Teaching Literary Theory April 9, 2010 Categories: general ...

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Teaching Literary Theory

April 9, 2010


Categories
:
general,
cultural studies,
ecocriticism, gender studies,
new historicism,
post
-
colonial studies
,
poststructuralism,
psychology,
s
emiotics



General

Golding
, Alan
. "Faking It New."
Modernism/modernity

16.3 (2009): 474
-
477. Project MUSE.
[Library name], [City], [State abbreviation]. 18 Nov. 2009 <http://muse.jhu.edu/>.


(excerpt, p.475)

So how to help students experience and think abo
ut modes of poetic newness, past and present, in
ways that go beyond the dominant modes of analysis and what my fellow panelist Marsha Bryant
calls “the traditional focus on originality?” The assignment that I’ll describe here is an exercise in
imitation t
hat I’ve used at all levels, from lower
-
division undergraduate classes to graduate
seminars

. . . .


1. Data source:
Project MUSE


2. search key words: primary
--
"teaching"+ "literary theory"

3.
全文網址:
http://muse.jhu.edu/journals/modernism
-
modernity/v016/16.3.golding.pdf



McGann, Jerome J. and Griffith, John. and Kremer, Jennifer. et. al. "Reading
Fiction/Teaching Fiction": A Pedagogical Experiment."
Pedagogy

1.1 (2001): 143
-
165.
Project MUSE. [Library name], [City], [State abbreviation]. 3 Apr. 2010
<http://muse.jhu.edu/>.


(excerpt, p.
143
)

This essay is an interpretation of a pedagogical experiment that I undertook in the spring term of
1997. It grew out of
several previous years' experience of developing and piloting a model for an
"Introduction to Literary Studies" course for undergraduates at the University of Virginia
--
a course
that would be open to all, but required for English majors. This course was be
ing developed by a
small group of faculty who worked out the design of the course with groups of graduate students.

The faculty and the graduate students would each run a section of the course, and the faculty and
graduate students would meet together for
an hour of teaching workshop once every week during the
teaching term.


1. Data source:
Project MUSE


2. search key words: primary
--
"teaching"+ "literary theory"

3.
全文網址:
http://muse.jhu.edu/journals/pedagogy/v001/1.1mcgann.pdf



Meyer, Sheree. ""Broadly Representative"? The MLA's Approaches to Teaching World
Literature Series."
Pedagogy

3.1 (2003): 21
-
51. Project MUSE. [Library name], [City],
[State abbreviation]. 6 Apr. 2010 <http://muse.jhu.edu/>.


(excerpt
, p.
21)

The Modern Lan
guage Association's (MLA's) Approaches to Teaching World Literature series began in 1980
with the publication of
Approaches to Teaching Chaucer's "Canterbury Tales."

According to the MLA's
"Guidelines for Editors of Series Volumes": "Each volume is divided

into two parts: 'Materials' and
'Approaches.' Volumes are broadly representative in the range of their contributors, in the critical orientations
presented, and in the types of schools, students, and courses considered" (Gibaldi 1998). Since "the series i
s
intended to serve non
-
specialists, inexperienced as well as experi enced teachers, graduate students as well as
senior professors" (Gibaldi 1998), and each volume editor summarizes surveys of members of the field, the
series provides an excellent opportun
ity for interrogating what the teaching of literature looks like at different
types of institutions and proves useful in graduate student training. It also invites us to question what it means
to be "broadly representative." The series' seemingly democrati
c nature, both in the way that individual
volumes are generated and in the way that they seek to represent a plurality of shareholders in literary studies,
itself prompts a critique of its ideology
. . . .


1. Data source:
Project MUSE


2. search key
words: primar
y
--
"teaching"+ "litera
ture
"

3.
全文網址:
http://muse.jhu.edu/journals/pedagogy/v003/3.1meyer.pdf



Myers, David Gershom.

On the Teaching of Literary Theory.


Philosophy and Literature

18.2
(1994): 326
-
36.


