to mTORC2 loss;&lt;ref name=&quot;lamming2012&quot;&gt;{{Cite journal|last=Lamming|first=D. W.|last2=Sabatini|first2=D. M.|date=2012|title=Rapamycin-induced insulin resistance is mediated by mTORC2 loss and uncoupled from longevity|journal=Science|doi=10.1126/science.1215135}}&lt;/ref&gt; and pervasive, occasionally direction-flipping sex dimorphism in mTOR-longevity responses — S6K1 knockout extends median lifespan in female but not male mice,&lt;ref name=&quot;selman2009&quot;&gt;{{Cite journal|last=Selman|first=C.|last2=Withers|first2=D. J.|date=2009|title=Ribosomal protein S6 kinase 1 signaling regulates mammalian life span|journal=Science|doi=10.1126/science.1177221}}&lt;/ref&gt; and rapamycin favours females at every dose tested&lt;ref name=&quot;miller2014&quot;&gt;{{Cite journal|last=Miller|first=R. A.|last2=Harrison|first2=D. E.|last3=Astle|first3=C. M.|date=2014|title=Rapamycin-mediated lifespan increase in mice is dose and sex dependent and metabolically distinct from dietary restriction|journal=Aging Cell|doi=10.1111/acel.12194}}&lt;/ref&gt; — a pattern that surfaced from extracted effect sizes across studies rather than from any individual paper's framing.

The first of those gained direct human relevance during the period covered by this revision. Singh et al. (2026) did not test whether autophagy is required for a lifespan benefit, but it did test whether a standard nutritional route to inhibiting mTORC1 raises autophagy in people at all, and found that it does not. A gap layer that flags the mechanism-to-outcome link as untested now has a human datum suggesting the first step of that link may not hold under the conditions usually assumed.

These are hypotheses, and are labelled as such. Their value is not that they are correct but that they are derived and traceable: each one names the studies that generate the tension and the experiment that would resolve it.

== Limitations ==
'''Single-curator selection.''' The corpus was assembled by one curator. There is no second-rater agreement statistic for the class assignments, and none should be inferred. Inter-rater reliability on the rubric is the single most valuable missing measurement in this work, and is the obvious next study.

'''Not a systematic review.''' Selection was purposive, not exhaustive. The corpus cannot support prevalence claims about &quot;the mTOR literature&quot; as a whole; every proportion reported here is a proportion of this corpus.

'''Recency over-sampling.''' 103 of 386 studies (26.7%) carry a 2026 publication year, because curation began in 2026 and actively pulled current literature. Era-stratified figures are affected by this and should be read as directional.

'''A moving census.''' The corpus grows continuously. An earlier version of this paper reported 364 studies; this version reports 386, added over three days. Every figure here is a snapshot with a date on it, and the supplementary data file pins the exact snapshot the numbers came from.

'''Incomplete deep extraction.''' Sample size, effect size and stated limitations are populated for 43 studies (11.1%). Any analysis depending on those fields covers a small, non-random subset.

'''Classification is a judgement.''' Assigning a study to a class is rule-guided but not mechanical, particularly for mixed-model papers (human cells plus mouse, say). The rubric-revision episode documents one case in which the rubric itself was found wanting.

'''Indication classification is post hoc.''' The disease/physiology/ageing split above was applied for this audit by reading each trial's stated indication and primary endpoint. It is not a pre-existing field in the corpus, and a different reader could reasonably reassign borderline cases.

== Discussion ==
The finding that 10.1% of a curated mTOR corpus is human evidence is not, in isolation, a criticism of the field. Pathway biology is supposed to be bottom-heavy; mechanism precedes translation, and the mechanistic work in this corpus includes some of the most rigorous molecular biology of the last thirty years.

The finding matters because of what happens downstream. mTOR is unusual among ageing targets in that a drug acting on it is already licensed, already prescribed, and already taken off-label by people who are not transplant recipients or cancer patients. In that setting, the distance between &quot;extends lifespan in mice&quot; and &quot;extends healthspan in humans&quot; is not an academic distinction, and the evidence base actually supporting the second claim — ten trials, no confirmed positive primary endpoint, one failed phase-3, one pre-registered null on a healthspan outcome, and now one pre-registered null on the mechanism itself — is much thinner than the volume of surrounding literature suggests.

Making that composition visible is the contribution here. Not a new experiment; a census. The census is only possible because someone labelled 386 studies by system under a fixed rubric and published the result in a form that can be counted, queried and disagreed with.

The rubric-revision episode suggests the same logic applies reflexively. A classification scheme is itself a claim, and it improves under exactly the sort of external scrutiny that publishing it invites. The unresolved question it left behind — whether evidence strength is one axis or two — is, I think, the more interesting research problem of the two described in this paper, and this version of the paper states the single-axis grouping as the analytical device it is rather than dressing it as a hierarchy.

== Data and code availability ==
* Resource: https://mtor-atlas.org
* Archived dataset (DOI): [https://doi.org/10.5281/zenodo.22059963 10.5281/zenodo.22059963] (CC BY 4.0)
* Preprint of an earlier version of this manuscript: [https://doi.org/10.6084/m9.figshare.33772297 10.6084/m9.figshare.33772297]
* Source code: https://github.com/open-mtor-atlas/atlas (code MIT; curated content and data CC BY 4.0)
* Registry records: bio.tools &lt;code&gt;olivers_mtor_atlas&lt;/code&gt;; FAIRsharing 8905; Wikidata [[d:Q141256074|Q141256074]]

All figures reported in this paper were computed directly from &lt;code&gt;studies_baked.json&lt;/code&gt; and &lt;code&gt;gaps_baked.json&lt;/code&gt; at the 15 September 2026 census. Both files, and a script that recomputes every number in a single run, are included as supplementary material.

== Additional information ==

=== Author contributions ===
Oliver Barton designed and curated the corpus, defined and revised the classification rubric, performed the audit, and wrote the manuscript.

=== Competing interests ===
The author built and maintains the resource audited in this paper. No financial competing interests.

=== Funding ===
None.

=== Ethics statement ===
No human or animal subjects. This work analyses published literature only, so no ethics approval or informed consent was required.

=== Use of artificial intelligence ===
Large language model assistance (Anthropic Claude) was used substantially throughout this project: in literature triage during curation, in drafting curated summary prose subsequently reviewed by the author, in generating candidate gap hypotheses from the classified corpus, in writing the code that produces the published resource, and in drafting this manuscript. Class assignments were made under the author's rubric with the author's review. Every numerical result reported here was computed programmatically from the released data files and re-verified against them; bibliographic details for all cited studies were checked against PubMed records rather than reproduced from memory. The author takes responsibility for the content.

=== Prior publication ===
An earlier version of this manuscript is publicly available as a preprint on Figshare ([https://doi.org/10.6084/m9.figshare.33772297 10.6084/m9.figshare.33772297], CC BY 4.0). The manuscript is not under consideration at any other journal.

=== Acknowledgements ===
I thank Brendan D. Manning for the critique described above, offered publicly and without obligation, which materially improved the classification scheme.

== References ==
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      <text bytes="39026" sha1="8ln1tudtuxd17tt9f124riaag2usw79" xml:space="preserve">{{Article info
| journal = WikiJournal of Medicine
| last1 = Barton
| first1 = Oliver
| orcid1 = 0009-0008-2025-2148
| affiliation1 = Independent researcher, Prague, Czech Republic
| correspondence1 = oliver.barton1113@gmail.com
| affiliations = 'affiliation1' Independent researcher, Prague, Czech Republic
| correspondence = oliver.barton1113@gmail.com
| keywords = mTOR, evidence grading, research synthesis, translational gap, meta-research, knowledge base
| submitted = 22 September 2026
| license = &lt;!-- default is CC-BY --&gt;
| abstract = '''Background.''' The mTOR pathway is among the most heavily cited targets in ageing biology, and claims derived from it circulate widely in translational and public-facing contexts. What is rarely made explicit is the kind of evidence any given claim rests on.

'''Methods.''' I report a systematic audit of a hand-curated corpus of 386 mTOR studies (1975–2026), in which every record carries an explicit classification of the biological system it was done in, assigned under a fixed rubric. All proportions were computed directly from the released data files at a dated census.

'''Results.''' Three findings emerge. First, the human evidence base is thin: 39 of 386 studies (10.1%) are human work of any kind (systematic review, clinical trial, or observational study), while 305 (79.0%) are animal or mechanistic/in-vitro work. Second, the human evidence that does exist is overwhelmingly about disease indications rather than ageing: of 25 human clinical trials, 13 concern licensed uses (transplant immunosuppression, oncology, tuberous sclerosis complex / lymphangioleiomyomatosis) and two are physiology experiments in healthy volunteers, leaving ten ageing- or healthspan-oriented trials. Among those ten, every positive primary-endpoint result comes from an early-phase, small or uncontrolled design; the one adequately powered confirmatory trial (Mannick et al., 2021; n = 1024) missed its primary endpoint (26% vs 25%, p = 0.65) after a positive phase-2a by the same group; the only purpose-built healthspan randomised controlled trial completed to date (PEARL; Moel et al., 2025; n = 114) reported a pre-registered null; and a pre-registered crossover trial in 63 healthy adults found that moderate dietary protein restriction did not raise autophagic flux at all (Singh et al., 2026), against a clear preclinical expectation that it should. Third, the proportion of human evidence is rising slowly but monotonically across eras — 0% before 2000, 5.5% in 2000–2009, 10.0% in 2010–2019, 14.7% from 2020 — meaning that even in the most recent period roughly six in seven curated studies remain pre-clinical.

