Literature and understanding 2020

‘It is only fair, then, that poetry should return, if she can make her defence in lyric or other metre.’ Plato Republic 607d Literature and Understanding Literature and Understanding investigates the cognitive gain from literature by focussing on a reader’s close analysis of a literary text It examines the meaning of ‘literature’, outlines the most prominent positions in the literary cognitivism debate, explores the practice of close reading from a philosophical perspective, provides a fresh account of what we mean by ‘understanding’ and in so doing opens up a new area of research in the philosophy of literature This book provides a different reply to the challenge that we can’t learn anything worthwhile from reading literary fiction It makes the innovative case that reading literary fiction as literature rather than as fiction stimulates five relevant senses of understanding The book uses examples of irony, metaphor, play with perspective and ambiguity to illustrate this contention The five senses of understanding then bridge the gap between our understanding of a literary text and our understanding of the world beyond that text The book will be of great interest for researchers, scholars and post-graduate students in the fields of aesthetics, literary theory, literature in education and pedagogy J W Phelan is Director of Studies in Philosophy at Wolfson College and at Homerton College, Cambridge His research focusses on many different issues in the philosophy of literature and literary criticism Literature and Education Series Series Editors – David Aldridge and Andrew Green Editors’ Introduction Dr Johnson, in an essay in The Rambler (31 March 1750), acknowledges the potential powers of literature Because of the imaginative hold they exert over readers, he suggests that literary works enjoy formidable didactic potential, and ‘may perhaps be made of greater use than the solemnities of professed morality, and convey the knowledge of vice and virtue with more efficacy than axioms and definitions.’ The aim of the Routledge Literature & Education series is to address the multiple ways in which education and literature interact Numerous texts exist that deal with literary issues for educational purposes, serving the schools and higher education markets Within the academic field of educational studies, there are works on the value of literature for moral formation or for the broader humanistic development of students of all ages Within literary studies, there is a range of works that discuss the ways in which authors, texts or literary movements address educational themes However, comparatively little has been written that specifically explores the complex notions of how literary texts function educatively, or what happens to them once they are brought into educational spaces and used for educational purposes Additionally, limited attention has been paid explicitly to the ways in which literature can be a resource for educational thought or can nurture and inspire educational change This series provides a space for these issues to be explored It presents scholarship working at the intersection of literary and educational studies and seeks to define an important and emerging area of interdisciplinary enquiry Titles in this series engage in significant ways with what happens when an intermediate space opens up between the study of literature and the study of education The series proposes a broad understanding of literature and education that is not bound by particular national, pedagogical or political contexts, and titles address one or more of the following themes: Literature as education This theme connects discussions within educational studies and literary studies about the extent to which literature can or ought to be considered as educational The co-construction of literature and education This theme addresses the various ways that the fields of literature and education have historically, theoretically and imaginatively served to coconstruct one another, for example the relation of the literary canon to the literary curriculum, and the formation of literature as a school and university subject What literature can teach us about education This theme addresses the ways that educational questions have been explored by different writers, literary movements and genres, drawing on the combined theoretical and interpretive resources of literary and educational studies Our hope is that this series will encourage thinking about the relationship between literary texts, readers and educators, providing an opportunity for creativity, investigation and debate By forging new interconnections between literary and educational studies, it is our aim to encourage and open up fruitful new areas of thought and practice through which readers will be inspired to reconsider their understanding of both literature and education Books in this series: George Orwell and Education Learning, Commitment and Human