Akcije

Zbornik radova Filozofskog fakulteta u Prištini
kako citirati ovaj članak
podeli ovaj članak

Metrika

  • citati u SCIndeksu: 0
  • citati u CrossRef-u:0
  • citati u Google Scholaru:[]
  • posete u poslednjih 30 dana:12
  • preuzimanja u poslednjih 30 dana:6

Sadržaj

članak: 6 od 25  
Back povratak na rezultate
2022, vol. 52, br. 2, str. 95-111
Hesse's reader who no longer reads in the context of modern media
(naslov ne postoji na srpskom)
Sveučilište u Zagrebu, Fakultet hrvatskih studija, Zagreb, Hrvatska

e-adresadpiskac@hrstud.hr
Ključne reči: Hermann Hesse: On Reading Books; emotions; experience; reading aloud; emotional experience during reading; digital media and reading aloud
Sažetak
(ne postoji na srpskom)
The article analyses several of Hesse's essays, with an emphasis on the 1920 essay On Reading Books, from the perspective of modern literary studies, psychology, and neuroscience. In the essay, Hesse made his classification of literary readers and anticipated the emergence of the "reader who no longer reads" as a kind of the enlightened reader, a human being who, thanks to his/her deep and dedicated understanding of emotions in literature, has the meaning of his/her life at his/her fingertips, who understands what he/she thinks and especially what he/she feels. Thus, it is the reader who really understands his/her emotions. However, nowadays, in the age of digital media, a new version of the "reader who does not read" is emerging. Such a reader is an arrogant and superficial modern reader who believes he/she knows everything only because he/she can easily reach information he/she does not even really try to understand, and who hardly thinks about emotions in literature. Therefore, the second part of the article relies on two more of Hesse's essays on reading literature, one of which anticipates the influence of multimedia on reading, and tries to explain the emergence of the modern "reader who does not read". More specifically, the article here considers the ways how literature can foster emotions and experience in the age of digital multimedia. Namely, if we want to feel and experience while reading literature, we need to develop both the cognitive and the emotional apparatus willing and able to understand what is read, but the modern media seem to stand in the way. It is good to point out the problem, but it is even better to offer the possibility of problem-solving; thus, the third part of the article addresses new/old knowledge about the effects of reading aloud on the development of our emotional and cognitive abilities. Of course, the methods of reading aloud in the multimedia context already exist, and they are successful, so the article also presents a study on stimulating emotions and empathy by the method of reading aloud.
Reference
Al, M.N.S., Khan, J.I. (2015) Is Learning by Reading a Book Better Than Watching a Movie?: A Computational Analysis of Semantic Concept Network Growth During Text and Multimedia Comprehension. u: 2015 International Joint Conference on Neural Networks (IJCNN), https://sci-hub.se/10.1109/IJCNN.2015.7280761 (28. 5. 2022)
Bartolucci, M., Batini, F. (2020) Reading Aloud Narrative Material as a Means for the Student's Cognitive Empowerment. Mind, Brain, and Education, 14(3): 235-242
Berrong, R.M. (2014) A Significant Source for the Madeleine and Other Major Episodes in Combray: Proust's Intertextual Use of Pierre Loti's My Brother Yves. Studies in 20th & 21st Century Literature, 38(1): 1-17
Bohn-Gettler, C.M. (2019) Getting a Grip: The PET Framework for Studying How Reader Emotions Influence Comprehension. Discourse Processes, 56(5-6): 386-401
Bohn-Gettler, C.M., Rapp, D.N. (2014) Emotion During Reading and Writing. u: Pekrun R.; Linnenbrink-Garcia L. [ur.] International Handbook of Emotions in Education, New York: Taylor & Francis, 437-457
Dillon, A. (1992) Reading from paper versus screens: A critical review of the empirical literature. Ergonomics, 35(10): 1297-1326
Furenes, M.I., Kucirkova, N., Bus, A.G. (2021) A Comparison of Children's Reading on Paper Versus Screen: A Meta-Analysis. Review of Educational Research, 91(4): 483-517
Ghosn, I. (2001) Nurturing Emotional Intelligence through Literature. Semantic Scholar, https://www.semanticscholar.org/paper/Nurturing-Emotional-Intelligence-through-Ghosn/f4d14cb628b11c9f63526e4690292bc316217e12 (8.12.2021
Gillan, C.M., Rutledge, R.B. (2021) Smartphones and the Neuroscience of Mental Health. Annual Review of Neuroscience, 44, 129-151., str. 95-111
Hesse, H. (2003) Misli. Zagreb: Zagrebačka naklada
Hesse, H. (1974) My Belief: Essays on Life and Art. New York: Farrar Straus & Giroux
Hesse, H. (1979) Igra staklenih perli. Beograd: Narodna knjiga
Hesse, H. (1984) Magija knjige. Novi Sad: Srpska čitaonica i knjižnica
Jabr, F. (2013) The Reading Brain in the Digital Age: The Science of Paper versus Screens. Scientific American, https://www.scientificamerican.com/article/reading-paper-screens/ (5. 2. 2021)
Jopling, D.A. (2000) Self-Knowledge and the Self. New York: Routledge
Lazzarich, M., Čančar, A. (2020) Dječja lektira i novi mediji. Metodički ogledi, 27(2), 149-170
Peti-Stantić, A. (2019) Čitanjem do (spo)razumijevanja. - od čitalačke pismenosti do čitateljske sposobnosti. Zagreb: Naklada Ljevak
Proust, M. (1981) Combray. Zagreb: Nakladni zavod Matice hrvatske
Sabljak, Lj. (2021) Uloga emocija u procesu interpretacije književnoga djela vođenim čitanjem. Kroatologija - časopis za hrvatsku kulturu, 12(2-3), 101-129
Senawati, J., Suwastini, N.K.A., Jayantini, G.A.S.R., Adnyani, N.L.P.S., Artini, N.N. (2021) The Benefits of Reading Aloud for Children: A Review in EFL Context. Indonesian Journal of English Education (IJEE), 8(1), 73-100
Vladilo, I. (2002) Lektira - radost čitanja ili tortura. u: Šušnjić B. [ur.] Zbornik radova Proljetne škole školskih knjižničara, Novi Vinodolski-Rijeka: Ministarstvo prosvjete i športa Republike Hrvatske, 89-94
 

O članku

jezik rada: hrvatski
vrsta rada: izvorni naučni članak
DOI: 10.5937/zrffp52-38219
primljen: 31.05.2022.
prihvaćen: 30.06.2022.
objavljen u SCIndeksu: 27.07.2022.
metod recenzije: dvostruko anoniman
Creative Commons License 4.0

Povezani članci

Nema povezanih članaka