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Jørgen Dines Johansen 《Integrative psychological & behavioral science》2010,44(3):185-196
In this article it is argued that feelings are all important to the function of literature. In contradiction to music that
is concerned with the inwardness of humankind, literature has, because of language, the capacity to create fictional worlds
that in many respects are similar to and related to the life world within which we live. One of the most important reasons
for our emotional engagement in literature is our empathy with others and our constant imagining and hypothesizing on possible
developments in our interactions with them. Hence, we understand and engage ourselves in fictional worlds. It is further claimed
and exemplified, how poetic texts are very good at rhetorically engage and manipulate our feelings. Finally, with reference
to the important work of Ellen Dissanayake, it is pointed out that the first kind of communication in which we engage, that
between mother and infant, is a kind of speech that positively engages the infant in a dialogue with the mother by means of
poetic devices. 相似文献
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DAVID EGAN 《美学与艺术评论杂志》2016,74(2):139-150
Like works of literature, thought experiments present fictional narratives that prompt reflection in their readers. Because of these and other similarities, a number of philosophers have argued for a strong analogy between works of literary fiction and thought experiments, some going so far as to say that works of literary fiction are a species of thought experiment. These arguments are often used in defending a cognitivist position with regard to literature: thought experiments produce knowledge, so works of literary fiction can too. This article concedes that works of literary fiction can be put to use in thought experiments, but not in a way that is helpful to the cognitivist. In particular, it draws three disanalogies in the ways we engage critically with thought experiments and with literary fictions. First, we use thought experiments to make arguments; second, we read thought experiments in strongly allegorical terms; and third, the terms of criticism we apply to thought experiments and to works of literature differ. Although these disanalogies present problems for the cognitivist position, they also give us a sharper picture of the distinctive educative potential of works of literary fiction. 相似文献
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