Book contents
- Frontmatter
- Contents
- Przedmowa
- Curriculum Vitae Janiny Anieli Ozgi
- Wspominając
- W kręgu literatury, języka i dalej…
- „Słowa, słowa, słowa…” O monologach Szekspirowskich
- Fortinbras's Poland
- Mourner in the Forest of Arden. On Czesław Miłosz's Translation of “As You Like It”
- Faith, Doubt and Despair in William Cowper's Selected Poetry and Prose
- “Crimes That Delight Us”: Peter Ackroyd's Dan Leno and the Limehouse Golem
- Application of Relevance Theory to L2 Classroom Interaction Analysis
- On Reading and Writing
- Consciousness of Contrast in Input Enhancement: A Case for Contextualised Re-translation as a C-R Technique
- The Role of Phonological Mediation in Word Recognition in Reading
On Reading and Writing
from W kręgu literatury, języka i dalej…
Published online by Cambridge University Press: 05 September 2014
- Frontmatter
- Contents
- Przedmowa
- Curriculum Vitae Janiny Anieli Ozgi
- Wspominając
- W kręgu literatury, języka i dalej…
- „Słowa, słowa, słowa…” O monologach Szekspirowskich
- Fortinbras's Poland
- Mourner in the Forest of Arden. On Czesław Miłosz's Translation of “As You Like It”
- Faith, Doubt and Despair in William Cowper's Selected Poetry and Prose
- “Crimes That Delight Us”: Peter Ackroyd's Dan Leno and the Limehouse Golem
- Application of Relevance Theory to L2 Classroom Interaction Analysis
- On Reading and Writing
- Consciousness of Contrast in Input Enhancement: A Case for Contextualised Re-translation as a C-R Technique
- The Role of Phonological Mediation in Word Recognition in Reading
Summary
Introduction
When we teach Reading and Writing, what is it that we teach? To be sure, we have perfectly acceptable answers provided by specialists, who can enumerate the subskills involved in both abilities and can devise appropriate methods to instill them. I propose here, however, to venture in a different (one could say, the opposite) direction. Rather than treat reading and writing as primary school skills, forming the bulk of the three R's, which can be subsequently refined in an academic context, I would like to view them as the most basic terms of human existence. The main aim of my paper is to present in a credible way such a philosophical perspective. Once this (admittedly dizzy) vantage point is established, I will try to formulate a few scattered remarks on the nature of reading and writing in the usual sense as well as on the mundane activities we perform in the classroom.
The perspective I want to adopt may be called with equal rightness “phenomenological” or “hermeneutical” (a doublebarreled version is in use: one may practice “hermeneutical phenomenology” or “phenomenological hermeneutics”). These converging approaches have different pedigrees. Phenomenology is rooted in philosophical attempts to get rid of (or overcome, or “sublate” in the Hegelian jargon) dualisms like “matter vs. spirit” or “body vs. mind.” Such attempts are motivated by the fact that philosophy (as opposed to science) is loath to adopt arbitrary assumptions (which science calls “hypothetical” and is engaged in an endless project of verifying or falsifying).
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- Information
- Beyond Sounds and WordsVolume in Honour of Janina Aniela Ozga, pp. 117 - 128Publisher: Jagiellonian University PressPrint publication year: 2011