'''Conclusion.''' A curated, system-labelled corpus makes the composition of an evidence base countable, and in the case of mTOR it shows a human evidence layer that is thinner, and more disease-oriented, than the surrounding literature suggests. I also report a structured gap layer derived from the corpus (ten hypotheses, each linked to a mean of 6.6 constituent studies), and describe a revision of the classification scheme itself prompted by external expert critique — a case in which the act of grading evidence exposed a defect in the grading rubric. The corpus, the rubric, and the generating code are openly available.
}}

== Plain language summary ==
Rapamycin and the mTOR pathway are often discussed as a route to slower ageing. This paper counts what that claim actually rests on. In a hand-built collection of 386 mTOR studies, only about one in ten involved people at all, and most of those tested a disease treatment rather than ageing. Of the ten trials aimed at ageing or healthspan, the positive ones were small or early-stage, while the largest and best-designed ones did not meet their goals. The evidence in people is thinner than the volume of publications makes it look.

== Introduction ==
The mechanistic target of rapamycin ([[w:MTOR|mTOR]]) has been a central object of [[w:Ageing|ageing]] research since [[w:Sirolimus|rapamycin]] was shown to extend lifespan in genetically heterogeneous mice even when started late in life.&lt;ref name=&quot;harrison2009&quot;&gt;{{Cite journal|last=Harrison|first=D. E.|date=2009|title=Rapamycin fed late in life extends lifespan in genetically heterogeneous mice|journal=Nature|doi=10.1038/nature08221}}&lt;/ref&gt; Three decades of work separate the identification of the mammalian target&lt;ref name=&quot;sabatini1994&quot;&gt;{{Cite journal|last=Sabatini|first=D. M.|date=1994|title=RAFT1: a mammalian protein that binds to FKBP12 in a rapamycin-dependent fashion and is homologous to yeast TORs|journal=Cell|doi=10.1016/0092-8674(94)90570-3}}&lt;/ref&gt; from the current structural and nutrient-sensing picture,&lt;ref name=&quot;saxton2015&quot;&gt;{{Cite journal|last=Saxton|first=R. A.|last2=Wolfson|first2=R. L.|last3=Sabatini|first3=D. M.|date=2015|title=Structural basis for leucine sensing by the Sestrin2-mTORC1 pathway|journal=Science|doi=10.1126/science.aad2087}}&lt;/ref&gt; and the pathway now anchors a large literature spanning biochemistry, model-organism longevity, oncology, and a small number of human trials.

That breadth creates a specific problem for anyone trying to read the field. A statement such as &quot;mTOR inhibition improves immune function with age&quot; is true of a phase-2a trial, was not confirmed in the corresponding phase-3, and is separately supported by mouse and cell work of an entirely different evidential character. In practice these strands are cited interchangeably. The claim travels; the system it was established in does not travel with it.

Most existing resources do not fix this, because they are not built to. Bibliographic databases index papers without classifying them. Pathway databases model molecular relationships without reference to the study designs underneath. Narrative reviews do the classification implicitly, in prose, in a form that cannot be queried or audited. Formal evidence-grading frameworks such as [[w:GRADE approach|GRADE]] exist but are applied to specific clinical questions in systematic reviews, not maintained continuously across a whole pathway literature.

The Open mTOR Atlas was built to hold the missing layer: a curated corpus in which every study carries an explicit, rule-assigned label for the system it was done in, so that the composition of the evidence base itself becomes a queryable object. This paper is not a description of that resource. It is an audit of what the resource shows when you ask it about itself.

The question is deliberately narrow: in a curated corpus of the mTOR literature, how much of the evidence actually speaks to humans, and how much of that speaks to ageing?

== Methods ==

=== Corpus construction ===
Studies were identified through [[w:PubMed|PubMed]] searches across mTOR pathway biology, rapamycin and rapalog pharmacology, nutrient sensing, [[w:Autophagy|autophagy]], and ageing-related outcomes, and were selected by hand rather than by an automated query. Selection favoured (a) primary discoveries that established a mechanism, (b) model-organism longevity and healthspan studies, (c) all identifiable human trials involving mTOR inhibitors or the dietary interventions that act through the pathway, and (d) papers reporting negative or contradictory results, which were sought deliberately because they are systematically under-represented in citation-driven discovery.

The corpus is therefore a curated collection, not a [[w:Systematic review|systematic review]] sample: it makes no claim to exhaustiveness, and the selection criteria, while stated, were applied by a single curator. The Limitations section treats this as the principal limitation of the work.

At the census date (15 September 2026) the corpus contained 386 studies spanning 1975–2026. Of these, 381 (98.7%) are peer-reviewed journal articles; the remainder are preprints (2), a registered trial record (1), and other non-journal records.

=== Classification rubric ===
Every record carries exactly one class describing the biological system the study was done in.

{| class=&quot;wikitable&quot;
|+ Table 1. Classification of the corpus by study system (n = 386).
! Class !! Description !! n !! %
|-
| Systematic review || Synthesis of human data || 2 || 0.5
|-
| Human trial || Interventional study in people || 25 || 6.5
|-
| Human observational || Cohort, case-control, registry || 12 || 3.1
|-
| Animal || Whole-organism model || 107 || 27.7
|-
| Mechanistic || Cells, biochemistry, structure || 198 || 51.3
|-
| Narrative review || Secondary synthesis, unsystematic || 39 || 10.1
|-
| Preprint || Not yet peer reviewed || 2 || 0.5
|-
| Registered trial || Protocol, no results yet || 1 || 0.3
|}

These classes are not a quality ranking, and the published resource deliberately does not display them in a ranked order. A mechanistic paper is not &quot;worse&quot; than a clinical trial. It answers a different question and licenses different claims, and a rigorous biochemical result can be far more reliable than an underpowered trial. The label says which system a result came from, not how much it counts. The reasoning behind that commitment, and the revision that produced it, are described below.

This audit does, however, group the classes along one axis, because that axis is the question being asked: whether a study can support a claim about humans. Systematic reviews, trials and observational studies are counted together as human evidence; animal and mechanistic work are counted together as pre-clinical. That grouping is an analytical choice made for this paper, not a hierarchy asserted by the resource, and the Discussion returns to its limits.

=== Structured extraction ===
Beyond bibliographic metadata, records carry curated fields for intervention, molecular target, species/model, and effect. A deeper extraction layer (sample size, effect size, stated limitations) is populated for 43 studies (11.1%), concentrated in the studies that carry the most argumentative weight: those cited by the gap layer and those with human or longevity endpoints. Coverage of this layer is incomplete by design rather than by oversight. It is manual work, and it was prioritised where precision matters most.

Identifier coverage is high: DOI 386/386 (100%), PMID 357/386 (92.5%), PMCID 203/386 (52.6%), abstract text 377/386 (97.7%).

=== Gap derivation ===
The gap layer is generated from the classified corpus by looking for three structural patterns: evidence deserts (a molecular node that is well characterised mechanistically but has no organismal or human phenotype test), mechanism-to-outcome gaps (a mechanism assumed to mediate an outcome but never tested by blocking it), and contradictions or tensions (two well-supported findings that cannot both be straightforwardly true of the same intervention).

Each gap is stated as an explicit falsifiable hypothesis paired with a concrete proposed experiment, is linked to its constituent studies, and carries a subjective confidence weight. Gap statements are labelled as hypotheses throughout the resource and are not presented as findings.

=== Availability ===
The corpus, the derived data files and the code that generates the published resource are openly available (see Data and code availability). Every number reported here was computed directly from the released data files and can be reproduced from them with the script included as supplementary material.

== What the corpus contains ==
At the level of raw composition, the corpus divides as follows: mechanistic and in-vitro work accounts for 198 studies (51.3%), animal studies for 107 (27.7%), human evidence for 39 (10.1%), and narrative reviews for 39 (10.1%).

By subject category, a separate axis from study system, the split is Mechanism 207 (53.6%), Animal 90 (23.3%), Review 40 (10.4%), Human 36 (9.3%), Negative result 6 (1.6%), side-effect studies 2, preprints 2, and one ongoing trial.

== Results ==

[[File:mTOR-Atlas-corpus-composition-2026.svg|thumb|right|400px|Composition of the curated mTOR corpus by study system (n = 386, census of 15 September 2026). Human evidence of any kind accounts for 39 studies (10.1%). Oliver Barton, CC BY 4.0.]]

=== One study in ten speaks to humans ===
Combining the three human classes (systematic review, clinical trial, observational study) gives 39 of 386 studies, or 10.1%. Animal and mechanistic work together account for 305 studies, or 79.0%.

This is the headline number, and its interest lies less in the ratio itself — a mechanistically driven field is expected to be bottom-heavy — than in the fact that it is normally invisible. The ratio only becomes visible if someone labels every study by system and then counts. When the field is read paper by paper, or through reviews, the mechanistic base and the human tip are cited in the same register.

