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Caring for Literature that Matters ? Conceptualizing a Thing-centered Perspective on Literature Education with Rousseau, Deleuze, and Calvino.

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Title: Caring for Literature that Matters ? Conceptualizing a Thing-centered Perspective on Literature Education with Rousseau, Deleuze, and Calvino.
Authors: Koopal, Wiebe1 wiebesieds.koopal@kuleuven.be, Vlieghe, Joris1
Source: Studies in Philosophy & Education. Sep2022, Vol. 41 Issue 5, p529-549. 21p.
Subject Terms: *Literature studies, *Digitization, *Computer literacy, *Adults, *Higher education
Abstract: This paper primarily aims at conceptualizing a new philosophical approach to literature education, one that we—in the vein of certain pedagogical trends—propose to call "thing-centered". Point of departure is the ongoing confrontation with a two-sided educational problem: on the one hand, the confrontation with the steady decline of younger generations' engagements with 'classical' literature; on the other hand, that with the unsatisfactory answers which either accept (and even support) this development, in light of the world's irresistible digitization, or try overcoming it through a more student-centered, 'biographical' appropriation of literature. Beyond the more immediate didactical difficulties which this two-fold problem poses, we ask ourselves the question whether it is not time for a more fundamental renewal of our understanding of literature's contemporary educational significance. In answering this question, for which we turn to such diverse authors as Rousseau, Deleuze and Calvino, it is argued that if education is to continue its care for both classical literacy and literary classics—and not so much against as in relation to ascending digital literacies—a more radically immanent, thing-centered perspective is likely to prove the most sustainable, in the sense of enabling truly new, 'care-ful' literary-educational practices to emerge. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Philosophy & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: This paper primarily aims at conceptualizing a new philosophical approach to literature education, one that we—in the vein of certain pedagogical trends—propose to call "thing-centered". Point of departure is the ongoing confrontation with a two-sided educational problem: on the one hand, the confrontation with the steady decline of younger generations' engagements with 'classical' literature; on the other hand, that with the unsatisfactory answers which either accept (and even support) this development, in light of the world's irresistible digitization, or try overcoming it through a more student-centered, 'biographical' appropriation of literature. Beyond the more immediate didactical difficulties which this two-fold problem poses, we ask ourselves the question whether it is not time for a more fundamental renewal of our understanding of literature's contemporary educational significance. In answering this question, for which we turn to such diverse authors as Rousseau, Deleuze and Calvino, it is argued that if education is to continue its care for both classical literacy and literary classics—and not so much against as in relation to ascending digital literacies—a more radically immanent, thing-centered perspective is likely to prove the most sustainable, in the sense of enabling truly new, 'care-ful' literary-educational practices to emerge. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Philosophy & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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