The study of literary art and the study of ourselves are ultimately the same thing. (JH)

The course of study described in this book aims to enlarge the normal purview of literary study to include the subjective cases and purposes for reading and coming to literary judgments. Although the sequence of the four phases in this study should be maintained, the time spent on each phase may last a semester, a year, or longer. The four phases…

Shows how subjective knowledge acquires authority. Applies this argument to the making of literary responses in classrooms, thereby allowing both research and pedagogy to emerge from the same procedures of reading. (RL)

This paper discusses the effects of personal response on both the research and the teaching of language and literature. Two studies are presented which show how personal response affects interpretive judgment. In addition, a study of classroom responses to literature is compared to a study of language, indicating that personal motivations preface…

Limitations of the traditional epistemological orientation toward an "objective paradigm" are discussed, and an alternative "subjective paradigm" is proposed which holds that knowledge is synthesized by the knower, pursuant to his or her own motives. Implications of this view are drawn for the study of language, including…

Discusses how to teach literature so that the student will most successfully retain and assimilate the information developed in the work. (RB)