=== The human evidence is mostly about disease, not ageing ===
The 10.1% figure is itself generous with respect to ageing claims. Splitting the 25 human clinical trials by indication:

* 13 trials (52%) address licensed disease indications: transplant immunosuppression,&lt;ref name=&quot;kahan2000&quot;&gt;{{Cite journal|last=Kahan|first=B. D.|date=2000|title=Efficacy of sirolimus compared with azathioprine for reduction of acute renal allograft rejection|journal=The Lancet|doi=10.1016/S0140-6736(00)02480-6}}&lt;/ref&gt; renal cell carcinoma,&lt;ref name=&quot;hudes2007&quot;&gt;{{Cite journal|last=Hudes|first=G.|date=2007|title=Temsirolimus, interferon alfa, or both for advanced renal-cell carcinoma|journal=New England Journal of Medicine|doi=10.1056/NEJMoa066838}}&lt;/ref&gt;&lt;ref name=&quot;motzer2008&quot;&gt;{{Cite journal|last=Motzer|first=R. J.|date=2008|title=Efficacy of everolimus in advanced renal cell carcinoma (RECORD-1)|journal=The Lancet|doi=10.1016/S0140-6736(08)61039-9}}&lt;/ref&gt; pancreatic neuroendocrine tumours,&lt;ref name=&quot;yao2011&quot;&gt;{{Cite journal|last=Yao|first=J. C.|last2=Shah|first2=M. H.|last3=Ito|first3=T.|date=2011|title=Everolimus for advanced pancreatic neuroendocrine tumors (RADIANT-3)|journal=New England Journal of Medicine|doi=10.1056/NEJMoa1009290}}&lt;/ref&gt; hormone-receptor-positive breast cancer,&lt;ref name=&quot;baselga2012&quot;&gt;{{Cite journal|last=Baselga|first=J.|last2=Campone|first2=M.|last3=Piccart|first3=M.|date=2012|title=Everolimus in postmenopausal hormone-receptor-positive advanced breast cancer (BOLERO-2)|journal=New England Journal of Medicine|doi=10.1056/NEJMoa1109653}}&lt;/ref&gt; [[w:Tuberous sclerosis|tuberous sclerosis complex]] and [[w:Lymphangioleiomyomatosis|lymphangioleiomyomatosis]],&lt;ref name=&quot;bissler2008&quot;&gt;{{Cite journal|last=Bissler|first=J. J.|last2=Franz|first2=D. N.|date=2008|title=Sirolimus for angiomyolipoma in tuberous sclerosis complex or lymphangioleiomyomatosis|journal=New England Journal of Medicine|doi=10.1056/NEJMoa063564}}&lt;/ref&gt;&lt;ref name=&quot;bissler2013&quot;&gt;{{Cite journal|last=Bissler|first=J. J.|last2=Kingswood|first2=J. C.|last3=Radzikowska|first3=E.|date=2013|title=Everolimus for angiomyolipoma associated with tuberous sclerosis complex or sporadic lymphangioleiomyomatosis (EXIST-2)|journal=The Lancet|doi=10.1016/S0140-6736(12)61767-X}}&lt;/ref&gt;&lt;ref name=&quot;krueger2010&quot;&gt;{{Cite journal|last=Krueger|first=D. A.|date=2010|title=Everolimus for subependymal giant-cell astrocytomas in tuberous sclerosis|journal=New England Journal of Medicine|doi=10.1056/NEJMoa1001671}}&lt;/ref&gt;&lt;ref name=&quot;mccormack2011&quot;&gt;{{Cite journal|last=McCormack|first=F. X.|last2=Inoue|first2=Y.|last3=Moss|first3=J.|date=2011|title=Efficacy and safety of sirolimus in lymphangioleiomyomatosis (MILES)|journal=New England Journal of Medicine|doi=10.1056/NEJMoa1100391}}&lt;/ref&gt;&lt;ref name=&quot;franz2013&quot;&gt;{{Cite journal|last=Franz|first=D. N.|last2=Belousova|first2=E.|last3=Sparagana|first3=S.|date=2013|title=Efficacy and safety of everolimus for subependymal giant cell astrocytomas associated with tuberous sclerosis complex (EXIST-1)|journal=The Lancet|doi=10.1016/S0140-6736(12)61134-9}}&lt;/ref&gt;&lt;ref name=&quot;saxena2026&quot;&gt;{{Cite journal|last=Saxena|first=A.|last2=Drew|first2=C. J.|last3=Cannings-John|first3=R.|date=2026|title=Everolimus for the treatment of neuropsychological deficits in tuberous sclerosis complex|journal=Journal of Medical Genetics|doi=10.1136/jmg-2026-111529}}&lt;/ref&gt; advanced solid tumours,&lt;ref name=&quot;schram2025&quot;&gt;{{Cite journal|last=Schram|first=A. M.|last2=Meyerowitz|first2=J. G.|date=2025|title=The bi-steric, mTORC1-selective inhibitor RMC-5552 in advanced solid tumors: a phase 1 trial|journal=Clinical Cancer Research|doi=10.1158/1078-0432.CCR-25-2112}}&lt;/ref&gt; and gastroenteropancreatic neuroendocrine tumours.&lt;ref name=&quot;walter2026&quot;&gt;{{Cite journal|last=Walter|first=T.|last2=Jann|first2=H.|last3=Ansquer|first3=C.|date=2026|title=[177Lu]Lu-edotreotide versus everolimus for gastroenteropancreatic neuroendocrine tumours (COMPETE): a phase 3 randomised trial|journal=The Lancet|doi=10.1016/S0140-6736(26)00604-5}}&lt;/ref&gt;
* 2 trials are physiology experiments in healthy volunteers rather than therapeutic tests: rapamycin blocking the post-exercise rise in muscle protein synthesis,&lt;ref name=&quot;drummond2009&quot;&gt;{{Cite journal|last=Drummond|first=M. J.|last2=Rasmussen|first2=B. B.|date=2009|title=Rapamycin administration in humans blocks the contraction-induced increase in skeletal muscle protein synthesis|journal=Journal of Physiology|doi=10.1113/jphysiol.2008.163816}}&lt;/ref&gt; and PXR-mediated liver growth through the AKT–mTOR axis.&lt;ref name=&quot;lassila2026&quot;&gt;{{Cite journal|last=Lassila|first=P.|last2=Karpale|first2=M.|last3=Kummu|first3=O.|date=2026|title=Pregnane X receptor-mediated liver growth: a controlled clinical trial in healthy volunteers|journal=Archives of Toxicology|doi=10.1007/s00204-026-04526-5}}&lt;/ref&gt;
* 10 trials are ageing- or healthspan-oriented.

Within that last group, the outcome record reads as follows.

{| class=&quot;wikitable&quot;
|+ Table 2. Ageing- and healthspan-oriented human trials in the corpus. An asterisk marks trials testing caloric restriction, resveratrol or dietary protein restriction rather than an mTOR inhibitor.
! Trial !! Design !! n !! Primary endpoint !! Result
|-
| Mannick et al. 2014&lt;ref name=&quot;mannick2014&quot;&gt;{{Cite journal|last=Mannick|first=J. B.|last2=Del Giudice|first2=G.|last3=Lattanzi|first3=M.|date=2014|title=mTOR inhibition improves immune function in the elderly|journal=Science Translational Medicine|doi=10.1126/scitranslmed.3009892}}&lt;/ref&gt; || RCT || — || Influenza vaccine response || Positive (~20% improvement)
|-
| Poulsen et al. 2013 *&lt;ref name=&quot;poulsen2013&quot;&gt;{{Cite journal|last=Poulsen|first=M. M.|date=2013|title=High-dose resveratrol supplementation in obese men: an investigator-initiated, randomized, placebo-controlled trial|journal=Diabetes|doi=10.2337/db12-0975}}&lt;/ref&gt; || RCT || 24 || Insulin sensitivity || Null
|-
| Romashkan et al. 2016 (CALERIE) *&lt;ref name=&quot;romashkan2016&quot;&gt;{{Cite journal|last=Romashkan|first=S. V.|last2=Ravussin|first2=E.|date=2016|title=Safety of two-year caloric restriction in non-obese healthy individuals|journal=Oncotarget|doi=10.18632/oncotarget.8093}}&lt;/ref&gt; || RCT || 218 || Safety of 2-year caloric restriction || Safety only
|-
| Kraig et al. 2018&lt;ref name=&quot;kraig2018&quot;&gt;{{Cite journal|last=Kraig|first=E.|last2=Linehan|first2=L. A.|last3=Liang|first3=H.|date=2018|title=A randomized control trial to establish the feasibility and safety of rapamycin treatment in an older human cohort|journal=Experimental Gerontology|doi=10.1016/j.exger.2017.12.026}}&lt;/ref&gt; || Pilot RCT || 25 || Safety / feasibility || Safety only
|-
| Mannick et al. 2018&lt;ref name=&quot;mannick2018&quot;&gt;{{Cite journal|last=Mannick|first=J. B.|last2=Morris|first2=M.|last3=Hockey|first3=H. P.|date=2018|title=TORC1 inhibition enhances immune function and reduces infections in the elderly|journal=Science Translational Medicine|doi=10.1126/scitranslmed.aaq1564}}&lt;/ref&gt; || Phase 2a RCT || 264 || Infection incidence || Positive
|-
| Chung et al. 2019&lt;ref name=&quot;chung2019&quot;&gt;{{Cite journal|last=Chung|first=C. L.|last2=Lawrence|first2=I.|last3=Hoffman|first3=M.|date=2019|title=Topical rapamycin reduces markers of senescence and aging in human skin: an exploratory, prospective, randomized trial|journal=GeroScience|doi=10.1007/s11357-019-00113-y}}&lt;/ref&gt; || RCT (skin) || 17 || Senescence markers || Exploratory, positive
|-
| Mannick et al. 2021&lt;ref name=&quot;mannick2021&quot;&gt;{{Cite journal|last=Mannick|first=J. B.|last2=Teo|first2=G.|last3=Bernardo|first3=P.|date=2021|title=Targeting the biology of ageing with mTOR inhibitors to improve immune function in older adults: phase 2b and phase 3 randomised trials|journal=Lancet Healthy Longevity|doi=10.1016/S2666-7568(21)00062-3}}&lt;/ref&gt; || Phase 2b/3 RCT || 1024 || Symptomatic respiratory illness || Missed (26% vs 25%, p = 0.65)
|-
| Moel et al. 2025 (PEARL)&lt;ref name=&quot;moel2025&quot;&gt;{{Cite journal|last=Moel|first=M.|last2=Harinath|first2=G.|last3=Lee|first3=V.|date=2025|title=Influence of rapamycin on safety and healthspan metrics after one year: PEARL trial results|journal=Aging (Albany NY)|doi=10.18632/aging.206235}}&lt;/ref&gt; || RCT || 114 || Visceral fat (DXA) || Missed (p = 0.942)
|-
| Aware et al. 2026&lt;ref name=&quot;aware2026&quot;&gt;{{Cite journal|last=Aware|first=C.|last2=Neher|first2=C. M.|last3=Woods|first3=C.|date=2026|title=Rapamycin increases cerebral blood flow and modulates metabolic, inflammatory, and microbiome profiles in healthy middle-aged APOE4 carriers: a pilot single-arm trial|journal=Journal of Cerebral Blood Flow and Metabolism|doi=10.1177/0271678X261490342}}&lt;/ref&gt; || Single-arm pilot || 23 || Cerebral blood flow || Positive in APOE4 carriers; no control arm
|-
| Singh et al. 2026 *&lt;ref name=&quot;singh2026&quot;&gt;{{Cite journal|last=Singh|first=S.|last2=Fourrier|first2=C.|last3=Hein|first3=L. K.|date=2026|title=Reduced dietary protein intake does not alter autophagy in human blood: a randomized crossover study in healthy adults|journal=Clinical Nutrition|volume=65|pages=106778|doi=10.1016/j.clnu.2026.106778}}&lt;/ref&gt; || Crossover RCT || 63 || Autophagic flux (whole blood) || Null (p = 0.28)
|}