(excerpt, p.
326
)

My title is intended

to evoke Lionel Trilling

s famous essay

On the Teaching of Modern Literature.


And my theme is similar to his. But where Trilling was convinced that modern literature is betrayed
by teaching unless students are not left in the dark about their teacher

s
commitment to it, fear of it,
ambivalence to it, I believe the only way to teach literary theory is to take issue with it. Although
many teachers of theory claim to engage in
“oppositional

pedagogy,


their opposition falters at
theory itself
.



1. Data source:
P
eriodicals Archive Online

2. search key words: primar
y
--
"teaching"+ "li
terary theory
"

3.
全文網址:
http://pao.chadwyck.co.uk/PDF/1270887461397.pdf



Todorov, Tzvetan. "What Is Literature For?
"
New Literary History

38.1 (2007): 13
-
32. Project
MUSE. [Library name], [City], [State abbreviation]. 8 Apr. 2010 <http://muse.jhu.edu/>.


(abstract)

This article begins with a critical analysis of the way literature is taught in French high schools today
and attributes the sh
ortcomings of this method to the predominant conception of literature as a
self
-
sufficient object without any relevant relationship to the surrounding world. This conception is
also widespread outside of school among critics and even writers. This is an un
necessarily restricted
view; in fact literature helps us to better understand the world and lead more meaningful lives.




1. Data source:
Project MUSE


2. search key words: primar
y
--
"teaching"+ "litera
ture
"

3.
全文網址:
http://muse.jhu.edu/journals/new_literary_history/v038/38.1todorov02.pdf



Cultural

Studies

Arens, Katherine
. "When Comparative Literature Becomes Cultural Studies: Teaching
Cultures through Genre."
The Comparatist

29 (2005): 123
-
147. Project MUSE. [Library
name], [City], [State abbreviation]. 8 Apr. 2010 <http://muse.jhu.edu/>.


(excerpt,
p.
124
)

I will argue here that

learning to read literature comparatively


and

learning

to do critical cultural
analysis


can and

must be put on a
continuum, in a constructivist,

activist, and multilayered approach
to teaching s
tudents how to read literatures

in cultural contexts, comparatively and otherwise. The
concept of genre is, I

believe, particularly fruitful for the
discussion, since it
provides a convenient
heuristic

for talking about patterns of communication

and conventions that appear in

all cultures
(hegemonic or subaltern), albeit in different ways, and wh
ich are used

as the points of

judiciousness


(Lyotard) a
roun
d which nodes of cultural power

and disempowerment rise.


1. Data source:
Project MUSE

2. search key words: primar
y
--
"teaching"+ "litera
ture
"

3.
全文網址:
http://muse.jhu.edu/journals/the_comparatist/v029/29.1arens.pdf



Patricia A. Matthew and Jonathan Greenberg. "The Ideology of the Mermaid: Children's
Literature in the Intro to Theory Course."
Pedagogy

9.2 (2009): 217
-
233. Project MUSE.
[Library name], [City], [State abbreviation]. 18 Nov. 2009 <http://muse.jhu.edu/>.


(
Abstract
)

This article argues that introducing undergraduates to literary criticism and theory can be most
effectively accomplished through the teaching of children's literature, fantasy literature, and Disney
films alongside traditional literary
criticism. We discuss a series of assignments we use in Pursuits of
English, our department's introductory theory and criticism course.


1. Data source:
Project MUSE

2. search key words: primar
y
--
"teaching"+ "litera
ture
"
+

theory



3.
全文網址:
http://muse.jhu
.edu/journals/pedagogy/v009/9.2.matthew.pdf



Eco
criticism

Foote, Bonnie. "The Narrative Interactions of Silent Spring : Bridging Literary Criticism and
Ecocriticism."
New Literary History

38.4 (2007): 739
-
753. Project MUSE. [Library name],
[City], [State abbreviation]. 18 Nov. 2009 <http://muse.jhu.edu/>.


