Literary reading, experience and education: reflections from Adorno’s critique

Authors

  • Luciana Dadico Universidade de São Paulo; Instituto de Psicologia; Departamento de Psicologia da Aprendizagem, do Desenvolvimento e da Personalidade

DOI:

https://doi.org/10.1590/0103-656420160015

Keywords:

reading, experience, education, literature, Theodor Adorno

Abstract

The aim of this paper is to discuss the relationship between reading literary books and education [Bildung] inspired by Theodor Adorno’s critical contributions. This discussion is guided by the following questions: How does reading books contribute to a cultural education (or pseudoculture)? What is the role of the aesthetic experience in the analysis of a literary work? How might a frame of pseudoculture jeopardize this experience? To guide this examination, I have called upon some of the concepts and aesthetic categories used by Adorno, such as experience, schema, and immanent analysis, as well as his sociological investigations that may contribute to understanding the reading experience. From this perspective, I present some comments on the problems involving reading books and the education of the individual in the current context.

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Published

2017-08-01

Issue

Vol. 28 No. 2 (2017)

Section

Original Articles

License

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How to Cite

Literary reading, experience and education: reflections from Adorno’s critique. (2017). Psicologia USP, 28(2), 179-188. https://doi.org/10.1590/0103-656420160015