David Bleich (academic)
David Bleich | |
|---|---|
| Occupation(s) | Professor, Author |
| Known for | Subjective reader-response theory |
| Academic work | |
| Institutions | University of Rochester |
David Bleich is an American literary theorist and academic. He is noted for developing the Bleich "heuristic", a reader-response approach to teaching literature.[1] He is also a proponent of reader-response criticism to literature, advocating subjective interpretations of literary texts. He has published research on language and its use in social contexts as well as postsecondary pedagogy.[2]
Bleich is an English professor at the University of Rochester.[3][4]
Reader-response
The reader-response theory associated with Bleich emerged from hermeneutics or the study of how readers respond to literary and cultural texts.[5] Bleich is one of the subjective reader-response critics who consider the reader responses as the text since there is no literary text beyond the readers' interpretations.[6] This is in addition to the view that the text that the critic analyzes is constituted by the written responses of readers and not the literary work.[6] According to Bleich, the meaning and objective of literature are created by the reader, whose judgments depend on the validation of the community.[7] He believes that reading is an entirely subjective process but the differences in interpretations can be negotiated and reconciled. This theory of interpretation entails the progression from subjective response to resymbolization, then to negotiation, finally leading to validated knowledge.[8]
Bleich's reader-response view has been compared with those of the Geneva School critics' for their similarities as well as the complementing resolutions they proposed for the totalizing effects of current literary criticisms.[9] Bleich is considered part of the Freudian branch along with Norman Holland.[10] However, like the Geneva School, Bleich also subscribes to an understanding of meaning as a function of the reader's subjectivity and endorses Jonathan Culler's notion of reading competence.[10]
Pedagogy
Drawing from the principle of reader-oriented criticism, Bleich maintained that the study of language and literature should be focused on creating knowledge instead of seeking knowledge.[7] For this purpose, he advocated the antiformalist and non-objectivist approach to literary studies.[11] His theories were first outlined in Readings and Feelings: An Introduction to Subjective Criticism. The instructional strategies include small classes and personal interactions between learners and teachers.[11] He cited that large classes do not engender intimacy and trust, which are considered crucial in reader-response pedagogy.[11]
The heuristic model that Bleich developed for teaching literature proposed that readers first offer their personal perceptions of a literary work - particularly what it means to them - because the insights lead to a more effective analysis of their reasons for associations and affective responses.[12] The ensuing close analysis of the text is expected to avoid close psychological generalizations.[13] Its application in the group setting may involve the formulation of a "response statement" then a discussion of character's point of view. Each stage of this process allows the participants to explore the link between textual management of subject matter and the affect released in either the author or the reader.[14]
Publications
- Readings and Feelings: An Introduction to Subjective Criticism (1975)
- Subjective Criticism (1978)
- Utopia: The Psychology of a Cultural Fantasy (1984)
- The Double Perspective: Language, Literacy, and Social Relations (1988)
- Know and Tell: A Pedagogy of Disclosure, Genre, and Membership (1998)
- The Materiality of Language: Gender, Politics, and the University (2013)
References
- ^ Resh, Celeste (1987). "Experimenting with Response to Literature". Language Arts Journal of Michigan. 3 (1): 14–21. doi:10.9707/2168-149X.1727.
- ^ "Department of English : University of Rochester". www.sas.rochester.edu. Retrieved 2020-12-04.
- ^ "Contributors". Pedagogy. 1 (1): 231–234. 2001. doi:10.1215/15314200-1-1-231.
- ^ Goodman, James; Upadhye, Neeti. "Campuses struggle with sex assault cases". Democrat and Chronicle. Retrieved 2020-12-22.
- ^ Klages, Mary (2012). Key Terms in Literary Theory. London: Bloomsbury Publishing. p. 72. ISBN 978-0-8264-4267-3.
- ^ a b Tyson, Lois (1999). Critical Theory Today: A User-friendly Guide. New York: Garland Publishing, Inc. p. 163. ISBN 0-8153-2880-X.
- ^ a b "Subjective Criticism | Johns Hopkins University Press Books". jhupbooks.press.jhu.edu. Retrieved 2020-12-04.
- ^ Mailloux, Steven (1984). Interpretive Conventions: The Reader in the Study of American Fiction. London: Cornell University Press. p. 31. ISBN 0-8014-1476-8.
- ^ Galenbeck, Susan (March 1979). "Higher Innocence: David Bleich, the Geneva School, and Reader Criticism" (PDF). College English. 40 (7): 788–801. doi:10.2307/376304 – via JSTOR.
- ^ a b Kent, Thomas (1993). Paralogic Rhetoric: A Theory of Communicative Interaction. Cranbury, NJ: Associated University Press. p. 179. ISBN 0-8387-5250-0.
- ^ a b c Bennett, Andrew (1995). Readers and Reading. Oxon: Routledge. p. 45. ISBN 978-0-582-21290-9.
- ^ Manzo, Anthony V. (1990). Content Area Reading: A Heuristic Approach. Columbus, OH: Merrill Publishing Company. p. 374. ISBN 0-675-20652-9.
- ^ Katz, Steven B. (1996). The Epistemic Music of Rhetoric: Toward the Temporal Dimension of Affect in Reader Response and Writing. Carbondale: Southern Illinois University Press. p. 521. ISBN 0-8093-1903-9.
- ^ Knights, Ben; Thurgar-Dawson, Chris (2008). Active Reading: Transformative Writing in Literary Studies. London: A&C Black. p. 144. ISBN 978-1-4411-6128-4.
