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ERIC Number: ED079719
Record Type: RIE
Publication Date: 1972
Pages: 159
Abstractor: N/A
Reference Count: N/A
An Epistemological Justification of the Place of Literary Art in the Curriculum.
Phillips, Ruth Ann
The purpose of this study was to epistemologically justify the place of literary art in the curriculum by showing that its aesthetic significance gives knowledge that can be communicated in no other terms than its own and that this knowledge is consistent with certain epistemological theories. Using theories of art proposed by Langer and Cassirer, and Buber's discussion of the "I-Thou" relationship, the author argues that aesthetic and symbolic significance are one. She also finds that human knowledge depends on one's ability to express that knowledge and that art gives symbolic expression to pre-reflective activity. Literature, through its metaphorical tension, expresses the complexities of life in a unified whole, or a pattern of resolutions and balances. The symbol a literary artist creates is a Gestalt in which all elements interact with each other. Therefore, to neglect any of the elements of a literary work is to violate its aesthetic significance and its epistemological meaning. The author suggests that the fact that literary art has epistemological import has implications for the teaching of English and for teacher preparation and she outlines these implications. (Author/DI)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-29,287, MF $4.00 Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Kentucky