scholarly journals Teaching Literature/Studying Literature in Literary Pedagogy and Literary Theory

2021 ◽  
pp. 55-85
Author(s):  
عبد الفتاح محمد عادل
Keyword(s):  
Literary Theory ◽  
Literary Studies ◽  
New Criticism ◽  
Teaching Literature ◽  
Student Preparation ◽  
Literary Theories ◽  
Theory Of Reading ◽  
Louise Rosenblatt ◽  
Literary Pedagogy ◽  
Academic Interests

Literary studies, in its two sides: teaching literature and studying literature, have suffered from a split in the profession between literary pedagogy and literary theories. A survey of the experience of some famous scholars who have tackled this issue in their writings is conducted to pinpoint the neglect in the part of people specialized in literary studies of the practical side of their work. Two points of convergence between literary pedagogy and literary theory are discussed. The first one presented two cases in which literary pedagogy was highly influenced by the ideas of two major shifts in critical theory: the formalist tendency of New Criticism and the reader-oriented tendency of the reader response approach. The second one discussed the efforts of the American educationalist and theorist Louise Rosenblatt in providing a theory of reading literary works in the light of what takes place in literature classrooms. The conclusions derived from this discussion lead to recommendations concerning the importance of making teaching of literature one of the academic interests and student preparation in departments of literature.

Text denken

2019 ◽  
Vol 23 (1) ◽  
pp. 274-291
Author(s):  
Andrea Polaschegg
Keyword(s):  
Literary Theory ◽  
Language Theory ◽  
Literary Studies ◽  
Proper Understanding ◽  
Literary Theories ◽  
The Media ◽  
New Space ◽  
The Impact

Abstract Tracing the transformations phenomenological thought underwent in the sphere of literary studies after the 1930s, the paper outlines the epistemological potential of this tradition in regards to a proper understanding of the phenomenon ›text‹. Proceeding from reflections on the agonal relation between structuralistic and phenomenological traditions within contemporary literary theory, the article focuses on Husserl’s apprehension of texts as being »objects in procedure« by exploring the impact of this idea on the literary theories of Ingarden, Wellek, and Iser. In light of the - largely forgotten - fact that Karl Bühler’s pioneering Language Theory (1934) is mainly based on phenomenological thinking, the paper finally discusses to what extend Bühler’s idea of verbal expressions figuring as effective events could open a new space for the development of a literary theory of texts within recent debates on the »media of literature«.

Narratology in the Twenty-First Century: The Cognitive Approach to Narrative

PMLA ◽  
2010 ◽  
Vol 125 (4) ◽  
pp. 924-930 ◽  
Author(s):  
Monika Fludernik
Keyword(s):  
Twentieth Century ◽  
Cultural Studies ◽  
Literary Theory ◽  
First Century ◽  
Close Reading ◽  
Reading Practices ◽  
New Criticism ◽  
Cognitive Approach ◽  
Literary Theories ◽  
The Waves

Literary theory in the twentieth century was heavily influenced by linguistics. The structuralist model that set the waves of literary theories in motion originated in Saussurean linguistics and its Jakobsonian elaborations. One could argue that until the 1980s all literary theory, and all linguistics for that matter, was based on an analysis of langue, or the system of language or literature or text, to the detriment of parole, the practices, contexts, and negotiations of speakers, writers, and readers. The structuralist model, with its theoretical expansion of close-reading practices, already entrenched in the wake of the New Criticism, generalized the frame of mind that was soon to become the bogeyman of poststructuralist and cultural studies attacks. The formula could be summarized as No history, no ethics, no themes, no aesthetics, and no context—period.

