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Some philosophers, like Alex Rosenberg, claim that natural science delivers epistemic values such as knowledge and understanding, whereas, say, literature and, according to some, literary studies, merely have aesthetic value. Many of those working in the field of literary studies oppose this idea. But it is not clear exactly how works of literary a...
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... o Throughout the nineteenth century, novels have provided models of behaviour (98) and science those of truth. Through the progress of technologies, sense-making of news and documentary reports, advertising and entertainment, mass media, became the first sources of adult knowledge not only of society and history, but also of nature. ...
The organisation of society into social systems led, from the nineteenth century onwards, to the differentiation of medicine. Its object has been diseases, with the sub-systems of healthcare, responsible for diagnosis and treatment, and public health, responsible for communicating the truths of medical science to the population with the aim of preventing and treating diseases. This organisation, which remains effective, is currently facing two problems: Its possible extension of its scope to include health as understood by international organisations, in order to meet the challenges posed by the rapid transformation of the planet: global warming, overpopulation, ageing, poverty, etc. The ability to make this advice effective at a time when there is no longer an entity that can generate the confidence needed to apply its recommendations. To overcome the silos that have prevented the changes we are undergoing today, it will be necessary to organise collaborations that the revolution brought about by Artificial Intelligence may be able to facilitate.
... The accessibility of literature provides an opportunity for readers to study content and process it as knowledge. Individuals have the intellectual capacity to transform true belief within literature to knowledge and into an opportunity (Peels, 2020). Thereafter it can be applied with positive intentions in today's world, contributing towards societal betterment. ...
Literature is a medium through which communication occurs between the writer and readers. The way in which content is written can be misconstrued or taken as a positive source of knowledge. However, the need for authenticity and validity has been questioned in today’s society, with the amount of ‘fake’ news circulating on social media platforms. In addition, literature can make or break an individual’s life.This research aims to understand the role of literature in today’s society and how it can help towards societal progression. Literature written well can provide individuals with thought provoking ideologies and become a source of inspiration. It is a dominant component of life particularly in the field of research where it provides individuals in today’s society with historical artefacts strengthening a nations culture and heritage. Through studying literature written by historic authors and writers including novels, poetic works and research, modern day individuals have a deeper insight into understanding the challenges and beauty of life and relationships. Literature has the power to transform life perspectives and facilitate societal change. From authors like Shakespeare to Karl Marx they have created a great impact upon global societies through their work. Where Shakespeare’s work revealed strong themes still relevant in today’s society like the power of love, death, free will, power, fate and ambition, Karl Marx was instrumental in providing important ideologies for a society transitioning to industrialisation from agriculture affecting numerous nations.
... Students with poor reading comprehension and vocabulary range are less likely to be able to answer higher order thinking questions (HOTS) correctly and, thus, their desire to learn literature decreases. This leads to a decline in their learning engagement in literature class and knowledge acquisition in terms of their understanding of literary context ideas, as well as grammar and vocabulary (Peels, 2019). Therefore, in order to improve students' learning engagement and knowledge acquisition, teachers need to acquire the ability to integrate technological platforms (Raw & Ismail, 2021), such as social media like TikTok, into literature assignments that can be used both inside and outside the classroom. ...
The introduction of literature into English classes is an attempt to improve students' language skills. In Malaysian schools, students’ interest in the chalk-and-talk method of teaching and learning literature has waned, leading to a decline in students' knowledge acquisition and a reduction in their engagement in learning. One of the ways to solve this problem is to integrate technological platforms, such as social media platform TikTok, into literature assignments. However, there are not many studies that have investigated the use of this application in literature learning for Malaysian secondary school students. In this quasi-experimental quantitative study, the researchers used TikTok as a strategy in teaching literature to 150 Form Two students, selected through purposive sampling, to determine students' engagement in learning literature and improve their knowledge acquisition. The two instruments used were an adopted questionnaire, and pre-tests and post-tests administered to control and experimental groups. Descriptive statistics, such as number, percentage, independent and paired t-tests, were used to analyse the results. The results of the study show that the overall mean of students' engagement with TikTok in learning literature is very high and students' knowledge acquisition in learning literature is positive. The study elucidates how teachers can improve their students' knowledge and promote engagement in literature using TikTok. Both the teaching and learning literature become fun and foster creativity as an appropriate medium, like TikTok, enables student-centred learning.
This article brings out ethical aspects arising in Plato’s classical critique of narrative and imitative art in The Republic, especially when it comes to reading stories about the past. Socrates’s and Glaucon’s most important suggestion, I argue, is to cultivate an ethical consciousness where one ought to see the distinctions between how the real and the imaginary in narratives are to be conceived, and what that insight ethically demands of the reader. Taken as an ethical insight for the reader when engaging in narrative understanding, this should be to resist the temptation to think that past suffering and misery as told in a story can be read analogously to narratives having a tragic plot. The article clarifies the meaning of Plato’s critique through the ideas of Simone Weil, Emmanuel Lévinas and Iris Murdoch. These existential moral philosophers work towards having an ethical consciousness in one’s personal relationship with stories of our lifeworld.
We critically survey prominent recent scholarship on the question of whether fiction can be a source of epistemic value for those who engage with it fully and appropriately. Such epistemic value might take the form of knowledge (for ‘cognitivists’) or understanding (for ‘neo-cognitivists’). Both camps may be sorted according to a further distinction between views explaining fiction’s epistemic value either in terms of the author’s engaging in a form of telling, or instead via their showing some state of affairs to obtain, a special case of which is the provision of self-knowledge. Fictional works that show rather than tell often employ thought experiments. The epistemic value of some fictional works is indicated by their enabling of empathy, itself illuminated via the psychological process of experience-taking. Whether a fictional work offers epistemic value by telling or showing, there is, in principle, no bar to its being able to deliver on what it offers, and consumers of fiction who exercise epistemic vigilance may gain either knowledge or some degree of understanding from their engagement with it.
Reading and textual interpretation are ordinary human activities, performed inside as well as outside academia, but precisely how they function as unique sources of knowledge is not well understood. In this book, René van Woudenberg explores the nature of reading and how it is distinct from perception and (attending to) testimony, which are two widely acknowledged knowledge sources. After distinguishing seven accounts of interpretation, van Woudenberg discusses the question of whether all reading inevitably involves interpretation, and shows that although reading and interpretation often go together, they are distinct activities. He goes on to argue that both reading and interpretation can be paths to realistically conceived truth, and explains the conditions under which we are justified in believing that they do indeed lead us to the truth. Along the way, he offers clear and novel analyses of reading, meaning, interpretation, and interpretative knowledge.
Reading and textual interpretation are ordinary human activities, performed inside as well as outside academia, but precisely how they function as unique sources of knowledge is not well understood. In this book, René van Woudenberg explores the nature of reading and how it is distinct from perception and (attending to) testimony, which are two widely acknowledged knowledge sources. After distinguishing seven accounts of interpretation, van Woudenberg discusses the question of whether all reading inevitably involves interpretation, and shows that although reading and interpretation often go together, they are distinct activities. He goes on to argue that both reading and interpretation can be paths to realistically conceived truth, and explains the conditions under which we are justified in believing that they do indeed lead us to the truth. Along the way, he offers clear and novel analyses of reading, meaning, interpretation, and interpretative knowledge.