Dependency Christopher Hanley Literature and Understanding The Value of a Close Reading of Literary Texts J.W Phelan For more information about the series, please visit www.routledge.com/ Literature-and-Education/book-series/LITED Literature and Understanding The Value of a Close Reading of Literary Texts J W Phelan First published 2021 by Routledge Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 52 Vanderbilt Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2021 J W Phelan The right of J W Phelan to be identified as author of this work has been asserted by him in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988 All rights reserved No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record for this book has been requested ISBN: 978-0-367-33705-6 (hbk) ISBN: 978-0-429-32138-2 (ebk) Typeset in Bembo by Apex CoVantage, LLC To teachers of literature 168 Appendix When I got health, thou took’st away my life, And more; for my friends die: My mirth and edge was lost; a blunted knife Was of more use than I Thus thinne and lean without a fence or friend, I was blown through with ev’ry storm and winde Whereas my birth and spirit rather took The way that takes the town; Thou didst betray me to a lingring book, And wrap me in a gown I was entangled in the world of strife, Before I had the power to change my life Yet, for I threatned oft the siege to raise, Not simpring all mine age, Thou often didst with Academick praise Melt and dissolve my rage I took thy sweetned pill, till I came neare; I could not go away, nor persevere Yet lest perchance I should too happie be In my unhappinesse, Turning my purge to food, thou throwest me Into more sicknesses Thus doth thy power crosse-bias me, not making Thine own gift good, yet me from my wayes taking Now I am here, what thou wilt with me None of my books will show I reade, and sigh, and wish I were a tree; For sure then I should grow To fruit or shade: at least some bird would trust Her household to me, and I should be just Yet, though thou troublest me, I must be meek; In weaknesse must be stout Well, I will change the service, and go seek Some other master out Ah my deare God! though I am clean forgot, Let me not love thee, if I love thee not George Herbert 35 40 45 50 55 60 65 Bibliography Abrams, M H 1993: A Glossary of 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Knowledge, Truth and Duty New York: Oxford University Press Index Note: Page numbers followed by an ‘n’ indicate a note on the corresponding page aesthetic cognitivism 20–22 aesthetic devices 108–109 aesthetic effectiveness 147–150, 165–166 aesthetic experience 42–46 aesthetics 49–50 aesthetic thesis 27 alliteration 146–147; see also literary devices allusion 109, 114–115; see also literary devices ambiguity 50, 109, 137–142, 149; see also literary devices appreciation 42–45 Aristotle 61–64 art 8, 20–22 association 121–123 Austen, Jane 10; Emma 149; Pride and Prejudice 26, 30, 50, 73 autobiographical fiction autonomy 102 Baudelaire, Charles 103 Beckett, Samuel 141–142 Brontë, Emily 93, 134 Browning, Robert 145–146, 149 Caesar, Julius 40 Capote, Truman Carver, Raymond 14 Cicero 111 classical music 96–97 close analysis 86–89, 150–151; and metaphor 127–132; see also interpretation; literary devices cognitive gain coherence 102 common sense psychology 65–68 Conan Doyle, Arthur conceptual literary cognitivism 46, 49–50 Conrad, Joseph 42; Heart of Darkness 132–133; ‘Outpost of Progress, An’ 111–112 contradictions 31 contra-standard features 8–12, 15–16 cosmic irony 110 counterfactual analysis 25–26 Crane, Hart 103 Deane, Seamus Defoe, Daniel Descartes, Rene Dickens, Charles 69, 116–119, 157 discursive thesis 24 Dostoevsky, Fyodor 30–31 Doyle, Arthur Conan 153–154 dramatic irony 111 dualism Eliot, T.S 148 Eliot, George 98 elitism 60, 94–98 ellipsis 29, 58n4; see also literary devices emotion 33–35, 53–54 emotional literary cognitivism 46, 52–54 ethical literary cognitivism 56–58 ethics 56–57 Euripides 31, 59 experience 55–56 experiential knowledge 79–80 experiential literary cognitivism 46, 55–56 expertise 31–32 explanation 75–77 fairy tales 27 Faulkner, William 134 Index features 8–12 fecundity 103–106 fiction: and essentialism 4–7; features of 8–12; and perceptual Gestalts 9–11 fictive thesis 24–26 Fitzgerald, F Scott 12, 121–123 folk psychology 66 Foster Wallace, David free indirect discourse 10, 53–54, 149 genres 17–19 Gestalts 9–10, 11 Goethe, Johann Wolfgang von 35 Golding, William 41 Grahame, Kenneth 26 Hardy, Thomas 39; Jude the Obscure 42; Tess of the D’Urbervilles 42, 148 Hemingway, Ernest 14 Herbert, George 167–168 honesty 102 humanistic literary cognitivism 46, 50–52 hypothetical literary cognitivism 46, 47–49 Ibsen, Henrik 41 imagination 5–6; and interpersonal understanding 89–94; and thought experiments 25–26 influence 33–35 interpersonal understanding 59–61; and Aristotle 61–64; and elitism 94–98; and experiential knowledge 79–80; and explanation 75–77; and five senses 70–72; and imagination 89–94; and