Experiencing Fictional Worlds is not only the title of this book, but a challenge to reveal exactly what makes the “experience” of literature. This volume presents contributions drawing upon a range of theories and frameworks based on the text-as-world metaphor. This text-world approach is fruitfully applied to a wide variety of text types, from poetry to genre-specific prose to children’s story-books. This book investigates how fictional worlds are built and updated, how context affects the conceptualisation of text-worlds, and how emotions are elicited in these processes. The diverse analyses of this volume apply and develop approaches such as Text World Theory, reader-response studies, and pedagogical stylistics, among other broader cognitive and linguistic frameworks. Experiencing Fictional Worlds aligns with other cutting-edge research on language conceptualisation in fields including cognitive linguistics, stylistics, narratology, and literary criticism. This volume will be relevant to anyone with interests in language and literature.

This edited collection investigates the kinds of philosophical reflection we can undertake in the imaginative worlds of literature. Opening with a look into the relations between philosophical thought and literary interpretation, the volume proceeds through absorbing discussions of the ways we can see life through the lens of literature, the relations between philosophical saying and literary showing, and some ways we can see the literary past philosophically and assess its significance for the present. Taken as a whole, the volume shows how imagined contexts can be a source of knowledge, a source of conceptual clarification, and a source of insight and understanding. And because philosophical thinking is undertaken, after all, in words, a heightened sensitivity to the precise employments of our words – particularly philosophically central words such as truth, reality, perception, knowledge, selfhood, illusion, understanding, falsehood – can bring a clarity and a refreshed sense of the life that our words take on in fully-described contexts of usage. And in these imagined contexts we can also see more acutely and deeply into the meaning of words about words – metaphor and figurative tropes, verbal coherence, intelligibility, implication, sense, and indeed the word “meaning” itself. Moving from a philosophical issue into a literary world in which the central concepts of that issue are in play can thus enrich our comprehension of those concepts and, in the strongest cases, substantively change the way we see them. With a combination of conceptual acuity and literary sensitivity, this volume maps out some of the territory that philosophical reflection and literary engagement share.

Ergonomics in Design Proceedings of the 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022), July 24–28, 2022, New York, USA

Fantasy! The very word conjures images of escape from reality, from the mundaneness of ordinary daily life. Fantasy Worlds combines a look at the psychology and power of fantasy with profiles of a dozen groups of individuals exploring different types of fantasy. While some play with fantasy as an occasional release, others turn fantasy into an ongoing lifestyle that adds spice to their everyday routines. The groups featured include those with members who enjoy role-playing and other games, participate in fantasy parties, travel into past and future eras, explore offbeat adventures, and experiment with erotic fantasy games. It concludes with a discussion of how many individuals use fantasy for personal growth on their own or in role-playing groups. Besides illustrating some popular fantasies, the book shows how we all need some fantasy in our lives; how we are all fantasy seekers.

Fictional Languages in Science Fiction Literature surveys a large number of fictional languages, those created as part of a literary world, to present a multifaceted account of the literary phenomenon of glossopoesis (language invention). Consisting of a few untranslated sentences, exotic names, or even fully-fledged languages with detailed grammar and vocabulary, fictional languages have been a common element of English-language fiction since Thomas More’s Utopia (1516). Different notions of the functions of such fictional languages in narrative have been proposed: as rooted in phonaesthetics and contextual features, or as being used for characterisation and construction of alterity. Framed within stylistics and informed by narrative theory, literary theory, literary pragmatics, and semiotics, this study combines previous typologies into a new 5-part reading model comprising unique analytical approaches tailored to science fiction’s specific discourse and style, exploring the relationship between glossopoesis, world-building, storytelling, interpretation, and rhetoric, both in prose and paratexts.

This book offers a theoretical investigation into the general problem of reality as a multiplicity of ‘finite provinces of meaning’, as developed in the work of Alfred Schutz. A critical introduction to Schutz’s sociology of multiple realities as well as a sympathetic re-reading and reconstruction of his project, Experiencing Multiple Realities traces the genesis and implications of this concept in Schutz’s writings before presenting an analysis of various ways in which it can shed light on major sociological problems, such as social action, social time, social space, identity, or narrativity.

Exploring how science fiction films and computer games attempt to come to grips with the changing conceptions of the world and people's identity within it, Ndalianis focuses on developments that have taken place in science fiction media over the last two decades.

This book uses insights from the cognitive sciences to illuminate Kafka’s poetics, exemplifying a paradigm for literary studies in which cognitive-scientific insights are brought to bear directly on literary texts. The volume shows that the concept of "cognitive realism" can be a critically productive framework for exploring how textual evocations of cognition correspond to or diverge from cognitive realities, and how this may affect real readers. In particular, it argues that Kafka’s evocations of visual perception (including narrative perspective) and emotion can be understood as fundamentally enactive, and that in this sense they are "cognitively realistic". These cognitively realistic qualities are likely to establish a compellingly direct connection with the reader’s imagination, but because they contradict folk-psychological assumptions about how our minds work, they may also leave the reader unsettled. This is the first time a fully interdisciplinary research paradigm has been used to explore a single author’s fictional works in depth, opening up avenues for future research in cognitive literary science.

Eli Rozik explores the principles that generated the theatre medium, and its possible roots in the preverbal imagistic mode of thinking. This mode characterises the remnants of preverbal thinking, such as unconscious thinking (dreaming), the embryonic speech of toddlers, and their imaginative play and drawings prior to mastering verbal thinking. The book is a recapitulation of major findings regarding the nature of the theatre, its medium, fictional creativity and origin, and includes new unpublished studies. It address the principles of imagistic, metaphoric, symbolic and fictional thinking, which characterise the theatre, as well as reception and acting. The work has been designed to fit the structure of a university course, and will appeal to people interested in broadening their knowledge and understanding of theatre art.

This book offers a pivotal re-evaluation of English teaching one century on from The Newbolt Report of 1921, responding to this seminal work and exploring its impact on issues and contemporary aims of English teaching today. Bringing together a range of experts in English higher education, the book provides a twenty-first century inflection on the enduring issues highlighted by Newbolt’s original report. It examines topics including the demands of assessment, the narrowing of the literary curriculum, the impact of education reform, targets related to social mobility, class and widening participation, as well as broader questions about the function of literature and the arts in education. Chapters also consider issues surrounding the promotion of community cohesion, diversity and how technological advances might reshape literary education. This unique re-evaluation of the achievements and findings of the Newbolt Commission will be essential reading for those researching English education and the history of education.