Educational Philosophy and Theory 43 (4):321-335 (2011)
AbstractThis paper addresses the subject of textual creativity by drawing on work done in classical literary theory and criticism, specifically new criticism, structuralism and early poststructuralism. The question of how readers and writers engage creatively with the text is closely related to educational concerns, though they are often thought of as separate disciplines. Modern literary theory in many ways collapses this distinction in its concern for how literariness is achieved and, specifically, how ‘literary quality’ is accomplished in the textual and the social dimension. Taking literary and aesthetic creativity as a point of departure in the reading of five central authors in classical literary criticism, the paper identifies the processes of narrative imagination and emotional identification as central to the role that the textual dimension plays in the creative process of the author/reader—particularly in the way it provides a space for experimentation and self-reflexion through ‘storying’
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References found in this work
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Love's Knowledge: Essays on Philosophy and Literature.Martha Craven Nussbaum - 1990 - Oxford University Press.
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Citations of this work
The Eclipse of Imagination Within Educational ‘Official’ Framework and Why It Should Be Returned to Educational Discourse: A Deweyan Perspective.Vasco D’Agnese - 2017 - Studies in Philosophy and Education 36 (4):443-462.
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