(abstract)

How do narratives work in the world? How can literary criticism characterize their full life
-
cycles
and effects? This article suggests a model of narrative interaction to account for the intricacies and
power of narratives, from background and composition
to ultimate impacts. It applies the model of
narrative interaction to Rachel Carson's
Silent Spring
, a landmark narrative which has incorrectly
been dismissed from literary criticism's purview, and to ecocriticism, the activist critical practice
which has
taken
Silent Spring

for its own. In so doing the article shows how literary criticism can
re
-
conceptualize and expand its own field of inquiry.


1. Data source:

Project MUSE

2. search key words: primary
--
"teaching"+
"ecocriticism
"

3.
全文網址:
http://muse.jhu.edu/journals/theatre_topics/v017/17.2may.pdf



Hitt, Christopher. "Ecocriticism and the Long Eighteenth Century."
College Literature

31.3
(2004): 123
-
147. Project MUSE. [Library name], [City], [State abbreviation]. 7 Apr. 2010
<http://muse.
jhu.edu/>.


(
excerpt, p.
125
)

For the great legacy of that age with respect to attitudes about nature is best described not as
incipient ecologism but rather as a profound ambivalence, the paradoxical recognition that we both
master and are mastered by the

nonhuman world. Critics' failure to register that complexity in their
work on the period may signify a similar neglect of our own age's complicated and conflicted
relationship to nature. In this essay I hope to avoid this trap precisely by searching for i
t at every turn.
In so doing, I hope to demonstrate how an ecocritical approach to the long eighteenth century can
both enhance our understanding of that period and stimulate the intellectual curiosity of our students.
And if the past indeed holds up a mir
ror to the present, then such an approach will also enhance our
understanding of ourselves and our own critical enterprise.


1. Data source:
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2. search key words: primary
--
"teaching"+
"ecocriticism
"

3.
全文網址:
http://muse.jhu.edu/journals/coll
ege_literature/v031/31.3hitt.pdf



Gender

Studies

Bender
-
Slack, Delane. "The Role of Gender in Making Meaning of Texts: Bodies, Discourses,
and Ways of Reading."
Feminist Teacher

20.1 (2009): 15
-
27.
Academic Search Complete
.
EBSCO. Web. 10 Apr. 2010.


(
abstract
)

The article presents a study which examines the significance of the feminist literature to classroom
discourses about gender in a suburban high school. The study reveals that high school students'
understandings of gender are influenced by the teaching met
hods used by their teachers that focus on
social, cultural and biological perspective of gender. It exposes the effect reader
-
response approach
on a gender elective class dominated by female students. Moreover, the study uses qualitative
methods to collect

data and focuses on classroom discussions.


1. Data source:
EBSCOhost

2. search key words: primar
y
--
"teaching"+ "
gender studies
"

3.
全文網址:
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&hid=105&sid=0b599210
-
77f5
-
4a95
-
80
89
-
9f98cf96e1b2%40sessio
nmgr114



Colwill
, Elizabeth

and Richard Boyd. "Teaching without a Mask?: Collaborative Teaching as
Feminist Practice."

NWSA Journal
20.2 (2008): 216
-
246. Project MUSE. [Library name],
[City], [State abbreviation]. 18 Nov. 2009 <http://muse.jhu.edu/>.


(abstract)

This essay explores the complexities of collaborative teaching, a practice often characterized by
theorists as particularly consonant with feminist and anticolonial pedagogy. Interweaving the
scholarship on collaborative teaching, feminist and c
ritical pedagogies, with narratives from faculty
who taught in an innovative, interdisciplinary general education program, our essay suggests that
team teaching remains a more vexed process than is typically acknowledged, precisely because our
teaching per
sonas are deeply rooted not only in our conscious choices, but also in enduring, and at
times unconscious, structures of self. These structures are themselves intertwined with what Chandra
Talpade Mohanty has called “the politics of location”: the various
axes of power that define the
modalities and expressions of hierarchy in specific institutional contexts. Indeed, team teaching
foregrounds conflict and differences

interpersonal, intellectual, and internal

that can become the
very ground of learning. Focu
sing on the politics and psychodynamics of team teaching, we seek a
revision of what constitutes a successful team
-
teaching experience, and of what makes it a promising
site for the implementation of feminist and progressive pedagogies.