Sample size for Mannick et al. 2014 is not captured in the corpus record, an instance of the extraction-coverage limitation discussed below.

Read as a sequence rather than as ten separate results, this is the classic translational attrition curve. Every positive primary-endpoint result here comes from an early-phase, small, or uncontrolled design: a vaccine-response signal (2014), a phase-2a infection-incidence result in 264 people (2018), an exploratory 17-person skin trial (2019), and an uncontrolled 23-person pilot (2026). The one adequately powered confirmatory trial, the phase-3 continuation of that same phase-2a programme, by the same group, in 1024 participants, missed its primary endpoint. The only purpose-built healthspan RCT completed to date reported a pre-registered null. No adequately powered controlled trial in this corpus has produced a confirmed positive primary-endpoint result for an ageing or healthspan outcome.

The newest entry sharpens the point rather than softening it. Singh et al. (2026) ran a pre-registered randomised crossover trial in which 63 healthy adults completed four weeks each of average-protein and reduced-protein diets, with autophagic flux in whole blood as the primary outcome, measured by an assay built to capture flux rather than a static marker. Preclinical work predicts that protein restriction should inhibit mTORC1 and thereby raise autophagy. It did not: the adjusted mean difference was −8.46 ng LC3B-II/mg protein/h (95% CI −24.06 to 7.14, p = 0.28), while metabolomics confirmed the diets had genuinely separated. This is the rarest kind of study in the whole corpus: a well-powered, pre-registered, direct human test of a mechanism that the pre-clinical literature treats as established. It came back negative.

That sequence — deep mechanism, strong mouse data, an encouraging phase-2a, a failed phase-3, a null healthspan RCT, and now a null mechanistic test in humans — is legible in a single view only because the corpus labels and links the studies. It is precisely the pattern that disappears when the phase-2a result is cited on its own.

=== The human share is rising, slowly ===
[[File:mTOR-Atlas-human-share-by-era-2026.svg|thumb|right|400px|Share of human evidence in the curated mTOR corpus by era. Even in the most recent era, roughly six in seven curated studies remain pre-clinical. Oliver Barton, CC BY 4.0.]]
Splitting the corpus by era shows a monotonic increase in the human share.

{| class=&quot;wikitable&quot;
|+ Table 3. Human share of the corpus by era.
! Era !! Studies !! Human !! Share
|-
| before 2000 || 15 || 0 || 0.0%
|-
| 2000–2009 || 91 || 5 || 5.5%
|-
| 2010–2019 || 150 || 15 || 10.0%
|-
| 2020 onwards || 129 || 19 || 14.7%
|}

The field is translating, but from a very low base: even in the most recent era, roughly six of every seven curated studies remain pre-clinical. This trend should be read with the curation bias described in the Limitations in mind, since recent literature is over-sampled, but the direction is not an artefact of over-sampling, because over-sampling recent work would, if anything, inflate the mechanistic count as readily as the human one.

=== Negative results are 1.6% of the corpus ===
Six studies (1.6%) are classified as negative results, despite negative and contradictory findings having been sought deliberately during curation. They are worth naming, because each one constrains a claim that circulates freely: the phase-3 immune trial failure,&lt;ref name=&quot;mannick2021&quot; /&gt; a null high-dose resveratrol RCT in obese men,&lt;ref name=&quot;poulsen2013&quot; /&gt; a null supplement panel in mice,&lt;ref name=&quot;strong2012&quot;&gt;{{Cite journal|last=Strong|first=R.|last2=Miller|first2=R. A.|last3=Harrison|first3=D. E.|date=2012|title=Evaluation of resveratrol, green tea extract, curcumin, oxaloacetic acid, and medium-chain triglyceride oil on life span of genetically heterogeneous mice|journal=Journals of Gerontology Series A|doi=10.1093/gerona/gls070}}&lt;/ref&gt; the Interventions Testing Program arm showing rapamycin but not resveratrol or simvastatin extends lifespan,&lt;ref name=&quot;miller2011&quot;&gt;{{Cite journal|last=Miller|first=R. A.|last2=Harrison|first2=D. E.|date=2011|title=Rapamycin, but not resveratrol or simvastatin, extends life span of genetically heterogeneous mice|journal=Journals of Gerontology Series A|doi=10.1093/gerona/glq178}}&lt;/ref&gt; a transient-rapamycin study whose positive lifespan effect came with sex-specific and toxicity caveats,&lt;ref name=&quot;bitto2016&quot;&gt;{{Cite journal|last=Bitto|first=A.|last2=Kaeberlein|first2=M.|date=2016|title=Transient rapamycin treatment can increase lifespan and healthspan in middle-aged mice|journal=eLife|doi=10.7554/eLife.16351}}&lt;/ref&gt; and a 2026 failure of rapamycin to protect spermatogonial cells from cisplatin damage.&lt;ref name=&quot;jibrin2026&quot;&gt;{{Cite journal|last=Jibrin|first=A.|last2=Mitchell|first2=R. T.|last3=Lopes|first3=F.|date=2026|title=Rapamycin co-exposure fails to reduce cisplatin-induced damage in GC6-spg spermatogonial cell lines|journal=Reproduction &amp; Fertility|doi=10.1530/RAF-26-0044}}&lt;/ref&gt;

That count is itself an undercount, and the corpus's own labelling is the reason. Singh et al. (2026) is a null result by any reasonable reading, but it is filed as a human trial rather than as a negative result, because the category field records what kind of study it is and not how it came out. Any corpus that separates those two things will undercount negatives on one of the two axes. A 1.6% formal rate in a corpus where negative results were actively hunted is an observation about the literature; the labelling gap is an observation about the corpus.

=== Classifying the evidence exposed a defect in the classification ===
The rubric originally used a lettered A–D scale. Under it, 237 studies (61.4% of the current corpus) fall into a single bucket, &quot;D — Mechanistic/Review&quot;, which merged 198 primary mechanistic papers with 39 narrative reviews.

In August 2026 the resource was described publicly on social media, and Brendan Manning (Harvard T.H. Chan School of Public Health) responded with a substantive objection: whether a mechanism has been described in humans should not be weighted, because rigorous and reproducible cell-biological and biochemical evidence shows how the core pathway functions regardless of whether it has yet been tested in organismal models. The objection was correct, and it identified a real defect rather than a presentational one. A lettered scale running A to D reads as a quality grade no matter how carefully the surrounding prose insists it is a design classifier, and placing a primary structural discovery in the same terminal bucket as a narrative review compounded the misreading.

The scheme was revised in September 2026. Letters were replaced with mnemonic codes for study type, narrative reviews were separated onto their own track rather than occupying the bottom rung, and the display layer was rebuilt so that nothing in the presentation implies a quality ranking. Internal identifiers were left unchanged, so no underlying record was re-graded: the revision changed what readers see, not what the data says.

Two things about this episode seem worth recording. First, the defect was invisible from inside the project and became visible only when an external specialist read the output, which is an argument for publishing rubrics rather than merely applying them. Second, the objection is not fully resolved by re-labelling, and this paper inherits the unresolved part. The classification rubric above groups the classes along a single axis — speaks to humans, or does not — because that is the question being asked here. That axis is defensible for this question and indefensible as a general ranking, which is exactly Manning's point. The honest general structure is two axes: strength of evidence for a claim about human outcomes, and strength of evidence for a claim about mechanism, scored separately, so that a definitive biochemical result is not implicitly demoted for being biochemical. That scheme is not implemented, and until it is, any single ordering of these classes should be read as a device for answering one question rather than as a statement about worth.

=== The gap layer ===
Ten gaps are currently derived from the corpus, distributed across four types: contradiction or tension (4), mechanism-to-outcome gap (3), evidence desert (2), and human-endpoint gap (1). Confidence weights range from 0.70 to 0.85. Collectively they cite 51 distinct studies (13.2% of the corpus), a mean of 6.6 per gap, with every cited identifier resolving to a corpus record.

