Edebî Dönüş: Yapısökümcü Pedagoji Olarak Karşılaştırmalı Edebiyat

Year 2025, Volume: 19 Issue: 1, 51 - 62, 30.06.2025

Hakan Atay , Hivren Demir Atay

https://doi.org/10.47777/cankujhss.1630645

Abstract

Yapısökümcülük, özellikle Yale Okulu’nun 1970’lerde etkili olmasıyla birlikte, Karşılaştırmalı Edebiyat alanında bir düşünme biçimi olarak önemli bir yer edinmiştir. Dünyanın dertleriyle ilgilenmediği, gerçek ve politik sorunları bulanıklaştırdığı, hiçbir pratik karşılığı olmayan tartışmaları jargonik bir dille sürdürdüğü gerekçesiyle başından itibaren ağır eleştirilere uğramış olan yapısökümcülük, bugün artık edebiyat çalışmalarında hemen hemen hiç başvurulmayan bir teorik yaklaşımdır. Bu makale, yapısökümcülüğün öncü filozofu Jacques Derrida’nın (1930-2004) ölümünün üzerinden yirmi yıldan fazla bir zaman geçmişken Karşılaştırmalı Edebiyat’ın yapısökümcülükle etkileşiminden kaynaklandığı varsayılan teori-praksis gerilimini tartışmaya açıyor. Makale, temsilin yapısını sorunsallaştırmanın uzun vadede pratik sonuçlar doğuracağını öne süren Karşılaştırmalı Edebiyat araştırmacısı Christopher Fynsk’in (d. 1952) söz konusu fikrinin izini sürüyor ve Fynsk üzerinde önemli etkileri olan Maurice Blanchot (1907-2003) ve Jean-Luc Nancy’nin (1940-2021) edebiyatta anlam ve temsili sorunsallaştıran görüşlerine yer veriyor. Böylece, farklı kültürlerin ve dillerin ürettiği edebiyatları tematik ve temsil eksenli analizlere tabi tutmanın ötesine geçen yaklaşımların verili ortak kanıları yerinden etmek için bir ilk adım olabileceği vurgulanıyor. Makaleye göre, bu türden bir yerinden etme girişimi, Karşılaştırmalı Edebiyat’ın “dünya”yla ilişkisini insanın ortak varoluşunu temel alarak yeniden değerlendirmenin yolunu açacaktır. Bu nedenle, ön kabullerin altını oyan bir kavramsal düşünceyi öne çıkararak edebî bir dönüş çağrısı yapan yapısökümcü pedagoji Karşılaştırmalı Edebiyat eğitiminde hâlâ anlamlı bir yere sahip olabilir.

Keywords

Karşılaştırmalı Edebiyat, Yapısökümcü Pedagoji, Christopher Fynsk, Maurice Blanchot, Jean-Luc Nancy

The Literary Turn: Comparative Literature as Deconstructive Pedagogy

Abstract

Deconstruction as a mode of thinking has long informed Comparative Literature studies, especially through the influence of the Yale School in the 1970s. Having always been exposed to criticism for performing unworldly readings, blurring real and political problems, and using theoretical jargon with no practical consequences, deconstruction is now considered an obsolete style of approaching literary texts. More than two decades after the death of Jacques Derrida (1930-2004), the most prominent philosopher of deconstruction, this article questions the assumed tension between theory and praxis in the studies of Comparative Literature. It argues that problematizing the structure of representation, as Comparative Literature scholar Christopher Fynsk (b. 1952) suggested, has practical consequences in the long run. Departing from Fynsk’s ideas and engaging in the relevant thoughts of Maurice Blanchot (1907-2003) and Jean-Luc Nancy (1940-2001), who inspired Fynsk considerably, the article aims to show that carrying the studies of different literatures beyond thematic analyses may constitute an important phase in the dislocation of common sense. The possibility of such a dislocation might enable Comparative Literature to dwell in the world with a renewed attention to the different meanings of the shared existence of the human. Therefore, the article suggests, deconstructive pedagogy, calling for a literary turn, with the emphasis on the conceptual thinking that undermines presuppositions, might still be an important component of Comparative Literature education.

Keywords

Comparative Literature, deconstructive pedagogy, Christopher Fynsk, Maurice Blanchot, Jean-Luc Nancy

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