Pedagogy of description. Projective reading and the ethics of interpretation.

Autor/in	Nishikawa, Kinohi
Titel	Pedagogy of description. Projective reading and the ethics of interpretation.
Quelle	In: On education, 3 (2020) 9, S. 1-6Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2571-7855
DOI	10.17899/on_ed.2020.9.4
Schlagwörter	Pädagogik; Ethik; Lektüre; Pädagogik; Interpretationsmethode; Lektüre; Ethik; Konzept
Abstract	This essay limns critique's use of selective or even misleading description to advance ideological commitments, often without drawing explicit attention to those commitments. It posits that this style is especially attractive to identity-based modes of critique that, rather than take an oppositional approach to reading (e.g., reading "against the grain"), enforce a self-identity between the critic and her object. Against this trend, the essay advocates a pedagogy of description that hones the ethics of interpretation at the point of writing about an object's alterity. It focuses on a graduate seminar experience of teaching ekphrasis first through an assigned reading and then through a writing exercise completed in an actual museum space. Students' frustration with a critic's description of certain art works became an opportunity to reflect on their own commitment to writing about objects with care. Building out from that experience, the essay shows how ethics animates post-critique's embrace of wonder and surprise - in teaching as much as in writing.
Erfasst von	International Centre for Higher Education Research, Kassel
Update	2021/3