Reader-Response Theory in Literature Circles: Arena for Discovering the Ideal Reader
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Literature Circles, which are collaborative and student-centered reading groups, are becoming more popular as a teaching method that draws students into increasingly abstract and relevant discussions about literature. In classrooms structured around collaborative discovery of the ideal reader, the question of what role experts will play still needs to be adequately addressed. To that end, this article will explore and evaluate Wolfgang Iser’s and Stanley Fish’s approaches to reader-response theory as they apply to collaborative learning practices, particularly those informed by the “faith”-based teaching philosophy of Parker J. Palmer. Reader-response theorists, especially Iser, show how literary understanding emerges through the temporal process of reading rather than through a reader-expert translating the meaning that is already contained in a literary work. In a less technical and more spiritual pursuit of a similar process-based understanding of educational subjects, Palmer advocates for communitarian models of truth that are engaged with the indeterminate “otherness” of great things, and argues against objectivist models of truth that do not serve the interests of readers or the literature itself.
Abstract
Literature Circles, which are collaborative and student-centered reading groups, are becoming more popular as a teaching method that draws students into increasingly abstract and relevant discussions about literature. In classrooms structured around collaborative discovery of the ideal reader, the question of what role experts will play still needs to be adequately addressed. To that end, this article will explore and evaluate Wolfgang Iser’s and Stanley Fish’s approaches to reader-response theory as they apply to collaborative learning practices, particularly those informed by the “faith”-based teaching philosophy of Parker J. Palmer. Reader-response theorists, especially Iser, show how literary understanding emerges through the temporal process of reading rather than through a reader-expert translating the meaning that is already contained in a literary work. In a less technical and more spiritual pursuit of a similar process-based understanding of educational subjects, Palmer advocates for communitarian models of truth that are engaged with the indeterminate “otherness” of great things, and argues against objectivist models of truth that do not serve the interests of readers or the literature itself.
참고문헌 (17)
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