Teaching with New Critics

CLEaR ◽  
2017 ◽  
Vol 4 (2) ◽  
pp. 34-40
Author(s):  
Anton Pokrivčák
Keyword(s):  
Literary Work ◽  
First Century ◽  
New Criticism ◽  
Teaching Literature ◽  
Real Nature ◽  
Literary Theories ◽  
Anglo American ◽  
Literary Work Of Art ◽  
New Critics ◽  
Linguistic Structures

Abstract Anglo-American New Criticism was one of the most important movements in the twentieth century literary theories. It stressed the objectivity of a literary work of art and claimed that literary critics as well as teachers should concentrate, primarily, on the text, its linguistic structures and the ambiguities of meaning resulting from them, and only secondarily on the text´s extraliterary relationships. After the New Critics´ popularity in the early decades of the last century, in its second part they were refused as pure formalists, supposedly unable to see the real nature of a literary work in its social circumstances. The article attempts to reassess New Criticism as a movement which contributed significantly to the reading and teaching literature and claims that their importance has not diminished even in the twenty-first century.

scholarly journals Theory-Inspired Rather than Theory-Based Criticism: Towards a Semeiocritical Method for the Interpretation of Literature

2019 ◽  
Vol 54 (1) ◽  
pp. 21-41
Author(s):  
Khaled Besbes
Keyword(s):  
Present Article ◽  
Literary Theory ◽  
Literary Text ◽  
Literary Studies ◽  
English Studies ◽  
Literary Interpretation ◽  
English Departments ◽  
Critical Theories ◽  
Literary Theories ◽  
The World

AbstractThe present article is written almost a decade and a half after the reticent announcement of the death of literary theory by a number of scholars around the world. But during all these years, the humanities have not managed to drive Theory out of the seminar rooms of English departments, nor have the anti-theory proponents managed to remove it from the syllabi of English studies or even from the shelves of specialized libraries. After all these years, English studies academicians find themselves still doing Theory: holding conferences on how to conduct literary studies, organizing debates on how to launch new approaches that could possibly replace critical theories, and encouraging research into less-theorized methods of literary interpretation that could respond to the ineluctable need for a method in studying literature. For good or ill, whether we admit it or not, the echoes of literary theories continue to linger behind the scenes of all debates about literature and literary studies. The question is therefore not how to bring those echoes to silence, but rather how to find a way out of the post-theory deadlock by proposing what I have chosen to name the semeiocritical method as a theory-inspired, rather than theory-based approach to literature. The present article seeks to answer two questions: (1) how can we benefit from the lessons of literary theory without systematically doing theory or being methodically loyal to theories? and (2) how can we maximize the effects of literary interpretation in such a way as to cover as many aspects as possible of the signifying processes in the literary text while maintaining interpretive consistency?

scholarly journals Introduction

Poetics Today ◽  
2020 ◽  
Vol 41 (1) ◽  
pp. 1-36
Author(s):  
Jeffrey Blevins ◽  
Daniel Williams
Keyword(s):  
Twentieth Century ◽  
Literary Theory ◽  
Formal Logic ◽  
Literary Studies ◽  
New Criticism ◽  
Philosophy Of Literature ◽  
Theory And Criticism ◽  
Reciprocal Influences ◽  
Literary Theory And Criticism

Although literature and logic share a number of surprising symmetries and historical contacts, they have typically been seen to occupy separate disciplinary spheres. Declaring a subfield in literary studies — logic and literature — this introduction outlines various connections between literary formalism and formal logic. It surveys historical interactions and reciprocal influences between literary and logical writers from antiquity through the twentieth century, and it examines how literary theory and criticism have been institutionally shadowed by a logical unconscious, from the New Criticism and (post)structuralism to recent debates about historicism and formalism. It further considers how the subfield of logic and literature, in its constitutive attention to form, is neatly positioned to cut across these debates, and it sketches ways of reading at the interface of aesthetics, philosophy of literature, and literary studies that might be energized by an appeal to logical contexts, ideas, and methods.

scholarly journals Some Comments on the Changes, Contradictions and Connections of Literary Theories in Lithuania

2020 ◽  
Vol 25 (1) ◽  
pp. 41-51
Author(s):  
Aušra Jurgutienė
Keyword(s):  
20Th Century ◽  
Literary Theory ◽  
Literary Studies ◽  
Research Centre ◽  
New Historicism ◽  
Educational Impact ◽  
Important Place ◽  
Literary Research ◽  
Literary Theories ◽  
Vilnius University

