Originally published in 1981. The meaning and objectives of
literature, argues David Bleich, are created by the reader, who
depends on community consensus to validate his or her judgements.
Bleich proposes that the study of English be consciously reoriented
from a knowledge-finding to a knowledge-making enterprise. This
involves a new explanation of language acquisition in childhood, a
psychologically disciplined concept of linguistic and literary
response, and a recognition of the intellectual authority of
pedagogical communities to originate and establish knowledge.
Amplifying his theoretical model with subjective responses drawn
from his own classroom experience, Bleich suggests ways in which
the study of language and literature can become more fully
integrated with each person's responsibility for what he or she
knows.
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