ABSTRACT

This paper interrogates the humanist commitment in pedagogical ideas circulating around the act of creating character and the related judgements which underlie workshop criticism. It considers how many pedagogical texts, and much practice, reinforce the centrality of an individual subject who is separate not only from objects and environment, but from other subjects: technological, human and nonhuman. Whilst acknowledging the challenge to these notions already arising from the textuality of postmodernism it questions the theory of character these challenges have produced and considers what a posthuman theory of character might look like, drawing on Donna Haraway’s notion of humanity as ‘compost’ and utilising The Overstory by Richard Powers as an example. The paper considers how student writers could be encouraged to move beyond humanist notions of the individual and to write into the connected realm of the posthuman.

摘要

本文探讨了围绕塑造性格的行为以及作为车间批评基础的相关判断而传播的教学理念中的人文主义承诺。它考虑了有多少教学文本和大量实践强化了个体主体的中心性，该主体不仅与物体和环境相分离，而且与其他学科（技术、人类和非人类）相分离。虽然承认后现代主义的文本性已经对这些概念提出了挑战，但它质疑这些挑战产生的性格理论，并考虑了后人类的性格理论可能是什么样子，借鉴了唐娜·哈拉维的人类作为“堆肥”的概念，并利用上层故事以理查德鲍尔斯为例。该论文考虑了如何鼓励学生作家超越个人的人文主义观念，并进入后人类的相关领域。