Representative examples: whether autophagy is actually required for the mammalian lifespan benefit (assumed widely; shown directly only in fly and worm, plus one mouse over-expression study, with no study testing whether blocking autophagy abolishes the effect); whether mTORC1-selective, mTORC2-sparing inhibition can separate the longevity benefit from the insulin-resistance liability that is attributed to mTORC2 loss;&lt;ref name=&quot;lamming2012&quot;&gt;{{Cite journal|last=Lamming|first=D. W.|last2=Sabatini|first2=D. M.|date=2012|title=Rapamycin-induced insulin resistance is mediated by mTORC2 loss and uncoupled from longevity|journal=Science|doi=10.1126/science.1215135}}&lt;/ref&gt; and pervasive, occasionally direction-flipping sex dimorphism in mTOR-longevity responses — S6K1 knockout extends median lifespan in female but not male mice,&lt;ref name=&quot;selman2009&quot;&gt;{{Cite journal|last=Selman|first=C.|last2=Withers|first2=D. J.|date=2009|title=Ribosomal protein S6 kinase 1 signaling regulates mammalian life span|journal=Science|doi=10.1126/science.1177221}}&lt;/ref&gt; and rapamycin favours females at every dose tested&lt;ref name=&quot;miller2014&quot;&gt;{{Cite journal|last=Miller|first=R. A.|last2=Harrison|first2=D. E.|last3=Astle|first3=C. M.|date=2014|title=Rapamycin-mediated lifespan increase in mice is dose and sex dependent and metabolically distinct from dietary restriction|journal=Aging Cell|doi=10.1111/acel.12194}}&lt;/ref&gt; — a pattern that surfaced from extracted effect sizes across studies rather than from any individual paper's framing.

The first of those gained direct human relevance during the period covered by this revision. Singh et al. (2026) did not test whether autophagy is required for a lifespan benefit, but it did test whether a standard nutritional route to inhibiting mTORC1 raises autophagy in people at all, and found that it does not. A gap layer that flags the mechanism-to-outcome link as untested now has a human datum suggesting the first step of that link may not hold under the conditions usually assumed.

These are hypotheses, and are labelled as such. Their value is not that they are correct but that they are derived and traceable: each one names the studies that generate the tension and the experiment that would resolve it.

== Limitations ==
'''Single-curator selection.''' The corpus was assembled by one curator. There is no second-rater agreement statistic for the class assignments, and none should be inferred. Inter-rater reliability on the rubric is the single most valuable missing measurement in this work, and is the obvious next study.

'''Not a systematic review.''' Selection was purposive, not exhaustive. The corpus cannot support prevalence claims about &quot;the mTOR literature&quot; as a whole; every proportion reported here is a proportion of this corpus.

'''Recency over-sampling.''' 103 of 386 studies (26.7%) carry a 2026 publication year, because curation began in 2026 and actively pulled current literature. Era-stratified figures are affected by this and should be read as directional.

'''A moving census.''' The corpus grows continuously. An earlier version of this paper reported 364 studies; this version reports 386, added over three days. Every figure here is a snapshot with a date on it, and the supplementary data file pins the exact snapshot the numbers came from.

'''Incomplete deep extraction.''' Sample size, effect size and stated limitations are populated for 43 studies (11.1%). Any analysis depending on those fields covers a small, non-random subset.

'''Classification is a judgement.''' Assigning a study to a class is rule-guided but not mechanical, particularly for mixed-model papers (human cells plus mouse, say). The rubric-revision episode documents one case in which the rubric itself was found wanting.

'''Indication classification is post hoc.''' The disease/physiology/ageing split above was applied for this audit by reading each trial's stated indication and primary endpoint. It is not a pre-existing field in the corpus, and a different reader could reasonably reassign borderline cases.

== Discussion ==
The finding that 10.1% of a curated mTOR corpus is human evidence is not, in isolation, a criticism of the field. Pathway biology is supposed to be bottom-heavy; mechanism precedes translation, and the mechanistic work in this corpus includes some of the most rigorous molecular biology of the last thirty years.

The finding matters because of what happens downstream. mTOR is unusual among ageing targets in that a drug acting on it is already licensed, already prescribed, and already taken off-label by people who are not transplant recipients or cancer patients. In that setting, the distance between &quot;extends lifespan in mice&quot; and &quot;extends healthspan in humans&quot; is not an academic distinction, and the evidence base actually supporting the second claim — ten trials, no confirmed positive primary endpoint, one failed phase-3, one pre-registered null on a healthspan outcome, and now one pre-registered null on the mechanism itself — is much thinner than the volume of surrounding literature suggests.

Making that composition visible is the contribution here. Not a new experiment; a census. The census is only possible because someone labelled 386 studies by system under a fixed rubric and published the result in a form that can be counted, queried and disagreed with.

The rubric-revision episode suggests the same logic applies reflexively. A classification scheme is itself a claim, and it improves under exactly the sort of external scrutiny that publishing it invites. The unresolved question it left behind — whether evidence strength is one axis or two — is, I think, the more interesting research problem of the two described in this paper, and this version of the paper states the single-axis grouping as the analytical device it is rather than dressing it as a hierarchy.

== Data and code availability ==
* Resource: https://mtor-atlas.org
* Archived dataset (DOI): [https://doi.org/10.5281/zenodo.22059963 10.5281/zenodo.22059963] (CC BY 4.0)
* Preprint of an earlier version of this manuscript: [https://doi.org/10.6084/m9.figshare.33772297 10.6084/m9.figshare.33772297]
* Source code: https://github.com/open-mtor-atlas/atlas (code MIT; curated content and data CC BY 4.0)
* Registry records: bio.tools &lt;code&gt;olivers_mtor_atlas&lt;/code&gt;; FAIRsharing 8905; Wikidata [[d:Q141256074|Q141256074]]

All figures reported in this paper were computed directly from &lt;code&gt;studies_baked.json&lt;/code&gt; and &lt;code&gt;gaps_baked.json&lt;/code&gt; at the 15 September 2026 census. Both files, and a script that recomputes every number in a single run, are included as supplementary material.

== Additional information ==

=== Author contributions ===
Oliver Barton designed and curated the corpus, defined and revised the classification rubric, performed the audit, and wrote the manuscript.

=== Competing interests ===
The author built and maintains the resource audited in this paper. No financial competing interests.

=== Funding ===
None.

=== Ethics statement ===
No human or animal subjects. This work analyses published literature only, so no ethics approval or informed consent was required.

=== Use of artificial intelligence ===
Large language model assistance (Anthropic Claude) was used substantially throughout this project: in literature triage during curation, in drafting curated summary prose subsequently reviewed by the author, in generating candidate gap hypotheses from the classified corpus, in writing the code that produces the published resource, and in drafting this manuscript. Class assignments were made under the author's rubric with the author's review. Every numerical result reported here was computed programmatically from the released data files and re-verified against them; bibliographic details for all cited studies were checked against PubMed records rather than reproduced from memory. The author takes responsibility for the content.

=== Prior publication ===
An earlier version of this manuscript is publicly available as a preprint on Figshare ([https://doi.org/10.6084/m9.figshare.33772297 10.6084/m9.figshare.33772297], CC BY 4.0). The manuscript is not under consideration at any other journal.

=== Acknowledgements ===
I thank Brendan D. Manning for the critique described above, offered publicly and without obligation, which materially improved the classification scheme.