The paper presents a brief history of literary theories that have been used in Lithuania for the last century (1918–2018). Certain general patterns of development are visible in Lithuanian literary studies: movements from positivist (M. Biržiška) to anti-positivist (V. Mykolaitis-Putinas) history and from Marxist history (K. Korsakas) to postmodern New Historicism. The mid-20th century marked the first applications of modern literary theories (first in exile, later among those who stayed in occupied Lithuania). A. J. Greimas became an eminent theoretician in exile, having established a world-famous school of semiotics in Paris. A large number of Lithuanian scholars worked in this field in Lithuania and abroad (J. Ambrazevičius-Brazaitis, Rimvydas Šilbajoris, Vytautas Kavolis, Bronius Vaškelis, Violeta Kelertienė, Ilona Gražytė-Maziliauskienė, Viktorija Skrupskelytė, Tomas Venclova, Vanda Zaborskaitė, Kęstutis Nastopka, Albertas Zalatorius, Vytautas Kubilius, Viktorija Daujotytė, Irena Kostkevičiūtė), but except for the Greimas Paris School of Semiotics, which created its own field, literary theories had mostly a practical and educational impact on interpretations of Lithuanian disciplines. After the restoration of Lithuanian independence in 1990, the renewal of literary theory reached its peak that lasted for about two decades. The J. Greimas Semiotics Studies and Research Centre (now the A. J. Greimas Centre for Semiotics and Literary Theory) was established at Vilnius University in 1992, books written by A. J. Greimas were translated into Lithuanian and the publishing of academic journals “Semiotika” and “Baltos lankos” started. The so-called second wave of postmodern theories (intertextuality, narratology, feminism, postcolonialism, sociology, anthropology, new historicism deconstruc tion, reader response) has attracted the attention of literary scholars, bringing discussions about literature back to the fields of history, culture and politics (Nijolė Keršytė, Paulius Subačius, Irina Melnikova, Marijus Šidlauskas, Birutė Meržvinskaitė, Eugenijus Ališanka). Theories have updated the concepts and vocabulary of literary studies and reading strategies and helped literary scholars integrate themselves into international research more successfully. Along with the hermeneutics of trust, the hermeneutics of suspicion – questioning and complicating interpretations and identities of all texts, was taking an increasingly important place in Lithuanian literary research. Nevertheless, at this time the strengthened position of post-theoretical criticism cannot be anti-theoretical, ignoring the entire heritage of the 20th century.

Die charismatische Lehrerpersönlichkeit und ihre phänomenologischen Fundamente

2019 ◽  
Vol 23 (1) ◽  
pp. 292-301
Author(s):  
Norbert Groeben
Keyword(s):  
Effective Teaching ◽  
20Th Century ◽  
Literary Theory ◽  
Teaching Methods ◽  
Essential Role ◽  
Teaching Literature ◽  
Education Theory ◽  
Emotional Aspects ◽  
History Of

Abstract Even though it is widely agreed in education theory and psychology that the teacher’s charisma plays an essential role in teaching literature in school, the concept of charisma as a factor of effective teaching is usually applied only in the widest and most abstract sense. In scrutinizing the history of teaching methods, psychology, and literary theory in the second half of the 20th century, this paper identifies the cognitive and emotional aspects of reading literature that are prerequisite to charismatic teaching. Finally, it suggests that these aspects can be explained by drawing on phenomenological literary theory, i.e. that the notion of the teacher’s charisma can be founded in phenomenology.

Bleibende Aufgaben einer phänomenologischen Literaturtheorie

2019 ◽  
Vol 23 (1) ◽  
pp. 265-273
Author(s):  
Eckhard Lobsien
Keyword(s):  
Literary Theory ◽  
Literary Text ◽  
Point Of View ◽  
Literary Texts ◽  
Radical Theory ◽  
Theory Of Reading ◽  
Phenomenological Point

Abstract What sort of object is a literary text? From a phenomenological point of view - phenomenology considered as both a radical theory of reading and a theory of radical reading - a range of answers arise, many of them tinged with deconstructive momentum. This paper aims at pointing out some basic issues in reading literary texts, offering ten theses on the enduring tasks of phenomenological literary theory.

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