5. After studying Foster, what ideas about the process, the experience, and the purposes of reading seem significant? What are the philosophical underpinnings of his book about books? What does it mean to be literate? What does it mean to read? How does this relate to “being human?” What will you carry with you from this book?
The lessons which can be obtained from Fosters renowned book, “How to Read Literature Like a Professor,” are many in number and high in value. Out of the many teachings put forth by the author, the importance of being able to completely understand both ambiguity and intertextuality seem to be stressed to the max, and for good reason. The significance of these two processes collide with one another to form the essential and fortified “backbone” of, in one way or another, every literary work that has been or will ever be written. However, these lessons could not have been conveyed in the ways they were if Foster did not have an underlying sense of philosophy within his writing. This is but only one reason that explains why this book and the respective author are studied by numerous people who wish to learn more about the seemingly “simple” act of reading literature.
When certain questions arise pertaining to the art of literature, a visor of ambiguity must be put on to fully comprehend the complex answers. For example, if asked what it means to be literate and what it means to read, a specific way of thinking must be conjured up to properly respond. Being able to interpret these two questions is perhaps the most base-line way to determine whether or not an individual understands the construct of literature. Being literate and being well versed in reading are two ends to a broad spectrum with a lot of distance in the middle. Having the ability to read in general is a gift unto itself, but it is the knowledge and information either attained from or added to a text that determines the true calling of the reader. This drive and hunger to learn more and to earnestly expand ones boundaries of thinking is an innate and natural desire found within every individual. The only question is: will they choose to act on it?
I like that you mentioned "expand ones boundaries of thinking." In my opinion, this is the central philosophical message from Foster. His message of "reading like a professor" not only applies to literature; his goal is to make his readers think critically--a skill that applies to every aspect of life. Anything in life can be seen as simple, like reading, but when examined deeper, there is always more to the story. Chapter 24, "Don't Read with Your Eyes," discusses a universal message of putting oneself in someone else's shoes. This idea is a gift that can improve all of us as humans, not just readers.
ReplyDeleteI agree with you that Foster does very much stress the importance of Ambiguity and intertextuality, it is very well the bases of every book, no matter how a writer might try to explicitly state their meaning,we as readers will always perceive different meanings depending on our creative intellect. fosters philosophy in his work definitely add on to the significance of his work, making it more complex and thought provoking. The text does very well on to the gift of literacy, being able to obtain the knowledge and comprehend the text in a more complex way is the true gift. I like how you ended with a open ended question.
ReplyDeleteI agree that ambiguity and intertextuality make the “backbone” of literature. Without these things the stories would start becoming one sided. I like how you compare ambiguity to a visor because that truly is something necessary to be literate. The visor, personally, relates to open mindness and the possibility of finding every answer or path a story could follow. Which is what being literate is, finding every answer and completely understanding. I also agree that being literate is considerably different from just reading and not understanding. I think that Foster underlying philosophy stresses these points because they are the beginning of fully understanding literature and every story that there is.
ReplyDeleteI like how you seperated the ability to read and being well read. Not everyone who is able to read will get the full understanding of a novel if they are not well read, they may only find one or two ideas or themes within the book. However those who are well read will have a much deeper understanding of the same novel and will be able to pick out so much more.
ReplyDeleteI agree with you and Zackary also, being well read and being able to read are completely different things and I’m glad you mentioned them. Some people are able to read and enjoy reading but never understanding the whole text because they don’t try to look deeper in what the author is saying to the audience. Being well read means that the reader can look deeper into the text and pick out all of these different ideas that the author is trying to portray to the readers.
ReplyDeleteResponse to “Blog Response to Prompt #5”
ReplyDeleteAlex, I agree with your statement that ambiguity and intertextuality are the “backbone of...every literary work that has been or will ever be written,” but only for the trained reader. For the untrained student, plot elements create this backbone of the text. Foster conveys, and you agree, the author’s motives and emotions behind the text create the deeper levels we will study throughout the year. I love the thought process of your second paragraph; how could this idea that literacy is only the baseline impact how school systems and individuals handle books? How could Foster’s lessons be implemented more to create a better curriculum?
Anastasia Jones-Burdick