Presenting a vivid picture of the current world-wide effort to promote literacy, the author discusses the problems faced, the procedures followed, the ends sought.
Stressing the increasing interest in reading today throughout the world, the author points out the recognized importance of world-wide literacy and the increasing demands made on readers in all countries. The conditions which make world literacy imperative, and the role of reading in the lives of adults everywhere are reviewed.
An analysis of records of eye-movements in reading reveals that the basic attitudes and skills involved in reading are similar the world over, independent of differences in language and culture. Review of the teaching of reading reveals that both meaning and word recognition should be emphasized from the beginning. The author next lays out programs for teaching both children and adults to read. Finally, he discusses the lessons to be learned about the teaching of reading from this world wide study.
The Northern Song (960–1126) was one of the most transformative periods in Chinese literary history, characterized by the emergence of printing and an ensuing proliferation of books. The poet Huang Tingjian (1045–1105), writing at the height of this period, both defined and was defined by these changes. The first focused study on the cultural consequences of printing in Northern Song China, this book examines how the nascent print culture shaped the poetic theory and practice of Huang Tingjian and the Jiangxi School of Poetry he founded.
Author Yugen Wang argues that at the core of Huang and the Jiangxi School’s search for poetic methods was their desire to find a new way of reading and writing that could effectively address the changed literary landscape of the eleventh century. Wang chronicles the historical and cultural negotiation Huang and his colleagues were conducting as they responded to the new book culture, and opens new ground for investigating the literary interpretive and hermeneutical effects of printing. This book should be of interest not only to scholars and readers of classical Chinese poetry but to anyone concerned with how the material interacts with the intellectual and how technology has influenced our conception and practice of reading and writing throughout history.
For centuries, readers of Tao Qian have felt directly addressed by his poetic voice. This theme in the reception of Tao Qian, moreover, developed alongside an assumption that Tao was fundamentally misunderstood during his own age.
This book revisits Tao’s approach to his readers by attempting to situate it within the particular poetics of address that characterized the Six Dynasties classicist tradition. How would Tao Qian have anticipated that his readers would understand him? No definitive answer is knowable, but this direction of inquiry suggests closer examination of the cultures of reading and understanding of his period. From this inquiry, two interrelated groups of problems emerge as particularly pressing both for Tao Qian and for his contemporaries: first, problems relating to understanding authoritative texts, centered on the relation between meanings and the outward “traces” of those meanings’ expression; second, problems relating to understanding human character, centered on the unworldly scholar—the emblematic figure for the set of values often termed “eremitic.”
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