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The topographies of literary study
Arts and Humanities in Higher Education Pub Date : 2018-08-27 , DOI: 10.1177/1474022218794613 Christopher Lloyd 1
Arts and Humanities in Higher Education Pub Date : 2018-08-27 , DOI: 10.1177/1474022218794613 Christopher Lloyd 1
Affiliation
Pedagogic criticism, Ben Knights argues in this wide-ranging and thoughtful book, is an attempt to “bring into focus the transactions between the study and interpretation of texts and the social forms and rituals of pedagogy” (1). Knights draws together a historiography of the rise of English Studies in the UK, literary criticism, close readings of writers from Henry James to Annie Proulx, as well as critical reflections on pedagogy. Entangling both the study of literature and teaching demonstrates how “pedagogic criticism involves reading texts through teaching, and teaching through texts” (1). This simple formulation is the book’s key strength: it is across the topography of the teaching–reading relationship that Knights mounts his thesis. Pedagogic Criticism argues that the study of English should be “conceptualised as a border subject” (9). The shape and substance of this discipline—caught on the edges of other subject areas, rooted in networks and spaces of learning, built from a variety of perspectives and orientations—is such that Knights’ book traffics in images of spatiality: from “topographies” and “boundaries” to “landscapes,” (158–159) and “places on the fringe” (188), as well as corporeal geographies like “interiority,” “membranes” and “excised tissue” (198). The “energies generated at and across borders” (9) drive the book’s intellectual journey. Knights maps numerous of historical, theoretical, literary and pedagogic encounters: for instance, he argues that “The space of teaching is a threshold, a liminal or transitional space” (6). As middle space, the classroom mirrors the discipline of English, which is multivalent. In chapter 1, Knights argues that pedagogic discourse has led us to see “Education as a ‘becoming’” (3), both at an individual and group level. Such ongoing transformation plays out in the relationship between student, teacher
中文翻译:
文学研究的地貌
本·奈特斯(Ben Knights)在这本内容广泛而深思熟虑的书中指出,教育学批评是一种尝试,“使研究文本的理解和解释与教育学的社会形式和仪式之间的交易成为焦点”(1)。奈特(Knights)整理了有关英国英语研究兴起的历史记录,文学批评,从亨利·詹姆斯(Henry James)到安妮·普罗克斯(Annie Proulx)的作家的近义读物,以及对教学法的批判性反思。将文学研究与教学结合起来,表明“教学批评涉及通过教学阅读文本和通过文本进行教学”(1)。这种简单的表述是本书的主要优势:奈特斯在其教学与阅读关系的地形图上发表了自己的论文。教育学批评认为,对英语的研究应“概念化为边界学科”(9)。该学科的形式和实质-扎根于其他学科领域的边缘,植根于学习的网络和空间,并以多种视角和方向构建-使得骑士的书本以空间图像的形式进行交通:来自“地形学”和“边界”到“风景”(158-159)和“边缘地带”(188),以及诸如“内部”,“膜”和“切除组织”之类的有形地理(198)。“跨越国界和跨越国界产生的能量”(9)推动了本书的智力之旅。奈特斯描绘了许多历史,理论,文学和教育学方面的遭遇:例如,他认为“教学空间是门槛,门槛或过渡空间”(6)。作为中间空间,教室反映了英语的学科,即多学科。在第一章中 奈特斯(Knights)认为,教育学话语使我们在个人和团体层面都将“教育视为一种'成为'”(3)。这种持续的转变体现在学生,老师之间的关系中
更新日期:2018-08-27
中文翻译:
文学研究的地貌
本·奈特斯(Ben Knights)在这本内容广泛而深思熟虑的书中指出,教育学批评是一种尝试,“使研究文本的理解和解释与教育学的社会形式和仪式之间的交易成为焦点”(1)。奈特(Knights)整理了有关英国英语研究兴起的历史记录,文学批评,从亨利·詹姆斯(Henry James)到安妮·普罗克斯(Annie Proulx)的作家的近义读物,以及对教学法的批判性反思。将文学研究与教学结合起来,表明“教学批评涉及通过教学阅读文本和通过文本进行教学”(1)。这种简单的表述是本书的主要优势:奈特斯在其教学与阅读关系的地形图上发表了自己的论文。教育学批评认为,对英语的研究应“概念化为边界学科”(9)。该学科的形式和实质-扎根于其他学科领域的边缘,植根于学习的网络和空间,并以多种视角和方向构建-使得骑士的书本以空间图像的形式进行交通:来自“地形学”和“边界”到“风景”(158-159)和“边缘地带”(188),以及诸如“内部”,“膜”和“切除组织”之类的有形地理(198)。“跨越国界和跨越国界产生的能量”(9)推动了本书的智力之旅。奈特斯描绘了许多历史,理论,文学和教育学方面的遭遇:例如,他认为“教学空间是门槛,门槛或过渡空间”(6)。作为中间空间,教室反映了英语的学科,即多学科。在第一章中 奈特斯(Knights)认为,教育学话语使我们在个人和团体层面都将“教育视为一种'成为'”(3)。这种持续的转变体现在学生,老师之间的关系中