Why Literature Matters More to Students Who Are Creative Writers
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THE IMMEDIACY OF WRITING: WHY LITERATURE MATTERS MORE TO STUDENTS WHO ARE CREATIVE WRITERS Susan Barber PDP, Simon Fraser University, 2002 BA, State University of New York, Potsdam, 1980 THESIS SUBMITTED AS PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS In the Faculty of Education O Susan Barber 2004 SIMON FRASER UNIVERSITY June 2004 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL NAME Susan Martha Barber DEGREE Master of Arts TITLE The Immediacy of Writing: Why Literature Matters More To Students Who Are Creative Writers EXAMINING COMMITTEE: Chair Michael Ling Stuart Richmond, Professor Senior Supervisor Sharon Bailin, Professor Member Geoff Madoc-Jones, Assistant Professor, Faculty of Education Examiner Date. June 28,2004 Partial Copyright Licence The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. The author has further agreed that permission for multiple copying of this work for scholarly purposes may be granted by either the author or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without the author's written permission. The original Partial Copyright Licence attesting to these terms, and signed by this author, may be found in the original bound copy of this work, retained in the Simon Fraser University Archive. Bennett Library Simon Fraser University Burnaby, BC, Canada ABSTRACT The compelling question of our existence, How shall I live? can be pursued through philosophy, art and education when tied to Aristotle's maxim, 'people who know most live best'. The ancient debate between Plato and Aristotle, however, sets philosophy against art due to the nature of understanding and whether the immediacy of emotions elicited by art can aid learning. Today we appreciate emotions have a cognitive role to play, especially in gaining practical wisdom. In knowing how we feel, we know what we think. Both philosophy and art seek truth; one through logic, the other through aesthetic intelligence which relies on intuition, senses and feelings in order to penetrate deeper, ineffable mysteries of life as well as illuminate the malaises of modern society and entrenched habits of mind. Art takes us out of ourselves and reveals limits of morality, all of which have enormous implications for education. In guiding students towards what is worthwhile, teachers strive to find moral methods of initiation and facilitate the education of feeling. The creative writing classroom provides manifold opportunities for development of the whole person. In reading literature, we practice moral discernment that suggests compassion for people as qualitatively unique beings, which reduces the distance between ourselves and the 'other'. Good literature is difficult; we must face reality but are offered ways to transcend suffering and death by becoming part of a larger realm of life, resulting in the desire to change our lives, see more and be touched more by life. Creative writing is even more immediate; our words reveal who we are and the views we hold. The learning curve is great as we take responsibility for our shortcomings and return to esteemed authors for models of moral vision. The literary canon mentors writers with high examples of creativity, imagination and technique. Experts divide on teaching writing; some believe in genius, others in skills and knowledge, but much can be encouraged in beginners if they naturally persevere and work hard. Serious engagement with literary reading and writing offers the possibility of achieving a balance between ideals and reality, heart and mind. DEDICATION To my mother, Mary Ruth Barber, and the memory of my father, Norman Barber. ACKNOWLEDGEMENTS It has been an honor to work with the people I owe the most thanks to during the writing of this thesis. Not only exceptionally knowledgeable in their fields and adept at teaching, they are also a great pleasure to know as people. Dr. Stuart Richmond, my Senior Supervisor, has anticipated at every step the direction I needed to go, and by suggesting authors and ideas to pursue and generously offering much of his time, has helped me grapple with many complex ideas. (I think, and feel, therefore IM.) My deepest thanks, Stuart. My Supervisor, Dr. Sharon Bailin, with her remarkable ability to analyze and clarify the heart of a concept and recognize greater implications, all the while appreciating my larger meaning, has strengthened my earlier drafts. Thank you, Sharon. I would also like to express my gratitude to my External Examiner, Dr. Geoff Madoc-Jones for reaching into his area of knowledge and sharpening my understanding of various issues. There are two other Simon Fraser University professors I would like to acknowledge whose courses enabled me to begin to focus the main question of this thesis. Dr. Yaroslav Senyshyn pointed me towards the connection between literature and philosophy, and Dr. Carolyn Mamchur, who not only taught me about teaching creative writing but offered herself as an excellent role model - thank you. I thank my fellow students in my cohort for their strong support, enthusiasm and especially humor throughout the program. An not least, at home, I would like to give much credit to my wonderful family who realized how important this was to me and kindly agreed to let me take this journey. My love and thanks to my husband, Tom and our children, Sylvia and Daniel. vii TABLE OF CONTENTS .. Approval ............................................................................................................................11 ... Abstract .............................................................................................................................111 Dedication ...........................................................................................................................v Acknowledgements .......................................................................................................... vi ... Table of Contents ..........................................................................................................viii Introduction ........................................................................................................................1 Chapter One: Philosphy vs . Literature ...........................................................................5 The Paradox of Plato ........................................................................................................ 6 Aristotle's Apologia .......................................................................................................20 The Primacy of Emotions ...............................................................................................28 Chapter 2: What Art Can Do .........................................................................................35 What Philosophy and Literature Have in Common. and How They Differ ................... 35 What is Unique to Art ....................................................................................................40 What Art Must Do ..........................................................................................................46 What Art Does Well ....................................................................................................... 56 What Art is Sometimes Compelled to Do ......................................................................62 The Difficulty with Art .................................................................................................. 70 Chapter 3: Education .....................................................................................................74 Satisfying Plato .............................................................................................................75 .. .while honoring Aristotle .............................................................................................81 Chapter 4: Literature .....................................................................................................89 What Literature Can Do .................................................................................................90 Implications for Teaching Literature .............................................................................. 95 Author as Moral Being ................................................................................................. 101 The Challenge of Literature .........................................................................................104 The Open Door .............................................................................................................107 Chapter 5: Creative Writing ........................................................................................110 The Canon as Writer's Manual ....................................................................................11 But Can It Be Taught? ..................................................................................................117 Catching on to Writing .................................................................................................126