Embodiment and the Risk of Reading

Autor/in	Öhman, Anders
Titel	Embodiment and the Risk of Reading
Quelle	In: Educational Theory, 70 (2020) 1, S.21-29 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12403
Schlagwörter	Risk; Educational Philosophy; Literature; Educational Theories; Sentence Structure; Authors; Reader Text Relationship; Criticism; Course Content; Teaching Methods; Dialogs (Language); Information Technology; Reading Processes + Suchen Sie Ihr Suchwort? Risiko; Bildungsphilosophie; Erziehungsphilosophie; Literatur; Educational theory; Theory of education; Bildungstheorie; Satzbau; Satzstruktur; Author; Autor; Autorin; Kritik; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Informationstechnologie; Leseprozess
Abstract	In this article, Anders Öhman discusses Gert J. J. Biesta's concept of the risk of education and what it could mean for the study of literature in the classroom. The article's point of departure is Bakhtin's theory of the utterance. The utterance, for Bakhtin, has to be embodied, that is, it has to be governed by a purpose: it must be uttered by someone, or at least the reader or listener must imagine that it is uttered by someone that speaks with an intent. A grammatical sentence that is "not" an utterance has no author and no direction or intention; it is therefore abstract and belongs to no one. Reading on the Internet, or digital reading, often consists of short passages or text fragments for which it is difficult to identify an author. These fragments are not embodied and thus the reader does not feel addressed by the text. Although Biesta does not reckon with Bakhtin's theory, his critique of "strong education" provides an analysis that runs along similar lines. According to Biesta, the notion of strong education and what he calls the "language of learning" regard knowledge as free of values thus rendering it abstract. In bringing together Bakhtin's and Biesta's analyses, Öhman concludes that in order for knowledge to elicit valuation, it must first become embodied; this process, in turn, is important to creating the conditions necessary for a dialogue to occur between the content of teaching and the students. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01