== References ==
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    <title>Motivation and emotion/Tutorials/Core emotions/Non-English emotion words</title>
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{| class=&quot;wikitable sortable&quot;
! Word !! Definition or description !! Language
|-
| [[Amae]] || A feeling of pleasurable dependence on another person's indulgent care or acceptance. || Japanese
|-
| [[Aperitief]] || A pleasant feeling of anticipation associated with the beginning of a social occasion or meal. || Dutch
|-
| [[Awumbuk]] || A feeling of emptiness or loneliness after visitors have departed. || Baining (Papua New Guinea)
|-
| [[Ákos]] || A feeling of longing or yearning for something absent or unattainable. || Hungarian
|-
| [[Abbiocco]] || A pleasant feeling of drowsiness after eating. || Italian
|-
| [[Acedia]] || A state of listlessness, apathy or emotional indifference. || Greek
|-
| [[Anemoia]] || Nostalgia for a time or place that one has never personally experienced. || English-derived
|-
| [[Aware]] || A bittersweet feeling arising from the beauty and transience of things. || Japanese
|-
| [[Dor]] || An intense feeling of longing for someone or something absent. || Romanian
|-
| [[Duende]] || A heightened emotional state of inspiration, passion or enchantment, especially in response to artistic performance. || Spanish
|-
| [[Elpis]] || A feeling of hope or expectation concerning a desired future. || Greek
|-
| [[Feierabend]] || A feeling of pleasurable relaxation or festivity at the end of the working day. || German
|-
| [[Fiero]] || A feeling of pride and exhilaration after successfully overcoming a difficult challenge. || Italian
|-
| [[Forelsket]] || The euphoric feeling associated with falling in love. || Norwegian
|-
| [[Frisson]] || A sudden, pleasurable shiver or thrill produced by intense emotion, music or aesthetic experience. || French
|-
| [[Geborgenheit]] || A feeling of security, protection and emotional safety. || German
|-
| [[Gezelligheid]] || A feeling of comfort, warmth and pleasant togetherness with other people. || Dutch
|-
| [[Gigil]] || An intense affectionate excitement in response to something extremely cute. || Tagalog
|-
| [[Gjensynsglede]] || The joy felt when meeting someone again after a long separation. || Norwegian
|-
| [[Hiraeth]] || A deep longing for a home, place or state of belonging to which one cannot return or which may never have existed. || Welsh
|-
| [[Iktsuarpok]] || A feeling of anticipation and impatience while waiting for someone to arrive. || Inuktitut
|-
| [[Kilig]] || An excited, fluttering feeling associated with romantic attraction. || Tagalog
|-
| [[Koi no yokan]] || The feeling, on meeting someone, that falling in love with them is likely to happen. || Japanese
|-
| [[Koselig]] || A feeling of cosiness, warmth and contentment associated with a pleasant social atmosphere. || Norwegian
|-
| [[L'appel du vide]] || A sudden intrusive feeling or impulse associated with the possibility of doing something dangerous, such as jumping from a height. || French
|-
| [[La douleur exquise]] || The painful feeling of longing for someone who is unavailable or cannot reciprocate one's love. || French
|-
| [[Litost]] || A state of acute anguish or torment arising from the sudden awareness of one's own misery or humiliation. || Czech
|-
| [[Lykke]] || A feeling of profound happiness or contentment. || Danish
|-
| [[Mamihlapinatapai]] || A feeling of mutual desire and hesitation between two people who both hope the other will initiate something. || Yaghan
|-
| [[Mono no aware]] || A bittersweet sensitivity to the beauty and sadness of the transience of things. || Japanese
|-
| [[Mudita]] || A feeling of sympathetic joy at another person's happiness or success. || Sanskrit
|-
| [[Naches]] || A feeling of pride and pleasure in the achievements of one's children or protégés. || Yiddish
|-
| [[Natsukashii]] || A warm feeling of nostalgic affection when remembering something from the past. || Japanese
|-
| [[Nirvana]] || A state of profound peace, freedom from suffering and liberation from worldly attachment. || Sanskrit
|-
| [[On]] || A feeling of indebtedness or obligation arising from receiving a benefit or kindness from another person. || Japanese
|-
| [[Pena ajena]] || The feeling of embarrassment or second-hand shame when witnessing another person's humiliating behaviour. || Spanish
|-
| [[Pronoia]] || A positive feeling that others are secretly conspiring to help or favour you. || Greek-derived
|-
| [[Retrouvailles]] || The joy experienced when being reunited with loved ones after a long separation. || French
|-
| [[Saudade]] || A melancholic longing for someone, something or a state that is absent, lost or unlikely to return. || Portuguese
|-
| [[Schadenfreude]] || Pleasure experienced in response to another person's misfortune or suffering. || German
|-
| [[Sisu]] || A feeling of inner strength and determination in the face of adversity. || Finnish
|-
| [[Sukha]] || A state of enduring happiness, ease or contentment that is relatively independent of circumstances. || Sanskrit
|-
| [[Tarab]] || A state of ecstatic emotional absorption or pleasure produced by music or poetry. || Arabic
|-
| [[Toska]] || A profound feeling of spiritual anguish, melancholy or yearning without a clearly defined cause. || Russian
|-
| [[Torschlusspanik]] || An anxious feeling that opportunities are disappearing as time runs out. || German
|-
| [[Ullassa]] || A feeling of pleasure, delight or exhilaration associated with natural beauty. || Sanskrit
|-
| [[Waldeinsamkeit]] || A feeling of solitude and peaceful absorption experienced while alone in the woods. || German
|-
| [[Weltschmerz]] || A melancholy feeling arising from the perceived mismatch between the world as it is and how one wishes it could be. || German
|-
| [[Yūgen]] || A profound, mysterious feeling of beauty and depth that is difficult to express in words. || Japanese
|-
| [[Ya'arburnee]] || An intense expression of love and attachment in which one imagines dying before the person one loves. || Arabic
|-
| [[Yuan bei]] || A feeling of complete satisfaction associated with having achieved something fully or perfectly. || Chinese
|-
| [[Zugunruhe]] || An agitated feeling of restlessness or anxiety associated with an urge to move or migrate. || German
|-
| [[Zhìyù]] || A feeling of emotional healing, comfort or relief. || Chinese
|}

==Sources==
* [https://www.inc-aus.com/jessica-stillman/learning-these-20-foreign-words-for-emotions-you-never-knew-you-had-will-increase-your-eq.html 20 foreign words for emotions you never knew you had] (inc-aus.com)
* [https://www.mentalfloss.com/article/75082/32-words-positive-phenomena-dont-have-english-equivalent Words for positive phenomena that don't have an English equivalent] (mentalfloss.com)
* [http://thoughtcatalog.com/pierce-nahigyan/2015/12/17-words-we-dont-have-in-english-that-describe-feelings-we-have-every-day/ 17 feeling words we don’t have in English] (thoughtcatalog.com)
* [https://www.berlitz.com/blog/words-emotions-dont-exist-english 25 beautiful words for emotions that don’t exist in English] (berlitz.com)
* [https://www.theintrepidguide.com/untranslatable-words-ultimate-list/ 203 most beautiful untranslatable words] (theintrepidguide.com)
* [https://web.archive.org/web/20220617081916/https://digest.bps.org.uk/2016/01/28/there-are-at-least-216-foreign-words-for-positive-emotional-states-and-concepts-that-we-dont-have-in-english/ Foreign words for positive emotional states and concepts that we don’t have in English] (bps.org.uk)
* [http://gizmodo.com/english-is-surprisingly-devoid-of-emotionally-positive-1755985162 English is surprisingly devoid of emotionally positive words]
* [https://businessservicesweek.com/untranslatable-words-for-feelings-from-20-different-languages/ Untranslatable words for feelings from 20 different languages] (gizmodo.com)
* [https://blog.collinsdictionary.com/language-lovers/14-untranslatable-emotions-that-english-cant-convey/ 14 untranslatable emotions that English can't convey] (collinsdictionary.com)
&lt;!-- 
* [https://bigthink.com/21st-century-spirituality/buy-more-books-than-you-ever-read-the-japanese-have-a-word-for-that Buy more books than you ever read? The Japanese have a word for that.] --&gt;{{RoundBoxBottom}}</text>
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      <text bytes="7985" sha1="pr3j9k92jpkesfj5rh1dqs3qoxtilkk" xml:space="preserve">{{title|List of Non-English emotion words}}

{| class=&quot;wikitable sortable&quot;
! Word !! Language !! Definition or description
|-
| Abbiocco || Italian || A pleasant feeling of drowsiness after eating.
|-
| Acedia || Greek || A state of listlessness, apathy or emotional indifference.
|-
| Amae || Japanese || A feeling of pleasurable dependence on another person's indulgent care or acceptance.
|-
| Anemoia || English-derived || Nostalgia for a time or place that one has never personally experienced.
|-
| Aperitief || Dutch || A pleasant feeling of anticipation associated with the beginning of a social occasion or meal.
|-
| Ákos || Hungarian || A feeling of longing or yearning for something absent or unattainable.
|-
| Awumbuk || Baining (Papua New Guinea) || A feeling of emptiness or loneliness after visitors have departed.
|-
| Aware || Japanese || A bittersweet feeling arising from the beauty and transience of things.
|-
| Dor || Romanian || An intense feeling of longing for someone or something absent.
|-
| Duende || Spanish || A heightened emotional state of inspiration, passion or enchantment, especially in response to artistic performance.
|-
| Elpis || Greek || A feeling of hope or expectation concerning a desired future.
|-
| Feierabend || German || A feeling of pleasurable relaxation or festivity at the end of the working day.
|-
| Fiero || Italian || A feeling of pride and exhilaration after successfully overcoming a difficult challenge.
|-
| Forelsket || Norwegian || The euphoric feeling associated with falling in love.
|-
| Frisson || French || A sudden, pleasurable shiver or thrill produced by intense emotion, music or aesthetic experience.
|-
| Geborgenheit || German || A feeling of security, protection and emotional safety.
|-
| Gezelligheid || Dutch || A feeling of comfort, warmth and pleasant togetherness with other people.
|-
| Gigil || Tagalog || An intense affectionate excitement in response to something extremely cute.
|-
| Gjensynsglede || Norwegian || The joy felt when meeting someone again after a long separation.
|-
| Hiraeth || Welsh || A deep longing for a home, place or state of belonging to which one cannot return or which may never have existed.
|-
| Iktsuarpok || Inuktitut || A feeling of anticipation and impatience while waiting for someone to arrive.
|-
| Kilig || Tagalog || An excited, fluttering feeling associated with romantic attraction.
|-
| Koi no yokan || Japanese || The feeling, on meeting someone, that falling in love with them is likely to happen.
|-
| Koselig || Norwegian || A feeling of cosiness, warmth and contentment associated with a pleasant social atmosphere.
|-
| L'appel du vide || French || A sudden intrusive feeling or impulse associated with the possibility of doing something dangerous, such as jumping from a height.
|-
| La douleur exquise || French || The painful feeling of longing for someone who is unavailable or cannot reciprocate one's love.
|-
| Litost || Czech || A state of acute anguish or torment arising from the sudden awareness of one's own misery or humiliation.
|-
| Lykke || Danish || A feeling of profound happiness or contentment.
|-
| Mamihlapinatapai || Yaghan || A feeling of mutual desire and hesitation between two people who both hope the other will initiate something.
|-
| Mono no aware || Japanese || A bittersweet sensitivity to the beauty and sadness of the transience of things.
|-
| Mudita || Sanskrit || A feeling of sympathetic joy at another person's happiness or success.
|-
| Naches || Yiddish || A feeling of pride and pleasure in the achievements of one's children or protégés.
|-
| Natsukashii || Japanese || A warm feeling of nostalgic affection when remembering something from the past.
|-
| Nirvana || Sanskrit || A state of profound peace, freedom from suffering and liberation from worldly attachment.
|-
| On || Japanese || A feeling of indebtedness or obligation arising from receiving a benefit or kindness from another person.
|-
| Pena ajena || Spanish || The feeling of embarrassment or second-hand shame when witnessing another person's humiliating behaviour.
|-
| Pronoia || Greek-derived || A positive feeling that others are secretly conspiring to help or favour you.
|-
| Retrouvailles || French || The joy experienced when being reunited with loved ones after a long separation.
|-
| Saudade || Portuguese || A melancholic longing for someone, something or a state that is absent, lost or unlikely to return.
|-
| Schadenfreude || German || Pleasure experienced in response to another person's misfortune or suffering.
|-
| Sisu || Finnish || A feeling of inner strength and determination in the face of adversity.
|-
| Sukha || Sanskrit || A state of enduring happiness, ease or contentment that is relatively independent of circumstances.
|-
| Tarab || Arabic || A state of ecstatic emotional absorption or pleasure produced by music or poetry.
|-
| Toska || Russian || A profound feeling of spiritual anguish, melancholy or yearning without a clearly defined cause.
|-
| Torschlusspanik || German || An anxious feeling that opportunities are disappearing as time runs out.
|-
| Ullassa || Sanskrit || A feeling of pleasure, delight or exhilaration associated with natural beauty.
|-
| Waldeinsamkeit || German || A feeling of solitude and peaceful absorption experienced while alone in the woods.
|-
| Weltschmerz || German || A melancholy feeling arising from the perceived mismatch between the world as it is and how one wishes it could be.
|-
| Yaarburnee || Arabic || An intense expression of love and attachment in which one imagines dying before the person one loves.
|-
| Yūgen || Japanese || A profound, mysterious feeling of beauty and depth that is difficult to express in words.
|-
| Yuan bei || Chinese || A feeling of complete satisfaction associated with having achieved something fully or perfectly.
|-
| Zhìyù || Chinese || A feeling of emotional healing, comfort or relief.
|-
| Zugunruhe || German || An agitated feeling of restlessness or anxiety associated with an urge to move or migrate.
|}

