LEADER 03385oam 22006254a 450 001 9910524852703321 005 20230908162651.0 010 $a0-8018-2093-6 010 $a1-4214-3494-6 035 $a(CKB)4100000010460881 035 $a(OCoLC)1122730130 035 $a(MdBmJHUP)muse78487 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/88942 035 $a(MiAaPQ)EBC29138881 035 $a(Au-PeEL)EBL29138881 035 $a(oapen)doab88942 035 $a(OCoLC)1528958081 035 $a(EXLCZ)994100000010460881 100 $a20190926d2019 uy 0 101 0 $aeng 135 $aur|||||||nn|n 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSubjective Criticism$fDavid Bleich 205 $aJohns Hopkins Paperbacks editions, 1981 210 $cJohns Hopkins University Press 215 $a1 online resource (1 online resource (309 pages)) 300 $aOriginally published in 1978; paperbacks edition 1981 311 08$a1-4214-3496-2 311 08$a1-4214-3495-4 320 $aIncludes bibliographical references and index. 327 $aLanguage, literacy, and criticism -- The subjective paradigm -- The motivational character of language and symbol formation -- The logic of interpretation -- Epistemological assumptions in the study of response -- The pedagogical development of knowledge -- The relative negotiability of response statements -- Acts of taste and changes of taste -- The construction of literary meaning -- The conception and documentation of the author -- Collective interests and the definition of literary regularities -- Knowledge, responsibility, and community. 330 $aOriginally published in 1981. The meaning and objectives of literature, argues David Bleich, are created by the reader, who depends on community consensus to validate his or her judgements. Bleich proposes that the study of English be consciously reoriented from a knowledge-finding to a knowledge-making enterprise. This involves a new explanation of language acquisition in childhood, a psychologically disciplined concept of linguistic and literary response, and a recognition of the intellectual authority of pedagogical communities to originate and establish knowledge. Amplifying his theoretical model with subjective responses drawn from his own classroom experience, Bleich suggests ways in which the study of language and literature can become more fully integrated with each person's responsibility for what he or she knows. 606 $aPhilology$xStudy and teaching$2fast$3(OCoLC)fst01060708 606 $aEnglish philology$xStudy and teaching$2fast$3(OCoLC)fst00912262 606 $aCriticism$2fast$3(OCoLC)fst00883735 606 $aCriticism 606 $aEnglish philology$xStudy and teaching 606 $aPhilology$xStudy and teaching 608 $aProject Muse. 615 0$aPhilology$xStudy and teaching. 615 0$aEnglish philology$xStudy and teaching. 615 0$aCriticism. 615 0$aCriticism. 615 0$aEnglish philology$xStudy and teaching. 615 0$aPhilology$xStudy and teaching. 676 $a410.7 700 $aBleich$b David$0990802 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a9910524852703321 996 $aSubjective Criticism$92676812 997 $aUNINA