Exploring Selves and Worlds through Affective and Imaginative Engagements with Literature

Autor/inn/en	McGinley, William; Kamberelis, George; White, John Wesley
Titel	Exploring Selves and Worlds through Affective and Imaginative Engagements with Literature
Quelle	In: Educational Philosophy and Theory, 53 (2021) 4, S.350-362 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1785285
Schlagwörter	Self Concept; Literature; Critical Reading; Ethics; Altruism; Democracy; English Instruction; Teaching Methods; Creativity; Imagination; Misconceptions; Cooperation; Educational Philosophy; Affective Behavior + Suchen Sie Ihr Suchwort? Selbstkonzept; Literatur; Kritisches Lesen; Ethik; Altruistic behavior; Altruismus; Demokratie; English langauage lessons; Englischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kreativität; Missverständnis; Co-operation; Kooperation; Bildungsphilosophie; Erziehungsphilosophie; Affective disturbance; Active behaviour; Affektive Störung
Abstract	To engage in critical readings of literary texts, in ways that are also ethical and compassionate, requires readers to enter emotionally and imaginatively into the complex, textual worlds of others as they are portrayed in stories. Such stories have the potential to create new worlds that make visible our collective being in ways that allow us to enter into democracy with more empathetic and just lenses. In this regard, we discuss both past and recent work of scholars whose insights we believe are useful for rethinking and deepening what it means to read and respond to creative narratives with "one's heart as well as with one's mind." Given the popularity in recent years of teaching literary theory, and embracing the power of "critical" reading in English classrooms, the value of affective and imaginative ways of reading has been increasingly understated. We thus call for an engaged humanities reform we believe is ultimately crucial to creating reader-citizens who can successfully engage in community practices and decisions rooted in a general concern for the value of the lives of others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01