1. Data source:
Pr
oject MUSE


2. search key words: primar
y


teaching

+
"
feminism



3.
全文網址:
http://muse.jhu.edu/journals/nwsa_journal/v020/20.2.colwill.pdf



Freeman, Susan Kathleen
,

Guy, Donna

J. and Hewitt, Nancy
et. al. "Perspectives on Teaching
Women's History: Views from the Classroom, the Library, and the Internet."
Journal of
Women's History

16.2 (2004): 143
-
176. Project MUSE. [Library name], [City], [State
abbreviation]. 7 Apr. 2010 <http://muse.jhu.edu/>.


(
excerpt
, p.143
)

In preparing to teach a women's history course for the first time, I was disappointed to discover few
recent discussions of strategies for teaching specific to women's history. Although examining other
teachers' syllabi is instructive (and

made easy by the Internet), I remained curious about why certain
choices were made. Recognizing that many teaching strategies are contingent on institutional
opportunities and constraints, it nevertheless seems worthwhile to launch a forum where we discus
s
and debate questions of pedagogy in women's history. While choosing texts, designing assignments,
apportioning class time, using technology, and evaluating students are subjects that pertain to all of
our teaching, it should prove interesting to explore
these issues as they relate to women's history
courses in particular. At the very least, we can provide a guide for those designing courses for the
first time or seeking to modify existing courses.


1. Data source:
Project MUSE


2. search key words: p
rimary
--
"teaching"+ "
feminism
"

3.
全文網址:
http://muse.jhu.edu/journals/journal_of_womens_history/v016/16.2freeman.pdf



Kilcup
, Karen L
. "Embodied Pedagogies: Femininity, Diversity, and Community in
Anthologies of Women's Writing, 1836

2009."
Legacy

26.2 (2009): 299
-
328. Project MUSE.
[Library name], [City], [State abbreviation]. 18 Nov. 2009 <http://muse.jhu.edu/>.


(excerpt
, p.301
)

Anthologies themselves represent a form of what we might call
embodied pedagogy
, enabling and
engendering certain
kinds of teaching via their shape, content, and apparatus. Given the
extraordinary volume and scope of predecessor texts, we must focus on a handful of concerns. I
organize the history of anthologies of American women's writing into four overlapping genera
tions.
Section one addresses first
-
generation

nineteenth
-
century

collections; in sections two and three, I
discuss pre
-

and post
-
1960s offerings. Finally, I consider how well three, new projects meet today's
needs and anticipate the future. I will consider

several interrelated issues: 1) content and principles of
selection relating both to aesthetics and political moment, 2) conception of audience, and 3)
apparatus, examining the shift over time in each of these characteristics. Apart from advances in
techn
ology and distribution, perhaps the major transformative force in anthology production and
reception has been the movement of the anthology from home to community to the academy, a
movement with particularly significant consequences for women writers. In t
he process, anthologies
have shifted emphasis from a pedagogy of femininity to a pedagogy of diversity that may ultimately,
I suggest, be self
-
limiting.


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Project MUSE


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y
--
"teaching"+ "
feminism
"

3.
全文網址:
http://
muse.jhu.edu/journals/legacy/v026/26.2.kilcup.pdf



Winans,

Amy E. "Queering Pedagogy in the English Classroom: Engaging with the Places
Where Thinking Stops."
Pedagogy

6.1 (2006): 103
-
122. Project MUSE. [Library name],
[City], [State abbreviation]. 8 Apr. 2010 <http://muse.jhu.edu/>.


