The stasis, stock, kinetic, spectator, and dialectic responses to literature all serve to deny the popular misconception that literary analysis invariably deals a death blow to the vitally engaged, spontaneous, and thus authentic response. Stasis is a response in which an intuited imaginative identity between subject and object develops in an almost instantaneous recognition of the entire form of the literary work. The stock response exists at a pre-critical level, Lad concerns itself with cliched thought and ego-massage. Kinetic response involves compulsive action and engagement through visceral states and pseudo-feeling. The spectator response is detached and disinterested, and operates at the critical level. The dialecti.: response incorporates intellectual and emotional working through to attain imaginative identity and oscillates between engagement and detachment. The dialectic response to literature is the only response that moves between all levels (precritical, critical, postcritical, and autonomous). Actual student responses to Sinclair Ross's short story "The Painted Door" and John Updike's story "A&P" illustrate the variety of responses possible in the literature classroom. (Thirty-eight notes and two diagrams are included.) (RS) XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX M Reproductions supplied by EDRS are the best that can be made from the original document. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY CLJA.A.N.Q -any\ CLS TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U.S. DEPARTMENT OF EDUCATION Office of Educatioziat Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as orecena received from the person-or organization C Minor changes have been made to improve reproduction quality POintS of view Or opinions stated in Ind docc ment do not necessarily represent official OERI position or policy A TAXONOMY OF RESPONSES AND RESPONDENTS TO LITERATURE Deanne Bogdan Department of History and Philosophy The Ontario Institute for Studies in Education University of Toronto cil,:144614 10 Journal of Canadian Philosophy of Education Society, Universitygf Western Ontario, London, Ontario,46WAmpf4Wifel 40././ 'Af)//6 /771 2 BEST COPY AVAILABLE This paper grows out of three of my research interests: the philosophical bases of aesthetic/literary response, a developmental approach to the pedagogical treatment of student response to literature, and the critical theory of Northrop Frye, in whose work the concepts and some of my terminology originates.' What follows is a sequel to three papers already published, all dealing with the attempt to analyze and systematize kinds and levels of literary response.2 The critical and educational climate which surrounds this study addresses the increasing attention paid to the role of the reader in instantiating the literary text, and to language as the key to cognitive and emotional development.3 Often theories which become "movements" run the risk of imbalance and the creation of false dichotomies, with the result that perfectly valid aspects of doctrines which have gone before become obfuscated and trivialized. For example, reader response criticism comes close to rejecting the very possibil.1.4 of ontological definitions of the text altogether, and language as learning, if carried to extremes, can become a neo-Deweyian hagiography of the child, which, instead of unleashing students' powers of articulation, as it intends to do, threatens to plunge them into mute solipsism. In literature education, this kind of polarization takes the form of the popular misconception that literary analysis invariably deals a death-blow to the vitally engaged, spontaneous, and thus authentic response. TOTAL FORM: STASIS Paradigmatic of the presumed schism between the intellectual and emotional literary response is the attitude adopted by Michael Caine as the alcoholic English professor in the film Educating Rita, who purports to
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