LEADER 02296nam 2200397 450 001 9910817502203321 005 20230629234503.0 010 $a90-04-44237-5 035 $a(CKB)4100000011413543 035 $a(MiAaPQ)EBC6426830 035 $a(EXLCZ)994100000011413543 100 $a20210327d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aConceptual mathematics and literature $etoward a deep reading of texts and minds /$fby Yair Neuman 210 1$aLeiden, The Netherlands ;$aBoston :$cBrill,$d[2021] 210 4$dİ2021 215 $a1 online resource (xi, 175 pages) $cillustrations 225 1 $aStudies in mathematics in the arts and humanities ;$vVolume 2 311 $a90-04-44236-7 330 $a"When as young children we first start to read, we enjoy the experience in the most basic and intuitive sense. We are moved by The Last of the Mohicans (Cooper, 1826/ 1986), fascinated by The Jungle Book (Kipling, 2013) and thrilled by The Hound of the Baskervilles (Doyle, 2016). No difficulty is evident, at least from our perspective as naive readers. However, when we grow up and are socialized as reflective individuals, our old new friend, the text, appears in a new light. It becomes an object that requires interpretation, explanation and understanding. Our trust in the text as naive readers may be replaced with deep suspicion or a distant analytical stance. The text might become an object of conspiracy (for example, if we read Fenimore Cooper as representing a colonialist perspective) or of analytical observation (for example, if we analyze it similarly to a mathematical riddle or a frog in a biology lesson). In both cases, the aesthetic experience is lost with our cherished childish enchantment"--$cProvided by publisher. 410 0$aStudies in mathematics in the arts and humanities ;$vVolume 2. 606 $aReading, Psychology of 615 0$aReading, Psychology of. 676 $a418.4019 700 $aNeuman$b Yair$f1968-$0767616 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910817502203321 996 $aConceptual mathematics and literature$94073050 997 $aUNINA