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ERIC Number: EJ1107684
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1358-684X
"Coherence at Last": Percival Gurrey's Contribution to English
Hardcastle, John
Changing English: Studies in Culture and Education, v21 n2 p159-170 2014
Reacting to incoherent English teaching in the 1930s, Percival Gurrey probed the psychological processes involved in literary appreciation. He sought ways of teaching poetry that avoided lifeless tasks such as labelling "poetic devices." Later, in the 1950s, he wrote about the processes involved in learning to write. At a time when psychology dominated educational discourse, he was in touch with new developments in both literary criticism and linguistics, and he evolved a bridging theory of language, learning and development that spanned philosophy, psychology and literary theory. I connect Gurrey's sense of wholeness of response to his reading in Coleridge. By returning to debates surrounding Coleridge I show how a new appreciation of what language accomplishes emerged. Gurrey discovered that writing has a central place in children's development "as a whole." From such hard-won discoveries a unified theory of development in talking, reading and writing duly emerged.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A