==Sources==
* [https://www.inc-aus.com/jessica-stillman/learning-these-20-foreign-words-for-emotions-you-never-knew-you-had-will-increase-your-eq.html 20 foreign words for emotions you never knew you had] (inc-aus.com)
* [https://www.mentalfloss.com/article/75082/32-words-positive-phenomena-dont-have-english-equivalent Words for positive phenomena that don't have an English equivalent] (mentalfloss.com)
* [http://thoughtcatalog.com/pierce-nahigyan/2015/12/17-words-we-dont-have-in-english-that-describe-feelings-we-have-every-day/ 17 feeling words we don’t have in English] (thoughtcatalog.com)
* [https://www.berlitz.com/blog/words-emotions-dont-exist-english 25 beautiful words for emotions that don’t exist in English] (berlitz.com)
* [https://www.theintrepidguide.com/untranslatable-words-ultimate-list/ 203 most beautiful untranslatable words] (theintrepidguide.com)
* [https://web.archive.org/web/20220617081916/https://digest.bps.org.uk/2016/01/28/there-are-at-least-216-foreign-words-for-positive-emotional-states-and-concepts-that-we-dont-have-in-english/ Foreign words for positive emotional states and concepts that we don’t have in English] (bps.org.uk)
* [http://gizmodo.com/english-is-surprisingly-devoid-of-emotionally-positive-1755985162 English is surprisingly devoid of emotionally positive words]
* [https://businessservicesweek.com/untranslatable-words-for-feelings-from-20-different-languages/ Untranslatable words for feelings from 20 different languages] (gizmodo.com)
* [https://blog.collinsdictionary.com/language-lovers/14-untranslatable-emotions-that-english-cant-convey/ 14 untranslatable emotions that English can't convey] (collinsdictionary.com)
&lt;!-- 
* [https://bigthink.com/21st-century-spirituality/buy-more-books-than-you-ever-read-the-japanese-have-a-word-for-that Buy more books than you ever read? The Japanese have a word for that.] --&gt;{{RoundBoxBottom}}</text>
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{| class=&quot;wikitable sortable&quot;
! Word !! Language !! Definition or description
|-
| Abbiocco || Italian || A pleasant feeling of drowsiness after eating.
|-
| Acedia || Greek || A state of listlessness, apathy or emotional indifference.
|-
| Amae || Japanese || A feeling of pleasurable dependence on another person's indulgent care or acceptance.
|-
| Anemoia || English-derived || Nostalgia for a time or place that one has never personally experienced.
|-
| Aperitief || Dutch || A pleasant feeling of anticipation associated with the beginning of a social occasion or meal.
|-
| Ákos || Hungarian || A feeling of longing or yearning for something absent or unattainable.
|-
| Awumbuk || Baining (Papua New Guinea) || A feeling of emptiness or loneliness after visitors have departed.
|-
| Aware || Japanese || A bittersweet feeling arising from the beauty and transience of things.
|-
| Dor || Romanian || An intense feeling of longing for someone or something absent.
|-
| Duende || Spanish || A heightened emotional state of inspiration, passion or enchantment, especially in response to artistic performance.
|-
| Elpis || Greek || A feeling of hope or expectation concerning a desired future.
|-
| Feierabend || German || A feeling of pleasurable relaxation or festivity at the end of the working day.
|-
| Fiero || Italian || A feeling of pride and exhilaration after successfully overcoming a difficult challenge.
|-
| Forelsket || Norwegian || The euphoric feeling associated with falling in love.
|-
| Frisson || French || A sudden, pleasurable shiver or thrill produced by intense emotion, music or aesthetic experience.
|-
| Geborgenheit || German || A feeling of security, protection and emotional safety.
|-
| Gezelligheid || Dutch || A feeling of comfort, warmth and pleasant togetherness with other people.
|-
| Gigil || Tagalog || An intense affectionate excitement in response to something extremely cute.
|-
| Gjensynsglede || Norwegian || The joy felt when meeting someone again after a long separation.
|-
| Hiraeth || Welsh || A deep longing for a home, place or state of belonging to which one cannot return or which may never have existed.
|-
| Iktsuarpok || Inuktitut || A feeling of anticipation and impatience while waiting for someone to arrive.
|-
| Kilig || Tagalog || An excited, fluttering feeling associated with romantic attraction.
|-
| Koi no yokan || Japanese || The feeling, on meeting someone, that falling in love with them is likely to happen.
|-
| Koselig || Norwegian || A feeling of cosiness, warmth and contentment associated with a pleasant social atmosphere.
|-
| L'appel du vide || French || A sudden intrusive feeling or impulse associated with the possibility of doing something dangerous, such as jumping from a height.
|-
| La douleur exquise || French || The painful feeling of longing for someone who is unavailable or cannot reciprocate one's love.
|-
| Litost || Czech || A state of acute anguish or torment arising from the sudden awareness of one's own misery or humiliation.
|-
| Lykke || Danish || A feeling of profound happiness or contentment.
|-
| Mamihlapinatapai || Yaghan || A feeling of mutual desire and hesitation between two people who both hope the other will initiate something.
|-
| Mono no aware || Japanese || A bittersweet sensitivity to the beauty and sadness of the transience of things.
|-
| Mudita || Sanskrit || A feeling of sympathetic joy at another person's happiness or success.
|-
| Naches || Yiddish || A feeling of pride and pleasure in the achievements of one's children or protégés.
|-
| Natsukashii || Japanese || A warm feeling of nostalgic affection when remembering something from the past.
|-
| Nirvana || Sanskrit || A state of profound peace, freedom from suffering and liberation from worldly attachment.
|-
| On || Japanese || A feeling of indebtedness or obligation arising from receiving a benefit or kindness from another person.
|-
| Pena ajena || Spanish || The feeling of embarrassment or second-hand shame when witnessing another person's humiliating behaviour.
|-
| Pronoia || Greek-derived || A positive feeling that others are secretly conspiring to help or favour you.
|-
| Retrouvailles || French || The joy experienced when being reunited with loved ones after a long separation.
|-
| Saudade || Portuguese || A melancholic longing for someone, something or a state that is absent, lost or unlikely to return.
|-
| Schadenfreude || German || Pleasure experienced in response to another person's misfortune or suffering.
|-
| Sisu || Finnish || A feeling of inner strength and determination in the face of adversity.
|-
| Sukha || Sanskrit || A state of enduring happiness, ease or contentment that is relatively independent of circumstances.
|-
| Tarab || Arabic || A state of ecstatic emotional absorption or pleasure produced by music or poetry.
|-
| Toska || Russian || A profound feeling of spiritual anguish, melancholy or yearning without a clearly defined cause.
|-
| Torschlusspanik || German || An anxious feeling that opportunities are disappearing as time runs out.
|-
| Ullassa || Sanskrit || A feeling of pleasure, delight or exhilaration associated with natural beauty.
|-
| Waldeinsamkeit || German || A feeling of solitude and peaceful absorption experienced while alone in the woods.
|-
| Weltschmerz || German || A melancholy feeling arising from the perceived mismatch between the world as it is and how one wishes it could be.
|-
| Yaarburnee || Arabic || An intense expression of love and attachment in which one imagines dying before the person one loves.
|-
| Yūgen || Japanese || A profound, mysterious feeling of beauty and depth that is difficult to express in words.
|-
| Yuan bei || Chinese || A feeling of complete satisfaction associated with having achieved something fully or perfectly.
|-
| Zhìyù || Chinese || A feeling of emotional healing, comfort or relief.
|-
| Zugunruhe || German || An agitated feeling of restlessness or anxiety associated with an urge to move or migrate.
|}

