Curriculum, Psychic mapping

Psychic mapping

Psychic mapping is the essence of our process of reading literature, that place where we do the seizing of wisdom that is central to this process. As such, it is also the place about which we most likely experience trepidation: if we have access to wisdom through our process of reading literature, then surely we… Continue reading Psychic mapping

Curriculum, High horse

The high horse

Usually not long after we finish the final sentence of our final character identification, the mind asks itself, ‘How do I know if I’m doing it right?’ This question might arise even prior to that point, after any individual character identification: ‘What I wrote just now didn’t feel right to me; how do I know… Continue reading The high horse

Character identifications, Curriculum

Character identifications

Character identifications constitute the ‘meat’ of our process of reading literature, and become available to us once we have read the text in a sufficiently engaged manner. Through this process, we have defamiliarized ourselves with the story of ourselves—which was simultaneously a story of perfection—and in so doing, we have ceased to judge the characters,… Continue reading Character identifications

Curriculum, Engaged reading

Engaged reading, part II: engaged annotation

In the way that we were taught to annotate texts in school, a standard annotation might have pursued a formula something like the following: ‘on this page, such and such character does such and such. This connects with the novel’s overall theme of blank, producing the holistic theme of blank.’  This is obviously simplified, but… Continue reading Engaged reading, part II: engaged annotation

Curriculum, Engaged reading

Engaged reading, part I: antipodiatry

In the way most of us have been trained to read literature, we regard characters in a text as entities outside ourselves from whom we have nothing to learn. This is why we call the practice ‘criticism:’ we make up ‘theses’ as to the characters’ motives and meanings, justify these theses with ‘evidence,’ and deliver… Continue reading Engaged reading, part I: antipodiatry