(
excerpt
, p.104
)

What I am proposing in this essay is not simply that we should discuss sexual orientation in our
classrooms, although I

believe that we should. Simply adding sexual orientation to the list of issues
that we explore in our classes is insufficient for reasons that many scholars of multiculturalism have
discussed. As Urvashi Vaid (1995), E. Shelley Reid (2004), and others hav
e argued, simply adding
materials about "the other" does not challenge our pedagogy or conceptual framework in meaningful
ways; the additive approach of inclusivity or celebration of difference tends to leave dominant
cultural assumptions and their complex

relationships to power unexamined. Simply put, changing the
content of our classes does not necessarily impact our pedagogy. As Harriet Malinowitz (1995:
252

53) explains, "It is possible to 'include' new discourses and yet simultaneously deny the tension
s
that exist around their proximity and their competing claims for territorial definition. Naming and
engaging with these tensions is what sparks the chemical reaction that ineluctably queers the brew."
It is this process of "queer[ing] the brew" that meri
ts further exploration in our classrooms.


1. Data source:
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y
--
"teaching"+ "
gender studies
"

3.
全文網址:
http://muse.jhu.edu/journals/pedagogy/v006/6.1winans.pdf



New

Historicism

Acheson, Katherine O. "Hamlet,
Synecdoche and History: Teaching the Tropes of "New
Remembrance"."

College Literature

31.4 (2004): 111
-
134. Project MUSE. [Library name],
[City], [State abbreviation]. 7 Apr. 2010 <http://muse.jhu.edu/>.


(abstract)

In the modern university, giving
students a historical understanding of the self in relation to the
world is most prominently the responsibility of English Studies. Within English Studies, Shakespeare
courses are most often called upon to provide this understanding. This situation is iron
ic, given that
the contraction in offerings in other historical areas is due in part to our desire to diversify the
sources of knowledge we present, and displace authors such as Shakespeare from the center of the
canon. This article argues that, which we m
ust resist, with Elizabeth Hanson, a "synecdochic
Shakespeare," we can make good use of Shakespeare's plays to reveal the complexities, structures
and problems of historicism to our students by focusing on the ways in which figurative language
works to org
anize time and meaning. In particular, the essay focuses on synecdoche in "Hamlet."
Synecdoche

the taking of a part to represent a whole, which has variously been called the trope of
"representation" (Burke) and of memory (Baldo)

is one of the more prevale
nt figures in the play,
and is used to express the diverse and unstable structure of historical understanding throughout.
Synecdoche in "Hamlet" therefore provides a tutorial in the compulsion towards, and challenges of,
the formation of historical identit
ies. The essays argues that a pedagogical focus on figurative
language is not, contrary to what might be expected, a diversion from history (as the absence of
discussions of the functions of figurative language from recent, authoritative, collections of es
says
about teaching "Hamlet" and Shakespeare would suggest), but instead a way to open up the
histories

of power, gender, the self, for example

which are the subjects and matter of the tropes of
new remembrance with which the essay is concerned.


1. Data s
ource:
Project MUSE


2. search key words: primar
y
--
"teaching"+ "
historicism
"

3.
全文網址:
http://muse.jhu.edu/journals/journal_for_early_modern_cultural_studies/v009/9.2.acheson.pdf



Hanlon, Christopher. "History on the Cheap: Using the Online Archive to Make Historicists
out of Undergrads."
Pedagogy

5.1 (2005): 97
-
115.
Academic Search Complete
. EBSCO.
Web. 10 Apr. 2010.


(abstract)

Provides information
on

how to use online archives t
o make historicists out of undergraduates.
Dominance of historicism in professional literary scholarship; Problem with historicism as a
pedagogical tool; Ways to write a good essay about a piece of literature using
the

text
-
searchable
online historical arc
hive.


1. Data source:
EBSCOhost


2. search key words: primar
y
--
"teaching"+ "
historicism
"

3.
全文網址:
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=20&hid=105&sid=0b599210
-
77f5
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4a95
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8
089
-
9f98cf96e1b2%40sessionmgr114



Swearingen, C. Jan. "What Is the Text? Who Is the Reader? A Meditation on Meanderings of
Meaning."
New Literary History

38.1 (2007): 145
-
161. Project MUSE. [Library name],
[City], [State abbreviation]. 8 Apr. 2010 <http://muse.jhu.edu/>.