==Sources==
* [https://www.inc-aus.com/jessica-stillman/learning-these-20-foreign-words-for-emotions-you-never-knew-you-had-will-increase-your-eq.html 20 foreign words for emotions you never knew you had] (inc-aus.com)
* [https://www.mentalfloss.com/article/75082/32-words-positive-phenomena-dont-have-english-equivalent Words for positive phenomena that don't have an English equivalent] (mentalfloss.com)
* [http://thoughtcatalog.com/pierce-nahigyan/2015/12/17-words-we-dont-have-in-english-that-describe-feelings-we-have-every-day/ 17 feeling words we don’t have in English] (thoughtcatalog.com)
* [https://www.berlitz.com/blog/words-emotions-dont-exist-english 25 beautiful words for emotions that don’t exist in English] (berlitz.com)
* [https://www.theintrepidguide.com/untranslatable-words-ultimate-list/ 203 most beautiful untranslatable words] (theintrepidguide.com)
* [https://web.archive.org/web/20220617081916/https://digest.bps.org.uk/2016/01/28/there-are-at-least-216-foreign-words-for-positive-emotional-states-and-concepts-that-we-dont-have-in-english/ Foreign words for positive emotional states and concepts that we don’t have in English] (bps.org.uk)
* [http://gizmodo.com/english-is-surprisingly-devoid-of-emotionally-positive-1755985162 English is surprisingly devoid of emotionally positive words]
* [https://businessservicesweek.com/untranslatable-words-for-feelings-from-20-different-languages/ Untranslatable words for feelings from 20 different languages] (gizmodo.com)
* [https://blog.collinsdictionary.com/language-lovers/14-untranslatable-emotions-that-english-cant-convey/ 14 untranslatable emotions that English can't convey] (collinsdictionary.com)
&lt;!-- 
* [https://bigthink.com/21st-century-spirituality/buy-more-books-than-you-ever-read-the-japanese-have-a-word-for-that Buy more books than you ever read? The Japanese have a word for that.] --&gt;

[[Category:Motivation and emotion/Tutorials/Core emotions]]</text>
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{| class=&quot;wikitable sortable&quot;
! Word !! Language !! Definition or description
|-
| Abbiocco || Italian || A pleasant feeling of drowsiness after eating.
|-
| Acedia || Greek || A state of listlessness, apathy or emotional indifference.
|-
| Amae || Japanese || A feeling of pleasurable dependence on another person's indulgent care or acceptance.
|-
| Anemoia || English-derived || Nostalgia for a time or place that one has never personally experienced.
|-
| Aperitief || Dutch || A pleasant feeling of anticipation associated with the beginning of a social occasion or meal.
|-
| Ákos || Hungarian || A feeling of longing or yearning for something absent or unattainable.
|-
| Awumbuk || Baining (Papua New Guinea) || A feeling of emptiness or loneliness after visitors have departed.
|-
| Aware || Japanese || A bittersweet feeling arising from the beauty and transience of things.
|-
| Dor || Romanian || An intense feeling of longing for someone or something absent.
|-
| Duende || Spanish || A heightened emotional state of inspiration, passion or enchantment, especially in response to artistic performance.
|-
| Elpis || Greek || A feeling of hope or expectation concerning a desired future.
|-
| Feierabend || German || A feeling of pleasurable relaxation or festivity at the end of the working day.
|-
| Fiero || Italian || A feeling of pride and exhilaration after successfully overcoming a difficult challenge.
|-
| Forelsket || Norwegian || The euphoric feeling associated with falling in love.
|-
| Frisson || French || A sudden, pleasurable shiver or thrill produced by intense emotion, music or aesthetic experience.
|-
| Geborgenheit || German || A feeling of security, protection and emotional safety.
|-
| Gezelligheid || Dutch || A feeling of comfort, warmth and pleasant togetherness with other people.
|-
| Gigil || Tagalog || An intense affectionate excitement in response to something extremely cute.
|-
| Gjensynsglede || Norwegian || The joy felt when meeting someone again after a long separation.
|-
| Hiraeth || Welsh || A deep longing for a home, place or state of belonging to which one cannot return or which may never have existed.
|-
| Iktsuarpok || Inuktitut || A feeling of anticipation and impatience while waiting for someone to arrive.
|-
| Kilig || Tagalog || An excited, fluttering feeling associated with romantic attraction.
|-
| Koi no yokan || Japanese || The feeling, on meeting someone, that falling in love with them is likely to happen.
|-
| Koselig || Norwegian || A feeling of cosiness, warmth and contentment associated with a pleasant social atmosphere.
|-
| L'appel du vide || French || A sudden intrusive feeling or impulse associated with the possibility of doing something dangerous, such as jumping from a height.
|-
| La douleur exquise || French || The painful feeling of longing for someone who is unavailable or cannot reciprocate one's love.
|-
| Litost || Czech || A state of acute anguish or torment arising from the sudden awareness of one's own misery or humiliation.
|-
| Lykke || Danish || A feeling of profound happiness or contentment.
|-
| Mamihlapinatapai || Yaghan || A feeling of mutual desire and hesitation between two people who both hope the other will initiate something.
|-
| Mono no aware || Japanese || A bittersweet sensitivity to the beauty and sadness of the transience of things.
|-
| Mudita || Sanskrit || A feeling of sympathetic joy at another person's happiness or success.
|-
| Naches || Yiddish || A feeling of pride and pleasure in the achievements of one's children or protégés.
|-
| Natsukashii || Japanese || A warm feeling of nostalgic affection when remembering something from the past.
|-
| Nirvana || Sanskrit || A state of profound peace, freedom from suffering and liberation from worldly attachment.
|-
| On || Japanese || A feeling of indebtedness or obligation arising from receiving a benefit or kindness from another person.
|-
| Pena ajena || Spanish || The feeling of embarrassment or second-hand shame when witnessing another person's humiliating behaviour.
|-
| Pronoia || Greek-derived || A positive feeling that others are secretly conspiring to help or favour you.
|-
| Retrouvailles || French || The joy experienced when being reunited with loved ones after a long separation.
|-
| Saudade || Portuguese || A melancholic longing for someone, something or a state that is absent, lost or unlikely to return.
|-
| Schadenfreude || German || Pleasure experienced in response to another person's misfortune or suffering.
|-
| Sisu || Finnish || A feeling of inner strength and determination in the face of adversity.
|-
| Sukha || Sanskrit || A state of enduring happiness, ease or contentment that is relatively independent of circumstances.
|-
| Tarab || Arabic || A state of ecstatic emotional absorption or pleasure produced by music or poetry.
|-
| Toska || Russian || A profound feeling of spiritual anguish, melancholy or yearning without a clearly defined cause.
|-
| Torschlusspanik || German || An anxious feeling that opportunities are disappearing as time runs out.
|-
| Ullassa || Sanskrit || A feeling of pleasure, delight or exhilaration associated with natural beauty.
|-
| Waldeinsamkeit || German || A feeling of solitude and peaceful absorption experienced while alone in the woods.
|-
| Weltschmerz || German || A melancholy feeling arising from the perceived mismatch between the world as it is and how one wishes it could be.
|-
| Yaarburnee || Arabic || An intense expression of love and attachment in which one imagines dying before the person one loves.
|-
| Yūgen || Japanese || A profound, mysterious feeling of beauty and depth that is difficult to express in words.
|-
| Yuan bei || Chinese || A feeling of complete satisfaction associated with having achieved something fully or perfectly.
|-
| Zhìyù || Chinese || A feeling of emotional healing, comfort or relief.
|-
| Zugunruhe || German || An agitated feeling of restlessness or anxiety associated with an urge to move or migrate.
|}

==Sources==
* [https://www.inc-aus.com/jessica-stillman/learning-these-20-foreign-words-for-emotions-you-never-knew-you-had-will-increase-your-eq.html 20 foreign words for emotions you never knew you had] (inc-aus.com)
* [https://www.mentalfloss.com/article/75082/32-words-positive-phenomena-dont-have-english-equivalent Words for positive phenomena that don't have an English equivalent] (mentalfloss.com)
* [http://thoughtcatalog.com/pierce-nahigyan/2015/12/17-words-we-dont-have-in-english-that-describe-feelings-we-have-every-day/ 17 feeling words we don’t have in English] (thoughtcatalog.com)
* [https://www.berlitz.com/blog/words-emotions-dont-exist-english 25 beautiful words for emotions that don’t exist in English] (berlitz.com)
* [https://www.theintrepidguide.com/untranslatable-words-ultimate-list/ 203 most beautiful untranslatable words] (theintrepidguide.com)
* [https://web.archive.org/web/20220617081916/https://digest.bps.org.uk/2016/01/28/there-are-at-least-216-foreign-words-for-positive-emotional-states-and-concepts-that-we-dont-have-in-english/ Foreign words for positive emotional states and concepts that we don’t have in English] (bps.org.uk)
* [http://gizmodo.com/english-is-surprisingly-devoid-of-emotionally-positive-1755985162 English is surprisingly devoid of emotionally positive words]
* [https://businessservicesweek.com/untranslatable-words-for-feelings-from-20-different-languages/ Untranslatable words for feelings from 20 different languages] (gizmodo.com)
* [https://blog.collinsdictionary.com/language-lovers/14-untranslatable-emotions-that-english-cant-convey/ 14 untranslatable emotions that English can't convey] (collinsdictionary.com)
&lt;!-- 
* [https://bigthink.com/21st-century-spirituality/buy-more-books-than-you-ever-read-the-japanese-have-a-word-for-that Buy more books than you ever read? The Japanese have a word for that.] --&gt;

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