interpretation 80–81, 85–89; and know-how 77–79; and literary fiction 69–70; and misunderstanding 82–83; and propositional knowledge 72–74; and psychological description 65–69; sphere of 64–65; stimulation of 84–85; and subjectivity 98–106; summary statement of 81–82; testing of 83–84; and understanding meaning 74–75 interpretation 80–81, 85–89; and ambiguity 140–141; and irony 113–114; and particular detail 119–120; and perspective 136–137; and repetition 147; see also close analysis intrinsic value 45 irony 108–109, 109–114, 148; see also literary devices Ishiguro, Kazuo 26 181 James, Henry 42, 150, 156 Joyce, James 7, 11, 12 know-how 77–79 knowledge 71–72 Larkin, Philip 40 Lawrence, D.H 26, 144 learning 21–23, 33–35, 56, 63, 73–74; and Sunesis 63 Leavis, F.R 42 Lessing, Doris 48 literary anti-cognitivism 27–29; challenges of 37–38; and emotion 33–35; and epistemological arguments against literature 29–32; evidence against 35–37; and rhetoric 32–33 literary cognitivism 22–23, 46; and aesthetic cognitivism 20–22; and aesthetic thesis 27; conceptual 49–50; and discursive thesis 24; emotional 52–54; ethical 56–58; experiential 55–56; and fictive thesis 24–26; humanistic 50–52; hypothetical 47–49; literariness of 46–47; and literary thesis 23–24; practical 52; and story-telling thesis 26–27 literary criticism 41–42; and practical literary cognitivism 52 literary devices 13–14, 16, 108–109; and aesthetics 147–150; and allusion 114–115; and ambiguity 137–142, 149; and close analysis 150–151; and conceptual literary cognitivism 50; and ellipsis 29; and emotion 54; and ethics 57; and experiential knowledge 55–56; and irony 109–114, 148; and metaphor 123–132, 148–149; and particularity 115–120, 148; and perspective 132–137, 149; and precision 120–123, 148; and repetition 142–147, 149; see also close analysis; interpretation literary fiction: and fiction 4–10; and literature 10–16; as a subgenre 1–4, 17–19 literary language 30 literary non-cognitivism 38–46 literary thesis 23–24 literature by association 15 May, Karl 11 McEwan, Ian 134 McGough, Roger 71 182 Index metaphor 109, 123–132, 148–149; rejection of 19n5; see also literary devices Miller, Arthur 112 misreading 106 misunderstanding 82–83 moral seriousness 14 Morrissey narratives narrative style 108 Nietzsche, Friedrich 6–7 no truth theories 38; see also literary noncognitivism Paley, Grace 50 particularity 115–120, 148; see also literary devices perspective 109, 132–137 Plato 26; and emotions 33–34; and moral education 28–29; Republic, The 153; and rhetoric 32–33 poetic justice 111 popular fiction 36–37 practical literary cognitivism 46, 52 precision 109, 120–123, 148; see also literary devices propositional knowledge 72–74 psychological description 65–69 quotations 156–157 of Windsor, The 112; Othello 51, 143; Richard III 114–115; Tempest, The 51, 56, 99, 135; Titus Andronicus 127–129, 132; Troilus and Cressida 137–138; Venus and Adonis 24 simulation 89–91, 93 situational irony 111 Socrates 6–7 Socratic irony 110 Sophists 32–33 Sophocles 66–67 specialist knowledge 102 standard features 8–9, 11–12, 15–16 Steinbeck, John 59 Stendhal 59 Stevenson, Louis 134 story-telling thesis 26–27 subjectivity 98–106 Suetonius 40 Sunesis 62–64 symbolism 50; see also literary devices textual evidence 102 Thackeray, William 34 themes 14–15 thick narrative 13–14, 19n4 Thomas, Dylan 43–44 thought experiments 25–26 tone 141–142; see also literary devices Toole, John Kennedy 69 Trollope, Anthony 136–137 repetition 109, 142–147, 149; see also literary devices rhetoric 32–33 rhetorical devices 109 rhyme 145–146 rhythm 143–145 Rossetti, Christina 41 Rousseau, Jean-Jacques 35 Russell, Willie 70–71 understanding 22–23; as experiential knowledge 79–80; as explanation 75–77; as forming an interpretation 80–81; as ‘knowing what is meant by’ 74–75; as knowledge-how 77–79; as propositional knowledge 72–74 sarcasm 110 schematic illustrations 19n2 scientific psychology 65–68 sentimental education 54 Shakespeare, William: Antony and Cleopatra 44, 160, 163; Julius Caesar 40; King Lear 99, 143–144; Love’s Labour’s Lost 23–24; Macbeth 98, 114, 130–132, 155; Merchant of Venice, The 105–106; Merry Wives Walpole, Hugh 14 Wharton, Edith 53 Wiesel, Elie Wilde, Oscar 103 Williams, Tennessee 113–114 Wodehouse, P.G 15 Woolf, Virginia 135 Wordsworth, William 11 work ethic 90–91 variable features 8, 10, 12 verbal irony 110 ... defence in lyric or other metre.’ Plato Republic 607d Literature and Understanding Literature and Understanding investigates the cognitive gain from literature by focussing on a reader’s close analysis... as literature and as fiction Literary fiction includes the set of works that exhibit the standard features of both literature and fiction and lack the contra-standard features of literature and. .. ? ?literature? ?? and ‘nonliterature’ are super-genres that are also best accounted for in terms of standard and contra-standard features Literature may be further divided into literary fiction and