(
abstract
)


The
displacement of literature by culture and ideology as the primary texts studied in many English
departments has brought with it new practices of reading. Alongside and sometimes instead of
literary works, "the text" and its construction are the objects of
reading, with special attention given
to the "culture" of which texts are seen as a result or trace, a partial or distorted representation. There
is increasing reference to the text and to histories of the book instead of to literature, more reference
to d
iscourse than to rhetoric, and less engagement with rhetorical criticism that examines the
relationships among author, text, and reader that together constitute meaning. The companionship
among cultural, historical, and rhetorical studies shared by the fir
st new historicists sometimes seems
to have dissolved in conflict and alterity
-
driven models of identity, meaning, and even history. The
present state of new historicism, particularly its many different methods of reading for alterity,
difference, and the
culturally determined constructs, invites us to reform and refine current objects
and methods of reading, particularly the postreading practices we teach and model for others.
Through this process we may rediscover, or create, a new sense of what literatur
e is and may
become.


1. Data source:
Project MUSE


2. search key words: primar
y
--
"teaching"+ "
historicism
"

3.
全文網址:
http://muse.jhu.edu/journals/new_literary_history/v038/38.1swearingen.pdf



Postcolonialism

Brown, Matthew. "Reading the Difficult Text."
Radical

Teacher

82(
Summer

2008
)
: 8
-
12.
OmniFile Full Text Select
. Web. 10 Apr. 2010.



(Abstract)

The writer discusses the reading of difficult texts in his postcolonial literary studies classes. He
focuses on
five reading protocols that helped both undergraduate and graduate students to clarify and
engage difficulty: emphasis on the literary, the embedded reporter, detection, text analysis, and
interrogative summary.



1. Data source:
WilsonWeb OmniFile


2. se
arch key words: primary
--
"teaching"+ "literary theory"

3.
全文網址:
http://vnweb.hwwilsonweb.com/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hw
w/results/results_common.jhtml.42



Dittmar, Linda, and Pepi Leistyna. "Introduction: Teaching Post
-
Colonial Literatures in the
Age of Empire."
Radical

Teacher

82(
Summer

2008
)
: 2
-
7.
OmniFile Full Text Select
. Web.
10 Apr. 2010.



(abstract)

The writers discuss the teaching of postcolonial li
teratures in the age of empire. They consider new
forms of imperialism and colonialism and discuss postcolonial studies and attacks on this field. They
also introduce this issue's articles on the teaching of postcolonial literatures.


1. Data source:
WilsonWeb OmniFile



2. search key words: primar
y
--
"teaching"+ "
post
-
colonialism
"

3.
全文網址:
http://vnweb.hwwilsonweb.com/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hw
w/results/results_common.jhtml.42



Hasseler, Terri A.. "The Promise of Tou
rism: Colonial Imagery in Advertising."
Radical

Teacher

82(
Summer

2008
)
: 19
-
24.
OmniFile Full Text Select
. Web. 10 Apr. 2010.


(abstract)

The writer discusses classroom exploration of the promise of tourism and colonial imagery in
advertising. She presents

an overview of issues raised in her postcolonial literature and theory course,
and she discusses tourism in the context of advertising. In addition, she provides examples of
activities for students.


1. Data source:
WilsonWeb OmniFile



2. search key
words: primar
y
--
"teaching"+ "
post
-
colonialism
"

3.
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w/results/results_common.jhtml.42



Nethersole, Reingard. "The Priceless Interval: Theory in the Global Inters
tice."
Diacritics

31.3
(2001): 30
-
56. Project MUSE. [Library name], [City], [State abbreviation]. 6 Apr. 2010
<http://muse.jhu.edu/>.


