THE CONCEPT OF PANOPTICON IN LITERATURE TEACHING

Year 2020, Volume: 22 Issue: 1, 503 - 514, 30.06.2020

Lindita Tahırı Nuran Malta-muhaxheri

https://doi.org/10.26468/trakyasobed.623452

Abstract

Abstract : This paper discusses the concept of panoptical narration based on the idea of Foucault about panopticon which is this case is applied in the teaching of literature. Comparably to the scheme of the disciplined society envisaged by Foucault, where people are observed by a powerful guard that remains invisible himself, this concept is applied to the relations between narrators and fictional character. This kind of Foucauldian reading of the novel has been in particular applied to the writers belonging to realism, whose works have been qualified as panoptical (Dorrit Cohn, 1999). This paper proposes the usage of the concept of panoptical narration as a strategy for teaching literature in order to challenge students for opened and liberated interpretations of meaning. The paper argues that the pedagogical stylistic by means of linguistic analysis of narrative strategies avoids prescriptive readings and encourages students to sharpen their critical thinking skills.

 

Keywords

Keywords: Panoptical narration, Active reader

CRITICAL THINKING IN LITERATURE TEACHING

Abstract

: This paper discusses the concept of panoptical narration based on the idea of Foucault about panopticon which is this case is applied in the teaching of literature. Comparably to the scheme of the disciplined society envisaged by Foucault, where people are observed by a powerful guard that remains invisible himself, this concept is applied to the relations between narrators and fictional character. This kind of Foucauldian reading of the novel has been in particular applied to the writers belonging to realism, whose works have been qualified as panoptical (Dorrit Cohn, 1999). This paper proposes the usage of the concept of panoptical narration as a strategy for teaching literature in order to challenge students for opened and liberated interpretations of meaning. The paper argues that the pedagogical stylistic by means of linguistic analysis of narrative strategies avoids prescriptive readings and encourages students to sharpen their critical thinking skills.

Keywords

Perspectival narration, Active reader, Multiple interpretations, Pedagogical Stylistics.

EDEBİYAT ÖĞRETİMİNDE ELEŞTİREL OKUMA

Abstract

Bu makale, edebiyat öğretiminde de uygulanan Foucault’nun panoptik fikri üzerine panoptikon anlatı kavramını tartışmaktadır. Foucault tarafından öngörülen disiplinli toplum yapısına benzer bir biçimde, insanların, kendini görünmez kılan güçlü bir muhafız tarafından gözlemlendiği kavramı, anlatılar ve kurgusal karakterler arasındaki ilişkilere uygulanır. Romanın bu tür bir Foucault-cu okuması, özellikle, çalışmaları panoptikal olarak nitelendirilen gerçekçi yazarlara uygulanmıştır (Dorrit Cohn, 1999). Bu makale edebiyat öğretimi hususunda panoptik anlatım kavramının kullanılmasını, anlamın açık ve özgür yorumlarına öğrencilerin meydan okuması için bir strateji olarak önermektedir. Bu makale, pedagojik üslubun anlatı stratejilerinin dilbilimsel analizi yoluyla, kuralcı okumalardan kaçındığını ve öğrencilerin eleştirel düşünme becerilerini geliştirmelerini teşvik ettiğini savunmaktadır. 

 

Keywords

Perspektif anlatım, Aktif okuyucu, çoklu yorum, Pedagojik özellikler

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