Why Some Setbooks Are Re-Taught In Secondary schools and Universities
Some literature academics challenge using recycled set books in secondary schools and university literature departments.
Why are high school set books re-used again and again when there are many other options?
This thinking has no place in fiction, whether for pleasure or education. Setbook pupils never repeat them.
They’re as new to them as they were a decade ago. All students bring distinct impressions and experiences to set books.
They are changing times. Earlier, pupils faced different difficulties.
Students draw various legitimate inferences or insights from the books they are reading.
Each new reader discovers something new. Second readings of books often provide different perceptions, insights, and inferences.
A good teacher will acquire new thoughts and impressions when rereading for teaching.
The teacher’s literary experience and maturity allow them to pull deeper meanings from the work.
Students taught by a teacher who has read the same book before benefit since the teacher has more meaningful information and insights.
Reintroducing set books to new students is not recycling the books.
Good art is timeless. Good art has various meanings since the author poured their intellect, soul, and love into it.
The story is the storyline or fundamental blueprint. Text interpretation has layers. It’s symbolic or metaphorical.
Why Some Setbooks Are Re-Taught In Secondary schools and Universities
Charles E. Bressler writes in Literary Criticism: An Introduction to Theory and Practice that a symbolic or metaphorical reading of a piece of art occurs when a character, place, idea, event, or action signifies similar or analogous things.
“A text’s characters, events, or locales have meaning beyond the plot.”
These interpretations are generally religious but can also be moral, political, personal, or satiric.
Dante, a 13th-century Italian writer, explained a text’s various meanings.
In Dante’s letter to Cangrande Della Scala, which acts as a prologue to his Paradiso book of the Divine Comedy, he writes:
To clarify what I am going to say, it should be realized that this work is polysemous and has multiple meanings.
First, here’s what’s in the letter, and then there’s what it signifies. The first is literal, and the second is symbolic, moral, or anagogical.
From this perspective, every work of art has lasting instructional value. The reader’s age doesn’t matter.
The reader could be in high school or college. It doesn’t matter who the reader is.
The book will make sense if he reads with pleasure, purpose, intelligence, and intuition.
Educational institutions should teach students to read any text, simple or complex, and understand it.
Reading good fiction and nonfiction increases readers’ ability to comprehend and understand anything their interests and employers require.
The more one appreciates the world through reading, watching, and listening, the more one appreciates literature.
Literature is any purposeful, well-written work: a novel, play, poem, letter, speech, or address.
The study of distant writers is not exclusive. It doesn’t stop pupils from reading modern authors.
Students can study or read about classical, modern, and contemporary art without being confused.
Some university literature departments investigate periods, literary trends, locations, and genres.
A similar organization can help students analyze literary works spanning time, movement, civilization, and place.
ALSO READ:
This article argues that schools should expose children to past writers as well.
They should also tell kids about the great minds of the past, whose works contain the knowledge and insight to solve the difficulties of a complicated world like ours.
The authorities should choose literary and aesthetic works: no frills, but classics, not bestsellers.
With strong literacy foundations in early learning, students may read works from many eras, movements, civilizations, geographical regions, and genres.
Why Some Setbooks Are Re-Taught In Secondary schools and Universities