(excerpt, p.
31
)

Concerned about the multiple changes that involve our being and acting in the world before an
ever
-
expanding planetary horizon, which in turn profoundly alters the educational objective of
institutions of higher learning in general and menaces such sites o
f thought as literary theory in
particular, I shall, in the following, sketch the interval, a topos borrowed from musicological
discourse, as a place for theory under global conditions. In addition I shall attempt to conjoin the
disparate sides/sites of cr
iticism and theory by cross
-
stitching Bill Readings's thoughts on the
transformation of the university, descriptions of university "reform" currently under way in South
Africa, and Goethe's text in order to illustrate the kind of subject/self produced by e
ducation or
Bildung

in contrast to instruction or training.


1. Data source:
Project MUSE


2. search key words: primar
y
--
"teaching"+ "
post
-
colonial studies
"

3.
全文網址:
http://muse.jhu.edu/journals/diacritics/v031/31.3nethersole.pdf



Raja, Masood Ashraf.

"The Postcolonial Student: Learning the Et
hics of Global Solidarity in
an

English Classroom."
Radical

Teacher

82(
Summer

2008
)
: 32
-
7.
OmniFile Full Text Select
.
Web. 10 Apr. 2010.


(Abstract)

The writer discusses the teaching of a postcolonial literature
course and the fostering of an
ethic of global solidarity. The writer discusses teaching strategies used, literary texts studied,
and student involvement in the course. The writer says that, through reading the texts and
participating in the course's Commu
nity Reading Project, students had a chance to develop
empathy for global struggles for liberation.


1. Data source:
WilsonWeb OmniFile



2. search key words: primar
y
--
"teaching"+ "
post
-
colonialism
"

3.
全文網址:
http://vnweb.hwwilsonweb.com/hww/results/exter
nal_link_maincontentframe.jhtml?_DARGS=/hw
w/results/results_common.jhtml.42



Poststructuralism

Curaming, Rommel Argamosa
. "Towards a Poststructuralist Southeast Asian Studies?."
Sojourn: Journal of Social Issues in Southeast Asia

21.1 (2006): 90
-
112. Project MUSE.
[Library name], [City], [State abbreviation]. 8 Apr. 2010 <http://muse.jhu.edu/>.


(abstract)

This article is specifically in response to the two thought
-
provoking articles ("Space, Theory and
Hegemony: The Dual Crises o
f Asian Area Studies and Cultural Studies" and "Mapping
Poststructuralism's Border: The Case for a Poststructuralist Area Studies") published in Sojourn:
Journal of Social Issues in Southeast Asia in April 2003. It questions the viability of the author's
a
ttempt to integrate poststructuralism in an effort to re
-
invent conventional area studies, such as
Southeast Asian Studies. It argues that the justification for the call for a poststructuralist area studies
is flawed and that while there is a need to re
-
in
vent area studies, it cannot be safely accomplished by
appropriating poststructuralism as a theoretical support. This is primarily because the opposing
epistemological foundations of the two projects


area studies and poststructuralism


will tend to
canc
el each other out and analysis therefore that purports to combine the two contains contradictions.
It further argues that poststructuralism can be more useful in playing the role of a higher
-
order
critique of


as adjunct to, rather than as an integral par
t of


area studies.


1. Data source:
Project MUSE


2. search key words: primar
y
--
"teaching"+ "
poststrucutalism
"

3.
全文網址:
http://muse.jhu.edu/journals/sojourn_journal_of_social_issues_in_southeast_asia/v021/21.1curaming
.pdf



Gold, Moshe. "Serious Play: Derrida and Whitman in the Theory Classroom."
symploke

12.1
(2004): 216
-
231. Project MUSE. [Library name], [City], [State abbreviation]. 18 Nov. 2009
<http://muse.jhu.edu/>.


(ex
cerpt
, p.217
)

In this essay, I want to argue for teaching theory within the classroom as a process that accentuates
the excitement, playfulness, seriousness, and critical environment of the actual classroom situation in
which students find themselves. Instead of teachin
g theory as an objectifiable collection of different
methods or applications of general claims, I show how theoretical discourses can be used to question
students' own pedagogical experiences and to invite them to question the ways they are formally
taught
. In short, I argue for a new attitude to old pedagogical concerns. Teachers should not feel
restricted to using a literary text to exemplify a theory, or to reducing the complexity of a theorist's
writing to a repeatable method that can be applied in all
situations. Instead, teachers can call attention
to the very situation in which students find themselves structured by their theory classroom.


