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Social and Emotional Literacy Peter Stockwell University of Nottingham

Social and Emotional Literacy

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Social and Emotional Literacy. Peter Stockwell University of Nottingham. - PowerPoint PPT Presentation

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Page 1: Social and Emotional  Literacy

Social and Emotional Literacy

Peter Stockwell

University of Nottingham

Page 2: Social and Emotional  Literacy

[W]e should not expect literary theory to yield anything fundamentally new in its own field: we will continue paraphrasing Aristotle’s basic insights. I can see only one possibility for moving beyond what has long since been known: interdisciplinary engagement with the advancement of knowledge in other disciplines, at present above all a new field that has emerged only recently and consists of the philosophy of mind, psychological cognitivism, the affective sciences, cognitive linguistics, and neurological brain research – a cognitive turn to follow the linguistic one.

If I were a young scholar starting my career now, I would probably embrace this transdisciplinary field and set myself the aim of developing literary theory into a cognitive poetics.

(Harald Fricke 2007: 193)

Page 3: Social and Emotional  Literacy

Cognitive Poetics

informativity: comprehensionmeaning

aesthetics: reception and texturefeeling

ethics: schemas and worldsvalue

~ The application of cognitive science to understanding literary reading

~ Key concepts include prototypicality, embodiment, metaphorical projection

~ Treats reading as natural and within an ecology of language

~ Part of a literary-linguistic ( = stylistics) tradition > part of applied linguistics

~ Allows both social and individual dimensions to be theorised

~ Argues for renewed paradigms in literary scholarship

~ Accommodates artistic sensibility and scientific rationalism

~ Offers discipline, system and currency

~ Reasserts a humanistic perspective on the communicative arts

Page 4: Social and Emotional  Literacy

Cognitive Poetics

~ The application of cognitive science to understanding literary reading

~ Key concepts include prototypicality, embodiment, metaphorical projection

~ Treats reading as natural and within an ecology of language

~ Part of a literary-linguistic ( = stylistics) tradition > part of applied linguistics

~ Allows both social and individual dimensions to be theorised

~ Argues for renewed paradigms in literary scholarship

~ Accommodates artistic sensibility and scientific rationalism

~ Offers discipline, system and currency

~ Reasserts a humanistic perspective on the communicative arts

Psychology

Stability of personality:Open

ConscientiousExtrovertedAgreeableNeurotic

Inflexibility of personality:curiosity

ethical sensecommunicativenessempathyself-confidence

The power of creative imagination:projection

adaptabilityplasticity

- of personality- of fictional minds

Page 5: Social and Emotional  Literacy

Emotional recognition

resonanceatmospheretoneforcefulnessintensityrichnessfeelings towards characters

- amusement- dislike- affection- arousal- sympathy- empathy …

Page 6: Social and Emotional  Literacy

– Reading as control(‘The weave of the daughter’s life in modern San Francisco and her mother’s life in China holds you right to the end’, ‘It’s gripping stuff’, ‘I couldn’t put it down’)

– Reading as transportation / journey(‘We follow the boy on his journey round the world’, ‘... quite a few battle scenes which I found slightly heavy going’)

– Reading as investment(‘By the end I was emotionally drained but rewarded by it’, ‘It rewards your effort with a great payoff at the end’, ‘Well worth the investment – emotional and financial!’, ‘You get more out of it on each reading’, ‘If you can take a chance by putting a lot of energy into the first half, then the rest of the book is a real page-turner’, ‘Worth the effort’)

Page 7: Social and Emotional  Literacy

Individual investment Social investment(literary stance) (sympathy)

ownership of resources transfer resources at work

initial loss effort

returnriskfaith flowtrustanticipation improvement

A conceptual net for INVESTMENT

Page 8: Social and Emotional  Literacy

Discourse world

Text worldMET

HYP

MOD

NEG

FBK

World-switches shift of deictic projection

Participant-accessibility emotional involvement and distance

Cognitive repair sense of richness and intensity

Page 9: Social and Emotional  Literacy

Hanc tibi, Fronto pater, genetrix Flaccilla, puellam     oscula commendo deliciasque meas,paruola ne nigras horrescat Erotion umbras     oraque Tartarei prodigiosa canis.Impletura fuit sextae modo frigora brumae,     uixisset totidem ni minus illa dies.Inter tam ueteres ludat lasciua patronos     et nomen blaeso garriat ore meum.Mollia non rigidus caespes tegat ossa nec illi,     terra, grauis fueris: non fuit illa tibi.

