George Carless wrote:
>But "justification" is the key; if there is no meaning, how can an interpretation be justified? Or would you say that any "apparently absurdly unjustifiable interpretation" can be justified by simply "it's what I think, so there"?
I would say, given the learning situation posited, that the student's
development of effective interpretive insight far outweighs the
correctness of any interpretation.
>>> Who was it who said something like
>>> A poem must not mean but BE.
I probably have the quotation wrongly, but in fact it is the last line of
a rather famous poem by a rather famous US poet. I just don't
happen to remember her name. The whole poem is devoted to an
exploration of what poetry is. Under the circumcises, it is worth
a read. Wish I could recall the name.
>It pays to rethink things, to listen to new opinions, to keep an open mind. But to say "any opinion is equally valid" is, I think, rather daft: I can tell you that black is white, but I would be wrong. This is not a matter of opinion. Yes, we should question values, interpretations, common knowledge. But we should also be prepared to answer those questions.
Lewis Carroll thou shouldst be living at this hour.
Who is it that has the keys to the kingdom of
validity? The Queen of hearts? Is it she who does
the measuring of validity? Off with her head.
Say what you mean. Mean what you say.
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