A recounting of how the author's graduate training failed with everything he considered important. (JH)

Successful fantasies may either force us to look freshly at everyday things or expand our capacity to believe.

Suggests that great literature is endangered by the critical dissections which graduate schools perform upon it and that a return to the study of literature for its own sake is essential. (TO)

A replication of I. A. Richards' study of students' reactions to thirteen poems in the 1920s. (DD)

A study of students' reactions to four of the thirteen poems used in I. A. Richards' study in the 1920s. (DD)

Suggests that a course systematically presenting both philosophy and practice of criticism, especially the several schools of criticism prevalent in the United States, be offered to undergraduate and graduate English majors. (TO)

Suggests that the field of literary criticism must be expanded and the responsibility for class discussion must be distributed among the students if the human spirit is to be liberated in the classroom. (TO)

The wisdom of introducing college freshmen to poetry through destructive literary criticism--a negative assessment of Joyce Kilmer's "Trees" is the example here--is questioned. The underlying assumption that a student's taste may be formed by explaining literary standards to him, illustrated by examples of poor poetry, is subjected to…

A seminar devoted to explorations of the feelings of self and others, as a means of heightening responses to literature, is described. (JH)

Offers a psychoanalytically based reading of Conrad's "The Secret Sharer" and points out the similarities between analysis of a text and analysis of a patient in a psychoanalysis session. (JC)

Comments upon the role of teachers in breaking down students' resistance to learning, and suggests that teachers become, not all-knowing givers of knowledge in the classroom, but persons who help students become interpreters themselves by separating themselves from their own interpretations. (JC)

Explains the difference between Lacanian enonce and enunciation, and how both relate to psychoanalytic and pedagogical breakthroughs. Compares teaching to language acquisition, defined as learning process of trial and error, guidance and working through where the intersubjective functions as forcefully as the cognitive. (JC)