Remedial Metaphor: Pedagogical Frye.
In his ongoing inquiry into the social value of literary study, Frye not only critiques perceptions of the humanities as ornamental rather than functional, but also complicates common notions of relevance and practicality. He resists, moreover, conventional distinctions between the arts and the scie...
| Publicado en: | University of Toronto Quarterly Vol. 81; no. 1; pp. 111 - 123 |
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| Formato: | Essay |
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University of Toronto Press
Winter2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=94873462&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 94873462 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00420247 UTQ jtl: University of Toronto Quarterly issn: 00420247 maglogo: Y pubinfo: dt: Winter2012 vid: 81 iid: 1 pid: 678 pub: University of Toronto Press artinfo: ui: 94873462 10.3138/utq.81.1.111 ppf: 111 ppct: 12 formats: fmt: @attributes: type: P size: 85KB tig: atl: Remedial Metaphor: Pedagogical Frye. aug: au: Wilson, Jean affil: Associate Professor, Comparative Literature, McMaster University Director, Arts and Science Program, McMaster University su: Frye, Northrop, 1912-1991 Teaching Humanistic education General education Relevance (Philosophy) Social values Literary theory Literature studies sug: subj: Frye, Northrop, 1912-1991 Teaching Humanistic education General education Relevance (Philosophy) Social values Literary theory Literature studies keyword: Liberal arts education literary study pedagogy practicality social relevance ab: In his ongoing inquiry into the social value of literary study, Frye not only critiques perceptions of the humanities as ornamental rather than functional, but also complicates common notions of relevance and practicality. He resists, moreover, conventional distinctions between the arts and the sciences, and recognizes that a wide range of disciplines, from 'philology' to 'physics,' constitute the liberal arts. As he articulates it, what unites the scientist and the humanist is social, a matter of 'the practical intelligence,' which derives its authority from an informing vision of society. Frye's writings suggest that such capacity can be developed through pedagogical approaches that enable freedom from ready-made language and thought and access to 'the real world of human constructive power.' His literary and educational theory offers a perspective from which we might confront the challenges both of teaching literature in the twenty-first century and of fashioning forward-thinking liberal arts programs and interdisciplinary projects. pubtype: Academic Journal doctype: Essay src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of University of Toronto Quarterly is the property of University of Toronto Press 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. item: University of Toronto Quarterly holder: University of Toronto Press dt: @attributes: year: 2012 holdings: @attributes: islocal: N |
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