Abstract
There seems to be a deliberate distinction between a high theory and a mere theory of teaching among scholars. Teaching a theory, then, appears to embody a consumerist spirit that necessarily disdains the genius of this same theory. Besides, the urge towards professionalism at universities has contributed to spoil the uniqueness of individual responses to literary texts. In this respect, the present paper, first, points out the limitation of Reader-Response theory as the latter has gained educational settings in general and university practice in particular. Second, it aims at unveiling the reasons behind the ill implementation of this same theory. Finally, it puts the emphasis on the danger of perpetuating canonical literary texts.
Highlights
What is meant by professing literature? And is it possible to make of literature a professional field? The point of departure is linked, I think, to the time when there was a necessity to teach literature at universities
Added to the ‘cultural capital’ notion of literature as advanced by Horton, we can but confirm Shafer’s view about interpretation of the literary text as emerging from “the personal and political currents of the setting in which it is read.”(1997:66) From this view of things, it could be advanced that the limitations of reader response are seen in its aim toward the standardization of acceptable meanings in literature, not because these meanings are proper to the work, but because the works are approached in the institutionalised atmosphere of the school environment
The discussion so far has attempted to show that in spite of making of the individual reader her central focus, reader response theory has suffered from external factors that prevented its suitable implementation
Summary
There seems to be a deliberate distinction between a high theory and a mere theory of teaching among scholars. The urge towards professionalism at universities has contributed to spoil the uniqueness of individual responses to literary texts. In this respect, the present paper, first, points out the limitation of Reader-Response theory as the latter has gained educational settings in general and university practice in particular. The present paper, first, points out the limitation of Reader-Response theory as the latter has gained educational settings in general and university practice in particular It aims at unveiling the reasons behind the ill implementation of this same theory. It puts the emphasis on the danger of perpetuating canonical literary texts. : ملخص يبدو أنه هناك تمييز متعمد بين نظرية عالية المضمون ونظرية التدريس بين ويظهر ذلك بعد تجسيد روح الاستهلاكية التي حتميا تزدري من عبقرية نفس هذه.العلماء فضلا عن ذلك ساهمت الرغبة نحو الاحت ارف في الجامعات إلى إتلاف تميز.النظرية في هذا الصدد هذا البحث يشير أولا إلى تحديد.الردود الفردية نحو النصوص الأدبية نقائص نظرية استجابة القارئ التي كسبت مؤخ ار السياق التربوي عامة والممارسة الجامعية وأخي ار. ثانيا يهدف البحث أيضا إلى كشف الدوافع و ارء سوء تطبيق نفس النظرية.خاصة
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