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Children as reader-critics: Literary...

Hurley, Angela Brookshire.

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Children as reader-critics: Literary heroes and moral education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Children as reader-critics: Literary heroes and moral education./
Author:	Hurley, Angela Brookshire.
Description:	259 p.
Notes:	Source: Dissertation Abstracts International, Volume: 50-01, Section: A, page: 0107.
Contained By:	Dissertation Abstracts International50-01A.
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8903558

Children as reader-critics: Literary heroes and moral education.
Hurley, Angela Brookshire.

Children as reader-critics: Literary heroes and moral education. - 259 p.

Source: Dissertation Abstracts International, Volume: 50-01, Section: A, page: 0107.

Thesis (Ed.D.)--University of Kentucky, 1988.

This study examines adult proposals for the use of literary heroes as a means of children's moral education. Attempting to locate the underlying assumptions of adult recommendations for children's literary experiences, I argue that adults prescribe for children's literary heroes based upon the adults' assumptions concerning human nature, childhood morality, and literature. Adult assumptions about these four broad areas vary and at times conflict, generating varying stances concerning the types of literary heroes and villains about whom children should read.Subjects--Topical Terms:

1017790
Education, Reading.

Children as reader-critics: Literary heroes and moral education.
LDR:03265nmm 2200313 4500 001 1818134
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035 $a (UnM)AAI8903558
035 $a AAI8903558
040 $a UnM $c UnM
100 1 $a Hurley, Angela Brookshire. $3 1907475
245 1 0 $a Children as reader-critics: Literary heroes and moral education.
300 $a 259 p.
500 $a Source: Dissertation Abstracts International, Volume: 50-01, Section: A, page: 0107.
500 $a Director: Clinton Collins.
502 $a Thesis (Ed.D.)--University of Kentucky, 1988.
520 $a This study examines adult proposals for the use of literary heroes as a means of children's moral education. Attempting to locate the underlying assumptions of adult recommendations for children's literary experiences, I argue that adults prescribe for children's literary heroes based upon the adults' assumptions concerning human nature, childhood morality, and literature. Adult assumptions about these four broad areas vary and at times conflict, generating varying stances concerning the types of literary heroes and villains about whom children should read.
520 $a A spectrum of thought is suggested in which to examine the varying adult stances with the divergent ends being described as follows. At one end are those adults who argue that children need all-virtuous heroes and all-evil villains, with virtue triumphing in the end. This position is identified as the one which currently dominates in American culture. Its proponents argue that children lack the mental maturity to deal with conflicting value positions and need to have a clear-cut system of good and evil inculcated into their moral thinking at a young age so that a firm foundation is laid for their adult lives. Psychologist Bruno Bettelheim, writer C. S. Lewis, and religious fundamentalists Phylis Schlafly and John Whitehead are used as spokespersons for the arguments falling into this dominant position.
520 $a The opposing view suggests that children be allowed to read about heroes who are not absolutely good and who portray individuals as capable of both good and less-than-good actions depending upon the choices they make. Good and evil are not clearly distinguishable in this account. Proponents of this position argue that such an approach provides children the opportunity to learn to make reflective evaluations; this helps them to be able to make reflective moral choices as adults. Writers Maurice Sendak and Madeleine L'Engle and philosopher Maxine Greene are used as proponents of this position.
520 $a These two basic adult stances occur in many variations in the proposals of educators, psychologists, authors, and other caregivers of children. This study attempts to point out the advantages and disadvantages of the various adult arguments and to emphasize the importance of allowing children to function as reader-critics. (Abstract shortened with permission of author.)
590 $a School code: 0102.
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Philosophy of. $3 783746
690 $a 0535
690 $a 0524
690 $a 0998
710 2 0 $a University of Kentucky. $3 1017485
773 0 $t Dissertation Abstracts International $g 50-01A.
790 1 0 $a Collins, Clinton, $e advisor
790 $a 0102
791 $a Ed.D.
792 $a 1988
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8903558