Epigrams, Book V, No.34 Martial (Marcus Valerius Martialis) (AD 40 – c.100?)

Henry George Bohn (1796-1884) – British editor and publisher

Peter Whigham (1925-1987) – British author and translator

Rose Williams – American writer and teacher

Peter Porter (b.1929) – Australian poet

Robert Louis Stevenson (1850-1894)

Page 10: Social and Emotional  Literacy

Mother and sire, to you do I commendTiny Erotion, who must now descend,A child, among the shadows, and appearBefore Hell’s bandog and hell’s gondolier.Of six hoar winters she had felt the cold,But lacked six days of being six years old.Now she must come, all playful, to that placeWhere the great ancients sit with reverend face;Now lisping, as she used, of whence she came,Perchance she names and stumbles at my name.O’er these so fragile bones, let there be laidA plaything for a turf; and for that maidThat swam light-footed as the thistle-burrOn thee, O Mother earth, be light on her.

Robert Louis Stevenson

Page 11: Social and Emotional  Literacy

On My First Daughter

Here lies to each her parents’ ruth,Mary, the daughter of their youth:Yet, all heaven’s gifts, being heaven’s due,It makes the father, less to rue.At six months’ end, she parted henceWith safety of her innocence;Whose soul heaven’s queen, (whose name she bears)In comfort of her mother’s tears,Hath placed amongst her virgin-train:Where, while that sever’d doth remain,This grave partakes the fleshly birth.Which cover lightly, gentle earth.

Ben Jonson (1572-1637)

Page 12: Social and Emotional  Literacy

On My First Son

Farewell, thou child of my right hand, and joy; My sin was too much hope of thee, lov’d boy,Seven years thou wert lent to me, and I thee pay, Exacted by thy fate, on the just day.O, could I lose all father, now. For why Will man lament the state he should envy?To have so soon ’scaped world’s and flesh’s rage, And if no other misery, yet age?Rest in soft peace, and, ask’d, say here doth lie Ben. Jonson his best piece of poetry.For whose sake, henceforth, all his vows be such, As what he loves may never like too much.

Ben Jonson

Page 13: Social and Emotional  Literacy

Constance:Grief fills the room up of my absent child,Lies in his bed, walks up and down with me,Puts on his pretty looks, repeats his words,Remembers me of all his gracious parts,Stuffs out his vacant garments with his form;Then I have reason to be fond of grief.Fare you well. Had you such a loss as I,I could give better comfort than you do.

[She unbinds her hair]I will not keep this form upon my headWhen there is such disorder in my wit.O Lord, my boy, my Arthur, my fair son,My life, my joy, my food, my all the world,My widow-comfort, and my sorrow’s cure!

[Exit]

William Shakespeare (1596), King John (III. iv. 93-105)

Page 14: Social and Emotional  Literacy

Discourse world

Text world Constance

World switch Grief as Arthur

Shakespeare via actor playing Constance

Constance grieving

‘Arthur’ lies in…walks… with meputs on…repeats…remembers me…stuffs out…

Theatre audience

Page 15: Social and Emotional  Literacy

Long Distance

Though my mother was already two years deadDad kept her slippers warming by the gas,put hot water bottles her side of the bedand still went to renew her transport pass.

You couldn’t just drop in. You had to phone.He’d put you off an hour to give him timeto clear away her things and look aloneas though his still raw love were such a crime.

He couldn’t risk my blight of disbeliefthough sure that very soon he’d hear her keyscrape in the rusted lock and end his grief.He knew she’d just popped out to get the tea.

I believe life ends with death, and that is all.You haven’t both gone shopping; just the same,in my new black leather phone book there’s your nameand the disconnected number I still call.

Tony Harrison (1978)

T1: Father/mother/son, going shopping, popping out to get the tea

T2: Mother dies

T3: 2 years later, son regards father: re-iterated events (with micro-shift of ‘one hour’)

T4: Father dies

T5: son writes poem.

Poem sequence:

T3 tw - (T2 ws) - T3 tw (T1 ws) – T5 tw - (T4 ws)

Though my mother

as though his still raw love

though sure that very soon

just the same

Page 16: Social and Emotional  Literacy
Page 17: Social and Emotional  Literacy

Simulation = the principle of cognitive projection ~ attenuation from life to literary worlds

degree of attenuation

minimal maximal

LIFE LITERATURE

~ Personality is ‘soft assembled’~ Imagination gives us a projective capacity~ Empathy (etc.) can be understood

practisedtaught