1. Data source:
Project MUSE


2. search key words: primar
y
--
"teaching"+ "
poststructuralism
"

3.
全文網址:
http://
muse.jhu.edu/journals/symploke/v012/12.1gold.html



Psychology

Hart, F. Elizabeth. "The View of Where We've Been and Where We'd Like to Go."
College
Literature

33.1 (2006): 225
-
237.
Academic Search Complete
. EBSCO. Web. 10 Apr. 2010.


(abstract)

Reviews
thr
ee books on cognitive poetics.
Cognitive Poetics: An Introduction
,

by Peter Stockwell;
Cognitive Poetics in Practice
, edited by J
oanna Gavins and Gerald Steen;
The Way We Think:
Conceptual Blending the Mind's Hidden Complexities
, by Gilles Fauconnier an
d Mark Turner.


1. Data source:
EBSCOhost

2. search key words: primar
y
--
"teaching"+"
cognitive science
"

3.
全文網址:
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=28&hid=105&sid=0b599210
-
77f5
-
4a95
-
8
089
-
9f98cf96e1b2%40sessionmgr114



Richardson, Alan. "Cognitive Science and the Future of Literary Studies."
Philosophy and
Literature

23.1 (1999): 157
-
173. Project MUSE. [Library name], [City], [State
abbreviation]. 18 Nov. 2009 <http://muse.jhu.edu/>.


(excerpt, p.158)

I will concentrate
in this essay, however, on a few exemplary efforts on the part of scholars in
literature departments to enter into dialogue with work in the cognitive neurosciences.
7

The term
"dialogue" must be stressed at the outset: the best work to date does not borrow paradigms or
methods uncritically from the sciences, but rather weighs and evaluates them, challenges them using
literary examples (generally much more complex and d
emanding than the simpler examples relied on
in cognitive psychology or AI), and often proposes modifications in theory or method that may in
turn be adopted by cognitive scientists. As representative of the most considerable work to date at the
intersecti
on of literary studies and cognitive science, I will discuss Mark Turner's
The Literary Mind

(1996), Ellen Spolsky's
Gaps in Nature

(1993), and Elaine Scarry's article "On Vivacity" (1995),
followed by a look at several recent essays more specifically addr
essed to issues in literary history.
First, however, it may be useful to review some of the factors most obviously affecting the reception
of such work within the literary academy, now and for the near future.


1. Data source:
Project MUSE


2. search key
words: primary
--
"teaching"+ "
cognitive science
"

3.
全文網址:
http://muse.jhu.edu/journals/philosophy_and_literature/v023/23.1richardson.html



S
emiotics

Campbell, James,
Cornelis De Waal
,

and Richard Hart. "Teaching Peirce to Undergraduates."
Transactions of

the Charles S. Peirce Society: A Quarterly Journal in American Philosophy

44.2 (2008): 189
-
235. Project MUSE. [Library name], [City], [State abbreviation]. 18 Nov.
2009 <http://muse.jhu.edu/>.


(abstract)

Fourteen philosophers share their experience teach
ing Peirce to undergraduates in a variety of
settings and a variety of courses. The latter include introductory philosophy courses as well as
upper
-
level courses in American philosophy, philosophy of religion, logic, philosophy of science,
medieval philoso
phy, semiotics, metaphysics, etc., and even an upper
-
level course devoted entirely to
Peirce. The project originates in a session devoted to teaching Peirce held at the 2007 annual meeting
of the Society for the Advancement of American Philosophy. The sess
ion, organized by James
Campbell and Richard Hart, was co
-
sponsored by the American Association of Philosophy Teachers.


1. Data source:
Project MUSE


2. search key words: primar
y
--
"teaching"+ "
semiotics
"

3.
全文網址:
http://muse.jhu.edu/journals/transactions_of_the_charles_s_peirce_society/v044/44.2.campbell.pdf