This accessible, personal, and provocative study returns to the major subject in literary discussion before and during the relatively recent flourishing of literary theory, that of literary intention. Does the author’s personal intention or historical site determine a correct interpretation of a literary work? Probing the entire range of issues connected with this many-faceted and knotty concept, this book engages with interpretation on both theoretical and practical levels. It argues that the hard questions about interpretation connected to issues of intention cannot be sidestepped or ignored. It does not argue for conservative concepts of literature itself, nor against the major historical engagements of critics in our time. But in addressing those who continue to read or teach literature, it does insist on a level of sophistication in issues of literary interpretation that cannot be assured by historical research and knowledge of the social and cultural connections to literary works. The overall aim of the work is to recall readers to the great complexity, pleasure, and interest of literary interpretation.

All interpretive systems deal with the author. Modern systems consider the text to be autonomous, so that it is disconnected from the author’s interests. In Reading the Bible Ethically, Eric Douglass reconsiders this connection. His central argument is that the author is a subject who reproduces her culture and her subjectivity in the text. As the author reproduces her subjectivity, the text functions as the author’s voice. This allows Douglass to apply ethical principles to interpretation, where that voice is treated as a subject for conversation, and not an object for manipulation. He uses this to texture the reading process, so that an initial reading takes account of the author’s communication, while a second reading critiques that communication.

This forward-thinking volume draws on new developments in philosophy including speculative realism, object-oriented ontology, the new materialisms, posthumanism, analytic philosophy of language and metaphysics, and ecophilosophy alongside close readings of a range of texts from the literary canon.

The volume presents Stanley E. Porter's considered thoughts and reflections on key questions of meaning and context, addressing the problems of biblical interpretation and how a close collaboration between hermeneutics and linguistics can help to solve them. The chapters display Porter's work in both fields, examining how hermeneutics functions as a field in modern biblical studies, and how the quest for meaning in biblical texts is underpinned by the study of linguistics. The volume focuses on context for understanding the meanings of biblical texts. Porter suggests that linguists can learn more from the philosophical questions around meaning that hermeneutics apply in their study of biblical texts, and that there is more fruitful work to be done in the field of hermeneutics using insights from linguistics.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

How does reading fiction affect young people? How can they transfer fictional experience into real life? Why do they care about fictional characters? How does fiction enhance young people's sense of self-hood? Supported by cognitive psychology and brain research, this ground-breaking book is the first study of young readers' cognitive and emotional engagement with fiction. It explores how fiction stimulates perception, attention, imagination and other cognitive activity, and opens radically new ways of thinking about literature for young readers. Examining a wide range of texts for a young audience, from picturebooks to young adult novels, the combination of cognitive criticism and children’s literature theory also offers significant insights for literary studies beyond the scope of children’s fiction. An important milestone in cognitive criticism, the book provides convincing evidence that reading fiction is indispensable for young people’s intellectual, emotional and social maturation.

Drawing on a multidisciplinary approach integrating insights from conversation analysis, narrative analysis, and narratology, this book theorizes teaching around narrative prose in each level of education, with a focus on a new framework of Pedagogic Literary Narration which emphasizes the practice of shared novel reading and the importance of the role of the teacher in mediating this practice. // With insights taken from a comprehensive set of transcripts taken from actual classrooms, the volume focuses on the convention in native-tongue literary study in which teachers and students read a novel shared over lessons, combining periods of reading aloud with those of questioning and discussion. In so doing, Gordon seeks to extend existing methodologies from literary and social science research toward informing teaching practice in literary pedagogy and address the need for a theorization of literary pedagogy which considers the interrelationship between text-in-print and text-through-talk. Transcripts are supported with comprehensive analyses to help further explicate the research methodology and provide guidance on implementing it in the classroom. // This book is a valuable resource for scholars in language and education, literary studies, narrative inquiry, and education research.

Narratives are the concrete manifestation of an author’s subjectivity. They function as that person’s voice, and should be treated with the same respect that is granted to all voices. In Interpreting New Testament Narratives, Eric Douglass develops this ethical perspective, so that narratives are treated as communication, and the author’s voice is regarded as a valued perspective. Employing a cross-disciplinary approach, Douglass shows how readers engage narratives as mental simulations, creating a temporary possible world that readers enter and experience. To recover communication, readers locate the events of this world in the culture of the intended audience, and translate this meaning into the modern reader’s worldview. Using a staged reading design, this initial reading is followed by readings of critique.

John Barton's revised classic text is intended for students who have already learned some of the techniques of biblical study and who wish to explore the implications and aims of the various critical methods currently in use. Chapters include: form criticism, redaction criticism, canonical criticism, structuralism, reader-response criticism, and postmodern approaches. Copyright © Libri GmbH. All rights reserved.