ERIC Number: ED345241
Record Type: RIE
Publication Date: 1992-Mar
Reference Count: N/A
A Resolving Kind of Click: Loren Eiseley, Frank Conroy and "The Authenticating Act of Memory."
The process of figuring things out probably is more intriguing than anything else. Metaphor and memory contribute to the figuring out which is done in two personal essays: "Think about It" by Frank Conroy and "The Hidden Teacher" by Loren Eiseley. Metaphor and memory close distances between text and reader, and evoke conditions of intimacy essential in making the essays believable, meaningful, and persuasive. Knowledge comes, among other means, through metaphor and the authenticating act of memory, and in their essays Conroy and Eiseley reflect upon experiences in which knowledge builds accumulatively and moments in which it comes unexpectedly. Both write of experiences in which seemingly insignificant events provide them with insight into the human condition. In each case, the reader/student accesses personal memory to envision the experiences described, then must catch up with the description or the meaning is lost. Memory of past experience authenticates the meaning of metaphor. However, as Conroy observes, understanding does not always mean resolution. Sometimes, memory will enable the observer or reader to resolve the meanings of metaphors and sometimes it will not. If there were no puzzles to solve, there would be no need for metaphors. (SG)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Conroy (Frank); Eiseley (Loren)
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992).